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The official Manitoba Science, Grade 7 curriculum
Manitoba defines Science, Grade 7 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 0 | 4 | Scientific Skills and Inquiry |
| Strand 1 | 15 | Interactions Within Ecosystems |
| Strand 2 | 23 | Particle Theory of Matter |
| Strand 3 | 12 | Forces and Structures |
| Strand 4 | 15 | Earth’s Crust |
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How MapleMind teaches Science, Grade 7 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Scientific Skills and InquiryOfficial strand · Strand 0
The hands-on doing of Grade 7 science - selecting tools to observe and measure, constructing and evaluating graphs, and building a prototype.
Doing Science: Measuring, Graphing, and Designing
- Construct a prototype7-0-4b — Construct a prototype.
- Construct graphs to display data, and interpret and evaluate7-0-6a — Construct graphs to display data, and interpret and evaluate these and other graphs.
- Select and use tools to observe, measure, and construct.7-0-5c — Select and use tools to observe, measure, and construct. Include: microscopes, a variety of thermometers, graduated cylinders, glassware, balance.
- Estimate and measure accurately using SI and other standard7-0-5e — Estimate and measure accurately using SI and other standard units. Include: determining volume by displacement of water.
The official wording — 4 outcomes in this unit
- 7-0-4b
Construct a prototype
- 7-0-6a
Construct graphs to display data, and interpret and evaluate these and other graphs
- 7-0-5c
Select and use tools to observe, measure, and construct
- 7-0-5e
Estimate and measure accurately using SI and other standard units
Unit 2Interactions Within EcosystemsOfficial strand · Strand 1
Ecosystems and the biosphere, abiotic and biotic factors, ecological succession, photosynthesis and respiration, food webs and ecological pyramids, and micro-organisms.
Interactions Within Ecosystems: Part 1
- Define ecosystem, and describe various examples that range from7-1-02 — Define ecosystem, and describe various examples that range from the microscopic to the entire biosphere. Include: a place on Earth where living things interact with other living things as well as non- living things.
- Identify abiotic and biotic components of ecosystems that allow7-1-03 — Identify abiotic and biotic components of ecosystems that allow particular organisms to survive.
- Describe ecological succession and identify signs of succession in a variety of ecosystems7-1-04 — Describe ecological succession and identify signs of succession in a variety of ecosystems. Include: the natural process whereby some species are replaced by other species in a predictable pattern.
Interactions Within Ecosystems: Part 2
- Identify and describe positive and negative examples of human7-1-05 — Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems.
- Propose a course of action to protect the habitat7-1-07 — Propose a course of action to protect the habitat of a particular organism within an ecosystem.
- Compare photosynthesis to cellular respiration, and explain how both7-1-08 — Compare photosynthesis to cellular respiration, and explain how both are part of the cycling of matter and the transfer of energy in ecosystems. Include: photosynthesis: water + carbon dioxide + light energy = sugar + oxygen in the presence of chlorophyll; cellular respiration: sugar + oxygen = water + carbon dioxide + energy.
Interactions Within Ecosystems: Part 3
- Analyze food webs, using ecological pyramids, to show energy7-1-09 — Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels. Include: producers; primary, secondary, and tertiary consumers.
- Analyze, using ecological pyramids, the implications of the loss7-1-10 — Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem.
- Explain, using ecological pyramids, the potential for bioaccumulation within7-1-11 — Explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem.
- Provide examples of scavengers and decomposers7-1-12 — Provide examples of scavengers and decomposers, and describe their role in cycling matter in an ecosystem. Include: micro-organisms.
Interactions Within Ecosystems: Part 4
- Demonstrate proper use and care of the microscope to observe micro-organisms7-1-13 — Demonstrate proper use and care of the microscope to observe micro-organisms. Include: preparing wet mounts beginning with the least powerful lens; focussing; drawing specimens; indicating magnification.
- Identify beneficial and harmful roles played by micro-organisms7-1-14 — Identify beneficial and harmful roles played by micro-organisms.
- Research and describe human food production or preservation techniques7-1-15 — Research and describe human food production or preservation techniques that apply a knowledge of micro-organisms.
