Ontario · Grade 7
Science and Technology, Grade 7
Ontario’s Grade 7 science course, from STEM Skills and Connections to Heat in the Environment.
- Units
- 5
- Lessons
- 12
- Skills
- 45
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
STEM Skills and Connections
Coding: Planning and Designing Programs
Planning and designing programs
I can plan and design a program before I write it.
Official code: A2.1
Coding, AI, and Skilled Trades
How coding and AI affect life and skilled trades
I can describe how coding and AI affect everyday life and skilled trades.
Official code: A2.2
Science and Technology in Jobs and Trades
Science and technology in occupations and skilled trades
I can describe how occupations and skilled trades use science and technology.
Official code: A3.1
People Who Help Science Grow
Analysing contributions from many communities
I can analyse how people from many communities contribute to science and technology.
Official code: A3.3
The official wording · 4 outcomes
- A2.1
- write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs
- A2.2
- identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades
- A3.1
- describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems
- A3.3
- analyse contributions to science and technology from various communities
Key ideas
Planning a program means deciding its steps, inputs, outputs, and logic before coding.
Emerging technologies such as artificial intelligence systems change how people live and work.
A good design makes a program easier to write, test, and fix.
Skilled trades use these technologies too — from AI diagnostics to automated tools.
Watch out for
- Thinking you should start typing code without a plan.
- Thinking AI affects only computer or office jobs.
- Confusing planning the program with just running it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
Interactions in the Environment
Life Systems
Humans, Technology, and the Environment
Impact of technologies on the environment
I can assess the impact of technologies on the environment.
Official code: B1.1
Mitigating and enhancing human impact
I can assess how well different actions reduce harm or enhance benefits to the environment.
Official code: B1.2
Indigenous practices and environmental sustainability
I can analyse how First Nations, Métis, and Inuit practices contribute to sustainability.
Official code: B1.3
Exploring Ecosystems
Ecosystems as networks of interactions
I can explain that an ecosystem is a network of interactions.
Official code: B2.1
Biotic and abiotic components
I can identify biotic and abiotic components and their interactions.
Official code: B2.2
Producers, consumers, and decomposers
I can describe the roles and relationships of producers, consumers, and decomposers.
Official code: B2.3
Energy transfer in a food chain
I can describe energy transfer in a food chain and what happens if it's altered.
Official code: B2.4
Cycling of matter
I can describe how matter cycles in the environment and how it supports sustainability.
Official code: B2.5
Primary and secondary succession
I can explain the difference between primary and secondary succession.
Official code: B2.6
Limiting factors in ecosystems
I can explain how limiting factors set how many organisms an ecosystem can sustain.
Official code: B2.7
Agriculture, harvesting, and ecosystem balance
I can describe how agriculture and harvesting affect ecosystems and how to restore balance.
Official code: B2.8
The official wording · 11 outcomes
- B1.1
- assess the impact of various technologies on the environment
- B1.2
- assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment
- B1.3
- analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability
- B2.1
- explain that an ecosystem is a network of interactions among living organisms and their environment
- B2.2
- identify biotic and abiotic components in an ecosystem, and describe the interactions between them
- B2.3
- describe roles and relationships between producers, consumers, and decomposers within an ecosystem
- B2.4
- describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain
- B2.5
- describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability
- B2.6
- explain the differences between primary succession and secondary succession in ecosystems
- B2.7
- explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain
- B2.8
- describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems
Key ideas
Technologies can affect the environment in positive and negative ways.
An ecosystem includes living organisms and their environment.
Assessing impact means weighing the benefits against the harms to ecosystems.
It is a network of interactions — organisms interact with each other and with their surroundings.
There are many ways to mitigate negative impacts and enhance positive impacts of human activities.
Watch out for
- Thinking technology has no effect on the environment.
- Thinking an ecosystem is just a list of organisms.
