British Columbia · Grade 7
Science 7
British Columbia’s Grade 7 science course, from Biodiversity, Survival, and Natural Selection to Evidence of Change Over Geological Time.
- Units
- 4
- Lessons
- 14
- Skills
- 14
- Provincial exam
- None
- Official curriculum
- Province of British Columbia
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 3 skills
Biodiversity, Survival, and Natural Selection
Organisms Change Over Time
Life on Earth has evolved
I can explain that today's organisms are the result of evolution — a change in the traits of populations over time.
Skill 1.1
What Every Living Thing Needs
Basic needs for survival
I can identify the basic needs every organism must meet to survive.
Skill 1.2
How Natural Selection Works
Natural selection drives evolution
I can explain how natural selection causes populations to change over generations.
Skill 1.3
The official wording · 3 outcomes
- 1.1
- organisms have evolved over time
- 1.2
- survival needs
- 1.3
- natural selection
Key ideas
Evolution is a change in the traits of populations over time — it is not something a single animal does within its own lifetime.
Every organism needs space, food, water, and access to resources in order to survive.
Natural selection is the natural process by which traits with greater fitness for an environment lead to a reproductive advantage for the individuals that carry them.
Species alive today descended from earlier, often very different, species; many species that once existed are now extinct.
If a need goes unmet for long enough, an organism's survival — and a population's ability to keep reproducing — is threatened.
Watch out for
- Thinking an individual animal 'evolves' or 'adapts' during its own lifetime (evolution is a change in population traits across generations, not something one individual does).
- Thinking only animals have 'needs' and that plants just grow automatically without requiring specific conditions.
- Thinking an organism can choose to develop a trait it needs (like a giraffe 'deciding' to stretch its neck longer).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 5 skills
Chemistry: Pure Substances, Structure, and Change
Elements: the Simplest Pure Substances
What is an element?
I can define an element as a pure substance made of one type of atom.
Skill 2.1
Compounds: Elements Chemically Combined
What is a compound?
I can define a compound as a pure substance made of two or more elements chemically combined.
Skill 2.2
Pure Substances Have One Set of Properties
What makes something a pure substance
I can identify a pure substance as matter with one type of particle and one consistent set of properties.
Skill 2.3
The Ordered Structure of Crystals
Crystals repeat a pattern
I can describe how a repeating arrangement of particles gives crystalline solids their characteristic shape.
Skill 2.4
Chemical Changes Make New Substances
Spotting a chemical change
I can recognize chemical changes as atoms rearranging into new products.
Skill 2.5
The official wording · 5 outcomes
- 2.1
- elements
- 2.2
- compounds
- 2.3
- pure substances
- 2.4
- crystalline structure of solids
- 2.5
- chemical changes
Key ideas
An element is a pure substance consisting of a single type of atom.
A compound is a pure substance consisting of two or more different atoms held together in a defined arrangement by chemical bonds.
A pure substance consists of only one type of particle and has one consistent set of properties — such as density, boiling point, solubility, or conductivity.
A crystalline structure is a solid formed by a unique, repeating arrangement of particles.
A chemical change happens when atoms rearrange into new products, accompanied by an energy change.
Watch out for
- Thinking any single-looking substance (like a metal alloy) must be an element, when many familiar metals (like steel or brass) are actually mixtures.
- Thinking a compound is just two elements mixed together, rather than chemically bonded into a new substance with new properties.
- Assuming anything that looks uniform (like salt water or milk) must be a pure substance, without checking whether its properties are fixed or variable.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Electricity and Electromagnetism
How We Generate Electricity
Generating electricity, and its trade-offs
I can compare ways of generating electricity and their environmental impacts.
Skill 3.1
Electromagnetism: the Link Between Electricity and Magnetism
How electricity and magnetism connect
I can explain how electricity and magnetism are linked through electromagnetism.
Skill 3.2
The official wording · 2 outcomes
- 3.1
- electricity generated in different ways
- 3.2
- electromagnetism
Key ideas
Electricity can be generated in different ways, including using wind, water, coal, geothermal, and solar energy.
The electromagnetic force is responsible for both electricity and magnetism — they are two expressions of the same underlying force.
Each method of generating electricity has different environmental impacts — such as emissions, land use, or habitat disruption.
Moving or changing a magnetic field relative to a wire produces electric current — this is how a turbine generates electricity.
Choosing how to generate electricity involves weighing benefits (reliability, cost) against environmental impacts, not just picking the cheapest option.
Watch out for
- Thinking electricity is 'used up' and disappears, rather than transferring energy through a circuit.
- Assuming electricity and magnetism are unrelated phenomena rather than two sides of the same electromagnetic force.
- Believing all electricity generation methods have the same environmental impact, or that renewable methods have zero impact at all.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 4 skills
Evidence of Change Over Geological Time
What Fossils Tell Us
Fossils as evidence of change
I can use the fossil record as evidence that biodiversity has changed over geological time.
Skill 4.1
First Peoples Knowledge of Changing Biodiversity
What First Peoples knowledge tells us
I can describe how First Peoples knowledge provides evidence of changes in biodiversity over time.
Skill 4.2
Physical Records of Climate Change
Reading climate from physical records
I can use physical records as evidence of climate change over geological time and connect it to recent human impacts.
Skill 4.3
First Peoples Knowledge of Climate Change
What First Peoples knowledge tells us about climate
I can describe how local First Peoples knowledge provides evidence of climate change.
Skill 4.4
The official wording · 4 outcomes
- 4.1
- the fossil record provides evidence for changes in biodiversity over geological time
- 4.2
- First Peoples knowledge of changes in biodiversity over time
- 4.3
- physical records of climate change
- 4.4
- First Peoples knowledge of climate change
Key ideas
Fossils are the preserved remains or traces of once-living organisms, typically found in layers of sedimentary rock, with older layers generally beneath newer ones.
First Peoples knowledge is built from careful, long-term observation of the land and passed down through oral history across many generations.
Physical records — such as ice-flow data (ice cores) and the fossil record — preserve clues that reveal what Earth's climate was like at different points in geological time.
Local First Peoples knowledge of climate change is built from oral history and observed changes in traditional practice — such as the timing of harvest being impacted by climate change.
The ages of rocks and fossils can be determined by both relative and absolute methods, placing them on the geologic time scale.
Watch out for
- Thinking fossils of very different-looking organisms found in different layers must be unrelated, rather than representing the same lineage at different points in time.
- Assuming only written or fossil records count as real scientific evidence, dismissing oral knowledge as 'just stories'.
- Confusing weather (day-to-day conditions) with climate (long-term patterns over decades or longer).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows British Columbia’s own curriculum for Science 7.
Textbooks
In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page
Study it in MapleMind
MapleMind teaches Science 7 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.


Course Companion
Your year in one workbook
A fun way to keep Science 7 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 29
- Fillable fields
- 1,181
- Price
- $4.99
Questions about Science 7
What is Science 7?
British Columbia’s Grade 7 science course: 4 units and 14 skills, from Biodiversity, Survival, and Natural Selection to Evidence of Change Over Geological Time.
What units are in Science 7?
1. Biodiversity, Survival, and Natural Selection, 2. Chemistry: Pure Substances, Structure, and Change, 3. Electricity and Electromagnetism and 4. Evidence of Change Over Geological Time.
Is there a provincial exam for Science 7?
No. British Columbia gives no provincial exam for Science 7.
What textbook does Science 7 use?
Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.
What comes after Science 7?
Science 8.
Can MapleMind help with Science 7?
Yes. MapleMind teaches every skill of Science 7, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.