The official wording — 15 outcomes in this unit
- 7-1-01
Use appropriate vocabulary related to their investigations of interactions within ecosystems
- 7-1-02
Define ecosystem, and describe various examples that range from the microscopic to the entire biosphere
- 7-1-03
Identify abiotic and biotic components of ecosystems that allow particular organisms to survive
- 7-1-04
Describe ecological succession and identify signs of succession in a variety of ecosystems
- 7-1-05
Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems
- 7-1-06
Identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems
- 7-1-07
Propose a course of action to protect the habitat of a particular organism within an ecosystem
- 7-1-08
Compare photosynthesis to cellular respiration, and explain how both are part of the cycling of matter and the transfer of energy in ecosystems
- 7-1-09
Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels
- 7-1-10
Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem
- 7-1-11
Explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem
- 7-1-12
Provide examples of scavengers and decomposers, and describe their role in cycling matter in an ecosystem
- 7-1-13
Demonstrate proper use and care of the microscope to observe micro-organisms
- 7-1-14
Identify beneficial and harmful roles played by micro-organisms
- 7-1-15
Research and describe human food production or preservation techniques that apply a knowledge of micro-organisms
Unit 3Particle Theory of MatterOfficial strand · Strand 2
The particle theory, heat and temperature, heat transfer, pure substances and mixtures, solutions and solubility, and separating mixtures.
Particle Theory of Matter: Part 1
- Evaluate different types of thermometers using the design process7-2-02 — Evaluate different types of thermometers using the design process.
- Demonstrate the effects of heating and cooling on the volume of solids, liquids, and gases7-2-03 — Demonstrate the effects of heating and cooling on the volume of solids, liquids, and gases, and give examples from daily life.
- Compare the boiling and melting points of a variety7-2-04 — Compare the boiling and melting points of a variety of substances and recognize that boiling and melting points are properties of pure substances. Include: water.
Particle Theory of Matter: Part 2
- Explain what scientific theories are, and provide some examples.7-2-05 — Explain what scientific theories are, and provide some examples. Include: a scientific theory helps to explain an observation; when this explanation has been repeatedly tested and shown to be consistent it is generally accepted in the scientific world.
- Describe the particle theory of matter and use it7-2-06 — Describe the particle theory of matter and use it to explain changes of state.
- Differentiate between the concept of temperature and the concept7-2-07 — Differentiate between the concept of temperature and the concept of heat.
- Demonstrate how heat can be transmitted through solids, liquids,7-2-08 — Demonstrate how heat can be transmitted through solids, liquids, and gases. Include: conduction, convection, radiation.
Particle Theory of Matter: Part 3
- Plan an experiment to identify materials that are good7-2-09 — Plan an experiment to identify materials that are good heat insulators and good heat conductors, and describe some uses of these materials.
- Use the design process to construct a prototype that controls the transfer of heat energy7-2-10 — Use the design process to construct a prototype that controls the transfer of heat energy.
- Recognize that heat energy is the most common by-product7-2-11 — Recognize that heat energy is the most common by-product of energy transformations, and describe some examples.
- Identify different forms of energy that can be transformed7-2-12 — Identify different forms of energy that can be transformed into heat energy. Include: mechanical, chemical, nuclear, electrical.
Particle Theory of Matter: Part 4
- Differentiate between pure substances and mixtures by using the particle theory of matter7-2-13 — Differentiate between pure substances and mixtures by using the particle theory of matter. Include: a pure substance is made up of one type of particle; a mixture is made up of two or more types of particles.
- Differentiate between the two types of mixtures, solutions and mechanical mixtures7-2-14 — Differentiate between the two types of mixtures, solutions and mechanical mixtures. Include: solutions — homogeneous; mechanical mixtures — heterogeneous mixtures.
- Classify a variety of substances used in daily life7-2-15 — Classify a variety of substances used in daily life as pure substances, solutions, or mechanical mixtures.
- Demonstrate the difference between saturated and unsaturated solutions7-2-22 — Demonstrate the difference between saturated and unsaturated solutions.
Particle Theory of Matter: Part 5
- Discuss the potential harmful effects of some substances on the environment7-2-23 — Discuss the potential harmful effects of some substances on the environment, and identify methods to ensure their safe use and disposal.
- Identify solutes and solvents in common solid, liquid, and gaseous solutions7-2-16 — Identify solutes and solvents in common solid, liquid, and gaseous solutions.
- Describe solutions by using the particle theory of matter.7-2-17 — Describe solutions by using the particle theory of matter. Include: particles have an attraction for each other; the attraction between the particles of solute and solvent keeps them in solution.
- Demonstrate different methods of separating the components of both7-2-18 — Demonstrate different methods of separating the components of both solutions and mechanical mixtures.
Particle Theory of Matter: Part 6
- Identify a separation technique used in industry, and explain7-2-19 — Identify a separation technique used in industry, and explain why it is appropriate.
- Experiment to determine factors that affect solubility. Include: agitation,7-2-20 — Experiment to determine factors that affect solubility. Include: agitation, surface area, temperature.
- Describe the concentration of a solution in qualitative and quantitative terms7-2-21 — Describe the concentration of a solution in qualitative and quantitative terms, and give examples from daily life when the concentration of a solution influences its usefulness. Include: dilute, concentrated, grams of solute per 100 mL.