- Assuming every technology is only harmful or only helpful.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 10 skills
Pure Substances and Mixtures
Matter and Energy
Using and Separating Substances Responsibly
Impacts of using and disposing of pure substances
I can analyse the impacts of using and disposing of pure substances in devices.
Official code: C1.1
Impacts of industrial separation methods
I can assess the impacts of industrial methods for separating mixtures.
Official code: C1.2
Exploring Pure Substances and Mixtures
The particle theory of matter
I can explain the particle theory of matter.
Official code: C2.1
Pure substances versus mixtures
I can use particle theory to distinguish pure substances from mixtures.
Official code: C2.2
Homogeneous and heterogeneous mixtures
I can distinguish homogeneous from heterogeneous mixtures.
Official code: C2.3
Solubility and rate of dissolving
I can use particle theory to explain what affects solubility and rate of dissolving.
Official code: C2.4
Saturated and unsaturated solutions
I can describe saturated solutions and tell them from unsaturated ones.
Official code: C2.5
Water as the universal solvent
I can explain why water is called the universal solvent.
Official code: C2.6
Separating mixtures
I can explain processes that separate mixtures and their applications.
Official code: C2.7
Elements and compounds as atoms
I can describe pure substances as elements and compounds made of atoms.
Official code: C2.8
The official wording · 10 outcomes
- C1.1
- analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives
- C1.2
- assess environmental and social impacts of different industrial methods used to separate mixtures
- C2.1
- demonstrate an understanding of the particle theory of matter
- C2.2
- use particle theory to distinguish between pure substances and mixtures
- C2.3
- distinguish between homogenous and heterogenous mixtures
- C2.4
- use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves
- C2.5
- describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions
- C2.6
- explain why water is referred to as the universal solvent
- C2.7
- explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes
- C2.8
- describe pure substances as elements and compounds consisting of atoms and combinations of atoms
Key ideas
Technological devices contain pure substances (metals, elements) that are used and later disposed of.
The particle theory says all matter is made of tiny particles that are always moving.
Using and disposing of them has social and environmental impacts, seen locally and globally.
Particles have spaces between them, move faster when heated, and attract each other.
Industries separate mixtures using methods like distillation, filtration, and refining.
Watch out for
- Thinking a device's materials have no impact once thrown away.
- Thinking matter is solid and continuous with no particles.
- Considering only local or only global impacts.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 9 skills
Form and Function
Structures and Mechanisms
Designing Structures for People
Factors in designing and building structures
I can evaluate the factors to consider when designing and building a structure.
Official code: D1.1
Ergonomic design
I can evaluate ergonomic design and describe changes to my own spaces.
Official code: D1.2
Exploring Form and Function
Solid, frame, and shell structures
I can classify structures as solid, frame, or shell.
Official code: D2.1
Centre of gravity and stability
I can describe how a structure's centre of gravity affects its stability.
Official code: D2.2
Analysing forces on a structure
I can analyse the magnitude, direction, and application of forces on a structure.
Official code: D2.3
Symmetry in structures
I can describe the role of symmetry in structures and spot it.
Official code: D2.4
Why structures fail
I can describe factors that cause a structure to fail.
Official code: D2.5
Choosing suitable materials
I can identify factors that make a material suitable for a structure or product.
Official code: D2.6
Assessing structural safety
I can describe how professionals assess and maintain structural safety.
Official code: D2.7
The official wording · 9 outcomes
- D1.1
- evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities
- D1.2
- evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities
- D2.1
- classify structures as solid structures, frame structures, or shell structures
- D2.2
- describe ways in which the centre of gravity of a structure affects the structure’s stability
- D2.3
- identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure
- D2.4
- describe the role of symmetry in structures, and identify instances of symmetry in various structures
- D2.5
- describe factors that can cause a structure to fail
- D2.6
- identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure
- D2.7
- describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures
Key ideas
Designing a structure means weighing environmental, social, and economic factors.
A solid structure is a solid mass (like a dam); a frame structure is a skeleton of parts (like a bridge); a shell structure encloses space with a thin outer layer (like an egg or a dome).
