Science, Grade 7

Construct a prototype

I can construct a prototype.

Construct graphs to display data, and interpret and evaluate these and other graphs

I can construct graphs to display data, and interpret and evaluate these and other graphs.

Select and use tools to observe, measure, and construct.

I can select and use tools to observe, measure and construct, including microscopes, different kinds of thermometers, graduated cylinders, glassware and a balance.

Estimate and measure accurately using SI and other standard units

I can estimate and measure accurately using SI and other standard units, including finding volume by water displacement.

Use appropriate vocabulary related to their investigations of interactions within ecosystems

I can use appropriate vocabulary related to my investigations of interactions within ecosystems, including ecosystem, biosphere, biotic, abiotic, ecological succession, photosynthesis, cellular respiration, ecological pyramid, bioaccumulation, scavengers, decomposers and micro-organisms.

Define ecosystem, and describe various examples that range from the microscopic to the entire biosphere

I can define an ecosystem as a place on Earth where living things interact with other living things and with non-living things, and describe examples that range from the microscopic to the entire biosphere.

Identify abiotic and biotic components of ecosystems that allow particular organisms to survive

I can 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 ecosystems

I can describe ecological succession, the natural process in which some species are replaced by others in a predictable pattern, and identify signs of succession in a variety of ecosystems.

Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems

I can identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems.

Identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems

I can identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems.

Propose a course of action to protect the habitat of a particular organism within an ecosystem

I can propose a course of action to protect the habitat of a particular organism within an ecosystem.

Compare photosynthesis to cellular respiration, and explain how both are part of the cycling of matter and the transfer of energy in ecosystems

I can compare photosynthesis with cellular respiration and explain how both are part of the cycling of matter and the transfer of energy in ecosystems.

Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels

I can analyze food webs, using ecological pyramids, to show the energy gained or lost at each level, from producers to primary, secondary and tertiary consumers.

Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem

I can 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 within an ecosystem

I can explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem.

Provide examples of scavengers and decomposers

I can provide examples of scavengers and decomposers, including micro-organisms, and describe their role in cycling matter in an ecosystem.

Demonstrate proper use and care of the microscope to observe micro-organisms

I can demonstrate proper use and care of the microscope to observe micro-organisms: preparing a wet mount, starting with the least powerful lens, focusing, drawing what I see and stating the magnification.

Identify beneficial and harmful roles played by micro-organisms

I can identify beneficial and harmful roles played by micro-organisms.

Research and describe human food production or preservation techniques

I can research and describe human food production or preservation techniques that apply a knowledge of micro-organisms.

Use appropriate vocabulary related to their investigations of the particle theory of matter

I can use appropriate vocabulary related to my investigations of the particle theory of matter, including heat, temperature, conduction, convection, radiation, pure substance, mixture, solution, mechanical mixture, solute, solvent, solubility, concentration, and saturated and unsaturated solutions.

Evaluate different types of thermometers using the design process

I can evaluate different types of thermometers using the design process.

Demonstrate the effects of heating and cooling on the volume of solids, liquids, and gases

I can 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 variety of substances and recognize that boiling and melting points are properties of pure substances

I can compare the boiling and melting points of a variety of substances, including water, and recognize that boiling and melting points are properties of pure substances.

Explain what scientific theories are, and provide some examples.

I can explain what a scientific theory is, an explanation of observations that has been tested again and again and found consistent, and give some examples.

Describe the particle theory of matter and use it to explain changes of state

I can describe the particle theory of matter and use it to explain changes of state.

Differentiate between the concept of temperature and the concept of heat

I can differentiate between the concept of temperature and the concept of heat.

Demonstrate how heat can be transmitted through solids, liquids, and gases

I can demonstrate how heat is transmitted through solids, liquids and gases by conduction, convection and radiation.

Plan an experiment to identify materials that are good heat insulators and good heat conductors, and describe some uses of these materials

I can 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 energy

I can use the design process to construct a prototype that controls the transfer of heat energy.

Recognize that heat energy is the most common by-product of energy transformations, and describe some examples

I can 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 transformed into heat energy

I can identify forms of energy, such as mechanical, chemical, nuclear and electrical energy, that can be transformed into heat energy.

Differentiate between pure substances and mixtures by using the particle theory of matter

I can tell pure substances from mixtures using the particle theory of matter: a pure substance is made of one type of particle, and a mixture of two or more types.

