Download Benchmarks by Topic - maineindianeducation

Page 1
Content Area Science
Grade 7
A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in
science technology.
A1. Systems
Students describe and apply principles of systems in man-made things, natural things, and processes
a. Understand how individual parts working together in a system can do (including organism, Earth systems, solar system or man-made
structures) can do more than each part individually
b. Understand how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of
another part of a system
c. Describe how systems are nested and that systems may be thought of as containing subsystems (as well as being a subsystem of a larger
system)
A2. Models
Students use models to examine a variety of real-world phenomena from the physical setting, the living environment and the technological
world and compare advantages and disadvantages of various models
a. Describe different types of models that can be used to represent the same thing (including models of chemical reactions, motion, or cells)
in order to match the purpose and complexity of a model to its use
b. Make predictions about changes to models, and form a hypothesis as to how those changes may better reflect the real thing
A3. Constancy and Change
Students describe how patterns of change vary in physical, biological, and technological systems
a. Understand systems that are changing including ecosystems, Earth systems, and technologies
b. Recognize examples of systems including ecosystems, Earth systems, and technologies that appear to be unchanging (even though things
may be changing within the system) and identify any feedback mechanisms that may be modifying the changes
c. Understand rates of change and cyclic patterns using appropriate grade level mathematics
A4. Scale
Students use scale to describe objects, phenomena, or processes related to Earth, space, matter, and mechanical and living systems
a. Understand how some things change or work differently at different scales
b. Understand that proportions, averages, and ranges can be used to describe small and large extremes of scale
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Page 2
Content Area Science
Grade 7
B. The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data
from and communicate results of in-depth scientific investigations; and they use a systematic process, tools,
equipment, and a variety of materials to create a technological design and produce a solution or product to meet
specified need.
B1. Skills and Traits of Scientific Inquiry
Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments
a. Recognize how questions can be answered through scientific investigations
b. As part of a guided activity, safely conduct scientific investigations including experiments with controlled variables
c. Use appropriate tools, metric units and techniques to gather and make observations about data
d. Use mathematics to ask questions; gather, and organize data;
e. Use logic, critical reasoning, and evidence to develop predictions and models
f. Communicate and critique their own scientific work
B2. Skills and Traits of Technological Design
Students use a systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a
specified need, using established criteria
a. Discuss what makes a problem appropriate for technological design
b. Recognize a solution or product
c. Develop a proposed design using drawings and simple models
d. Develop a design that addresses a specific need
e. Analyze a completed design or product
f. Suggest improvements for their own and others’ designs
g. Understand the design process including the stages of problem identification, solution design, implementation, and evaluation
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Page 3
Content Area Science
Grade 7
C. The Scientific and Technological Enterprise: Students understand the history and nature of scientific
knowledge and technology, the process of inquiry and technological design, and the impacts science and
technology have on society and the environment.
C1. Understandings of Inquiry
Students describe how scientists use varied and systematic approaches to investigations that may lead to further investigations
a. Understand how the type of question informs the type of investigation
b. Understand why it is important to identify control variables, and trials in experiments
c. Understand how scientists’ analyses of findings can lead to new investigations
C2. Understandings about science and technology
Students understand and compare the similarities and differences between scientific inquiry and technological design
a. Explain the processes of scientific inquiry and the process of technological design
b. Understand how constraints and consequences impact scientific inquiry and technological design
C3. Science, Technology and Society
Students identify and describe the role of science and technology in addressing personal and societal challenges
a. Discuss how science and technology can help address societal challenges including population, natural hazards, sustainability, personal
health and safety, and environmental quality
b. Understand how personal choices can either positively or negatively impact society including population, ecosystem sustainability,
personal health, and environmental quality
c. Recognize factors that influence the development and use of science and technology
C4. History and Nature of Science
Students describe historical examples that illustrate how science advances knowledge through the scientists involved and through the ways
scientists think about their work and the work of others
a. Understand how women and men of various backgrounds, working in teams or alone and communicating about their ideas extensively
with others, engage in science, engineering, and related fields
b. Understand that breakthroughs from the history of science contribute to our current understanding of science
c. Understands that science is a human endeavor that generates explanations based on verifiable evidence and why it is subject to change
when new evidence does not match existing explanations
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Page 4
Content Area Science
Grade 7
Biodiversity
E. The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it
has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that
these organisms create interdependent webs through which matter and energy flow. Students understand
similarities and differences between humans and other organisms and the interconnections of these
interdependent webs.