These factors help meet the specific needs of individuals and communities.
Structures are classified by their form.
Ergonomic design shapes tools, objects, and workspaces to fit the human body.
Watch out for
- Thinking design considers only cost or only appearance.
- Thinking all structures are the same type.
- Overlooking environmental or social factors.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 11 skills
Heat in the Environment
Earth and Space Systems
Heat, Technology, and Energy Sources
Benefits of heat-loss technologies
I can assess the benefits of technologies that reduce heat loss or transfer.
Official code: E1.1
Impacts of renewable and non-renewable energy
I can analyse the impacts of using renewable and non-renewable energy sources.
Official code: E1.2
Exploring Heat
Heat and the motion of particles
I can use particle theory to explain how heat affects particle motion.
Official code: E2.1
How heat is generated
I can describe various ways heat is generated.
Official code: E2.2
Heat and volume (thermal expansion)
I can use particle theory to explain how heat changes volume.
Official code: E2.3
Heat transfer by conduction
I can explain heat transfer by conduction.
Official code: E2.4
Heat transfer by convection
I can explain heat transfer by convection.
Official code: E2.5
Heat transfer by radiation
I can explain heat transfer by radiation and its effect on surfaces.
Official code: E2.6
Radiation and the heating of Earth
I can describe how radiation heats and cools Earth.
Official code: E2.7
Greenhouse gases and radiated heat
I can explain how greenhouse gases affect radiated heat in the atmosphere.
Official code: E2.7
Sources of greenhouse gases
I can identify sources of greenhouse gases and ways to reduce emissions.
Official code: E2.8
The official wording · 11 outcomes
- E1.1
- assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces
- E1.2
- analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy
- E2.1
- use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas
- E2.2
- demonstrate an understanding of various ways in which heat is generated
- E2.3
- use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter
- E2.4
- explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction
- E2.5
- explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection
- E2.6
- explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces
- E2.7
- describe the role of radiation in heating and cooling Earth
- E2.7
- explain how greenhouse gases affect the transmission of radiated heat through the atmosphere
- E2.8
- identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases
Key ideas
Technologies like insulation, double glazing, and weatherstripping reduce heat loss or transfer.
Heat is energy that makes particles move faster.
They have social and environmental benefits — comfort, lower cost, and less energy use.
Adding heat speeds up particles in solids, liquids, and gases; removing heat slows them.
Non-renewable sources (coal, oil, gas) and renewable sources (solar, wind, hydro) have different impacts.
Watch out for
- Thinking heat-loss technologies don't matter for the environment.
- Thinking heat is a substance rather than particle motion energy.
- Only seeing cost savings, not environmental benefits.
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 Ontario’s own curriculum for Science and Technology, Grade 7.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ASTEM Skills and Connections | Outcomes 4 | Taught in Unit 1 |
| BLife Systems | Outcomes 11 | Taught in Unit 2Interactions in the Environment |
| CMatter and Energy | Outcomes 10 | Taught in Unit 3Pure Substances and Mixtures |
| DStructures and Mechanisms | Outcomes 9 | Taught in Unit 4Form and Function |
| EEarth and Space Systems | Outcomes 10 | Taught in Unit 5Heat in the Environment |
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Questions about Science and Technology, Grade 7
What is Science and Technology, Grade 7?
Ontario’s Grade 7 science course: 5 units and 45 skills, from STEM Skills and Connections to Heat in the Environment.
What units are in Science and Technology, Grade 7?
1. STEM Skills and Connections, 2. Interactions in the Environment, 3. Pure Substances and Mixtures, 4. Form and Function and 5. Heat in the Environment.
Is there a provincial exam for Science and Technology, Grade 7?
No. Ontario gives no provincial exam for Science and Technology, Grade 7.
What comes after Science and Technology, Grade 7?
Science and Technology, Grade 8.
Can MapleMind help with Science and Technology, Grade 7?
Yes. MapleMind teaches every skill of Science and Technology, Grade 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.
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