Differentiate between the two types of mixtures, solutions and mechanical mixtures

I can tell apart the two types of mixtures: solutions, which are homogeneous, and mechanical mixtures, which are heterogeneous.

Classify a variety of substances used in daily life as pure substances, solutions, or mechanical mixtures

I can classify a variety of substances used in daily life as pure substances, solutions, or mechanical mixtures.

Demonstrate the difference between saturated and unsaturated solutions

I can demonstrate the difference between saturated and unsaturated solutions.

Discuss the potential harmful effects of some substances on the environment

I can 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 solutions

I can identify solutes and solvents in common solid, liquid, and gaseous solutions.

Describe solutions by using the particle theory of matter.

I can describe solutions using the particle theory of matter, explaining that the attraction between solute and solvent particles keeps the solute in solution.

Demonstrate different methods of separating the components of both solutions and mechanical mixtures

I can demonstrate different methods of separating the components of both solutions and mechanical mixtures.

Identify a separation technique used in industry, and explain why it is appropriate

I can identify a separation technique used in industry, and explain why it is appropriate.

Experiment to determine factors that affect solubility

I can experiment to find how agitation, surface area and temperature affect dissolving, and tell which of them changes how much solute can dissolve.

Describe the concentration of a solution in qualitative and quantitative terms

I can describe the concentration of a solution in words (dilute or concentrated) and in numbers (grams of solute per 100 mL), and give examples from daily life where the concentration affects how useful a solution is.

Use appropriate vocabulary related to their investigations of forces and structures

I can use appropriate vocabulary related to my investigations of forces and structures, including frame, shell and solid, centre of gravity, stability, compression, tension, shear, torsion, internal and external forces, stress, structural fatigue and failure, load, magnitude, point and plane of application, and efficiency.

Classify natural and human-built structures found locally and around the world

I can classify natural and human-built structures, found locally and around the world, as frame, shell or solid structures.

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

I can 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 describe them using diagrams

I can identify the internal forces acting on a structure (compression, tension, shear and torsion) and describe them using diagrams.

Identify external forces acting on a structure, and describe them using diagrams

I can identify external forces acting on a structure, and describe them using diagrams.

Recognize that internal and external forces apply stress to structures

I can 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 force on a structure depends on its magnitude, direction, and point and plane of application

I can 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 components can increase the strength and stability of a structure

I can describe, using diagrams, how common structural shapes and components can increase the strength and stability of a structure.

Describe and demonstrate methods to increase the strength of materials

I can 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 supports

I can 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 process

I can 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 external force

I can use the design process to construct a structure that will withstand the application of an external force.

Use appropriate vocabulary related to their investigations of the Earth’s crust

I can use appropriate vocabulary related to my investigations of the Earth's crust, including crust, mantle, outer and inner core, physical, biological and chemical weathering, erosion, rock cycle, fossil fuel, geothermal energy, continental drift theory and the theory of plate tectonics.

Describe the Earth’s structure

I can describe the Earth's structure: the crust, the mantle, the outer core and the inner core.

Describe the geological processes involved in rock and mineral formation, and classify rocks and minerals by their method of formation

I can 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, and recognize that they cause changes in the landscape over time

I can investigate and describe physical, biological and chemical weathering and erosion, and recognize that they change the landscape over time.

Explain how rocks on the Earth constantly undergo a slow process of change through the rock cycle

I can 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 as sources of energy, and describe their method of formation

I can identify geological resources that humans use as sources of energy, such as fossil fuels and geothermal energy, and describe how they form.

Identify geological resources that are present in Manitoba and Canada

I can identify geological resources, such as fossil fuels and minerals, found in Manitoba and Canada, and describe how they are located, extracted, processed and recycled.

Identify environmental impacts of geological resource extraction, and describe techniques used to address these

I can identify environmental impacts of geological resource extraction, and describe techniques used to address these.

Recognize that soil is a natural resource, and explain how the characteristics of soil determine its use

I can 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 recognize the importance of soil conservation

I can describe methods used to control soil erosion, and recognize the importance of soil conservation.

Identify environmental, social, and economic factors that should be considered in making informed decisions about land use

I can identify environmental, social, and economic factors that should be considered in making informed decisions about land use.

Describe evidence used to support the continental drift theory, and explain why this theory was not generally accepted by scientists

I can describe evidence used to support the continental drift theory, and explain why this theory was not generally accepted by scientists.

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

I can 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 tectonics

I can explain mountain formation, earthquakes and volcanoes using the theory of plate tectonics.

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

I can 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.