The official wording — 23 outcomes in this unit
- 7-2-01
Use appropriate vocabulary related to their investigations of the particle theory of matter
- 7-2-02
Evaluate different types of thermometers using the design process
- 7-2-03
Demonstrate the effects of heating and cooling on the volume of solids, liquids, and gases, and give examples from daily life
- 7-2-04
Compare the boiling and melting points of a variety of substances and recognize that boiling and melting points are properties of pure substances
- 7-2-05
Explain what scientific theories are, and provide some examples
- 7-2-06
Describe the particle theory of matter and use it to explain changes of state
- 7-2-07
Differentiate between the concept of temperature and the concept of heat
- 7-2-08
Demonstrate how heat can be transmitted through solids, liquids, and gases
- 7-2-09
Plan an experiment to identify materials that are good heat insulators and good heat conductors, and describe some uses of these materials
- 7-2-10
Use the design process to construct a prototype that controls the transfer of heat energy
- 7-2-11
Recognize that heat energy is the most common by-product of energy transformations, and describe some examples
- 7-2-12
Identify different forms of energy that can be transformed into heat energy
- 7-2-13
Differentiate between pure substances and mixtures by using the particle theory of matter
- 7-2-14
Differentiate between the two types of mixtures, solutions and mechanical mixtures
- 7-2-15
Classify a variety of substances used in daily life as pure substances, solutions, or mechanical mixtures
- 7-2-22
Demonstrate the difference between saturated and unsaturated solutions
- 7-2-23
Discuss the potential harmful effects of some substances on the environment, and identify methods to ensure their safe use and disposal
- 7-2-16
Identify solutes and solvents in common solid, liquid, and gaseous solutions
- 7-2-17
Describe solutions by using the particle theory of matter
- 7-2-18
Demonstrate different methods of separating the components of both solutions and mechanical mixtures
- 7-2-19
Identify a separation technique used in industry, and explain why it is appropriate
- 7-2-20
Experiment to determine factors that affect solubility
- 7-2-21
Describe the concentration of a solution in qualitative and quantitative terms, and give examples from daily life when the concentration of a solution influences its usefulness
Unit 4Forces and StructuresOfficial strand · Strand 3
Frame, shell, and solid structures, centre of gravity and stability, internal and external forces, structural strength, and designing structures.
Forces and Structures: Part 1
- Classify natural and human-built structures found locally and around7-3-02 — Classify natural and human-built structures found locally and around the world. Include: frame, shell, solid.
- Identify the centre of gravity in a model structure,7-3-03 — Identify the centre of gravity in a model structure, and demonstrate that changes in the location of a structure’s centre of gravity affect its stability.
- Identify internal forces acting on a structure, and describe7-3-04 — Identify internal forces acting on a structure, and describe them using diagrams. Include: compression, tension, shear, torsion.
Forces and Structures: Part 2
- Identify external forces acting on a structure, and describe7-3-05 — Identify external forces acting on a structure, and describe them using diagrams.
- Recognize that internal and external forces apply stress to structures7-3-06 — Recognize that internal and external forces apply stress to structures, and describe examples in which this stress has led to structural fatigue or structural failure.
- Investigate to determine that the effect of a force7-3-07 — Investigate to determine that the effect of a force on a structure depends on its magnitude, direction, and point and plane of application.
- Describe, using diagrams, how common structural shapes and components7-3-08 — Describe, using diagrams, how common structural shapes and components can increase the strength and stability of a structure.
Forces and Structures: Part 3
- Describe and demonstrate methods to increase the strength of materials7-3-09 — Describe and demonstrate methods to increase the strength of materials.
- Determine the efficiency of a structure by comparing its mass with the mass of the load it supports7-3-10 — Determine the efficiency of a structure by comparing its mass with the mass of the load it supports.
- Evaluate a structure to determine the appropriateness of its design, using the design process7-3-11 — Evaluate a structure to determine the appropriateness of its design, using the design process.
- Use the design process to construct a structure that will withstand the application of an external7-3-12 — Use the design process to construct a structure that will withstand the application of an external force.
The official wording — 12 outcomes in this unit
- 7-3-01
Use appropriate vocabulary related to their investigations of forces and structures
- 7-3-02
Classify natural and human-built structures found locally and around the world
- 7-3-03
Identify the centre of gravity in a model structure, and demonstrate that changes in the location of a structure’s centre of gravity affect its stability
- 7-3-04
Identify internal forces acting on a structure, and describe them using diagrams
- 7-3-05
Identify external forces acting on a structure, and describe them using diagrams
- 7-3-06
Recognize that internal and external forces apply stress to structures, and describe examples in which this stress has led to structural fatigue or structural failure
- 7-3-07
Investigate to determine that the effect of a force on a structure depends on its magnitude, direction, and point and plane of application
- 7-3-08
Describe, using diagrams, how common structural shapes and components can increase the strength and stability of a structure
- 7-3-09
Describe and demonstrate methods to increase the strength of materials
- 7-3-10
Determine the efficiency of a structure by comparing its mass with the mass of the load it supports
- 7-3-11
Evaluate a structure to determine the appropriateness of its design, using the design process
- 7-3-12
Use the design process to construct a structure that will withstand the application of an external force
Unit 5Earth’s CrustOfficial strand · Strand 4
Earth's layers, rock and mineral formation, weathering and erosion, the rock cycle, geological resources, and plate tectonics.
Earth’s Crust: Part 1
- Describe the Earth’s structure. Include: crust, mantle, outer core,7-4-02 — Describe the Earth’s structure. Include: crust, mantle, outer core, inner core.
- Describe the geological processes involved in rock and mineral7-4-03 — Describe the geological processes involved in rock and mineral formation, and classify rocks and minerals by their method of formation.
- Investigate and describe the processes of weathering and erosion,7-4-04 — Investigate and describe the processes of weathering and erosion, and recognize that they cause changes in the landscape over time. Include: physical, biological, and chemical weathering.
Earth’s Crust: Part 2
- Explain how rocks on the Earth constantly undergo a7-4-05 — Explain how rocks on the Earth constantly undergo a slow process of change through the rock cycle.
- Identify geological resources that are used by humans as7-4-06 — Identify geological resources that are used by humans as sources of energy, and describe their method of formation. Include: fossil fuels, geothermal energy.
- Identify geological resources that are present in Manitoba and Canada7-4-07 — Identify geological resources that are present in Manitoba and Canada, and describe the processes involved in their location, extraction, processing, and recycling. Include: fossil fuels, minerals.
- Identify environmental impacts of geological resource extraction, and describe7-4-08 — Identify environmental impacts of geological resource extraction, and describe techniques used to address these.
Earth’s Crust: Part 3
- Recognize that soil is a natural resource, and explain7-4-09 — Recognize that soil is a natural resource, and explain how the characteristics of soil determine its use.
- Describe methods used to control soil erosion, and recognize7-4-10 — Describe methods used to control soil erosion, and recognize the importance of soil conservation.
- Describe evidence used to support the continental drift theory,7-4-12 — Describe evidence used to support the continental drift theory, and explain why this theory was not generally accepted by scientists.
Earth’s Crust: Part 4
- Describe evidence used to support the theory of plate7-4-13 — Describe evidence used to support the theory of plate tectonics, the role technology has played in the development of this theory, and reasons why it is generally accepted by scientists.
- Explain geological processes and events using the theory of plate tectonics7-4-14 — Explain geological processes and events using the theory of plate tectonics. Include: mountain formation, earthquakes, volcanoes.
- Identify specialized careers involving the study of the Earth’s7-4-15 — Identify specialized careers involving the study of the Earth’s crust or the utilization of geological resources, and give examples of technologies used in each.
The official wording — 15 outcomes in this unit
- 7-4-01
Use appropriate vocabulary related to their investigations of the Earth’s crust
- 7-4-02
Describe the Earth’s structure
- 7-4-03
Describe the geological processes involved in rock and mineral formation, and classify rocks and minerals by their method of formation
- 7-4-04
Investigate and describe the processes of weathering and erosion, and recognize that they cause changes in the landscape over time
- 7-4-05
Explain how rocks on the Earth constantly undergo a slow process of change through the rock cycle
- 7-4-06
Identify geological resources that are used by humans as sources of energy, and describe their method of formation
- 7-4-07
Identify geological resources that are present in Manitoba and Canada, and describe the processes involved in their location, extraction, processing, and recycling
- 7-4-08
Identify environmental impacts of geological resource extraction, and describe techniques used to address these
- 7-4-09
Recognize that soil is a natural resource, and explain how the characteristics of soil determine its use
- 7-4-10
Describe methods used to control soil erosion, and recognize the importance of soil conservation
- 7-4-11
Identify environmental, social, and economic factors that should be considered in making informed decisions about land use
- 7-4-12
Describe evidence used to support the continental drift theory, and explain why this theory was not generally accepted by scientists
- 7-4-13
Describe evidence used to support the theory of plate tectonics, the role technology has played in the development of this theory, and reasons why it is generally accepted by scientists
- 7-4-14
Explain geological processes and events using the theory of plate tectonics
- 7-4-15
Identify specialized careers involving the study of the Earth’s crust or the utilization of geological resources, and give examples of technologies used in each
Printable workbook · A keepsake of the year
A Science, Grade 7 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
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Common questions
Can MapleMind help me with Science, Grade 7?
Yes. MapleMind's AI tutor covers all 69 skills in Manitoba's Science, Grade 7 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 7 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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That's the point of skill-level tutoring: open Science, Grade 7 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Manitoba curriculum for Science, Grade 7?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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