E1. Biodiversity
Students differentiate among organisms based on biological characteristics and identify patterns of similarity.
a. Compare physical characteristics that differentiate organisms into groups (including plants that use sunlight to make their own food,
animals that consume energy-rich food, and organisms that cannot be easily classified as either)
b. Explain how biologists use internal and external anatomical features to determine relatedness among organisms and to form the basis
for classification systems
c. Explain ways to determine whether organisms are the same species
d. Describe how external and internal structures of animals and plants contribute to the variety of ways organisms are able to find food
and reproduce
MIE
E1a. Foundations
Students classify based on observable properties.
1. Categorize nonliving objects based on external structures (e.g., hard, soft)
2. Compare living, once living, and nonliving things
3. Defend the importance of observation in scientific classification
4. Demonstrate that there are many ways to classify things
MIE
E1b. Classification Through Observation
Students use and develop a simple classification system.
1. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets)
2. Develop a classification system based on observed structural characteristics
3. Generalize rules for classification
4. Relate the importance of classification systems to the development of science knowledge
5. Recognize that classification is a tool made by science to describe perceived patterns in nature
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Page 5
Content Area Science
Grade 7
MIE
E1c. Classification by Structures
Students classify organisms using an orderly pattern based upon structure.
1. Identify types of organisms that are not classified as either plant or animal
2. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist)
3. Use a classification key or field guide to identify organisms
4. Report on changes in classification systems as a result of new information or technology
Cells
E3. Cells
Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and
needs among and within organisms.
a. Describe the basic functions of organisms carried out within cells including the extracting of energy from food and the elimination of
wastes
b. Explain the relationship among cells, tissues, organs and organ systems, including how tissues and organs serve the needs of cells and
organisms
c. Compare the structures, systems, and interactions that allow single-celled organisms and multi-celled plants and animals, including
humans, to defend themselves, acquire and use energy, self-regulate, reproduce, and coordinate movement
d. Explain that all living things are composed of cells numbering from just one to millions
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Page 6
Content Area Science
Grade 7
MIE
E3a. Investigations
Students understand that the organs in an organism are made of cells that have structures and perform specific life functions. Students
observe and describe cellular structures and functions.
1. Use appropriate instruments to observe, describe, and compare various types of cells (e.g., onion, diatoms)
2. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells
3. Differentiate between plant and animal cells based on cell wall and cell membrane
4. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles
5. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food,
remove waste, produce their own food)
MIE
E3b. Function and Interdependence
Students identify and describe the function and interdependence of various organs and tissues.
1. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism)
2. Match a particular structure to the appropriate level (e.g., heart to organ, cactus to organism, muscle to tissue)
3. Relate the structure of an organ to its component parts and the larger system of which it is a part
4. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g., lungs
provide oxygen to cells, kidneys remove wastes from cells)
MIE
E3c. Obtaining and Using Energy
Students understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that
changing the environment may alter the amount of energy provided to living organisms. Students also compare ways that plants and
animals obtain and use energy.
1. Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials
2. Explain how respiration in animals is a process that converts food energy into mechanical and heat energy
3. Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to plants by photosynthesis to
sugars - stored chemical energy to respiration in muscle cell - usable chemical energy to muscle contraction- mechanical energy)
4. Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical)
5. Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion,
sound, light, insects’ response to changes in light intensity)
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Page 7
Content Area Science
Grade 7
Heredity
a.
b.
c.
d.
E4. Heredity and Reproduction
Students describe the general characteristics and mechanisms of reproduction and heredity in organisms, including humans, and ways in
which organisms are affected by their genetic traits.
a. Explain that sexual reproduction includes fertilization that results in the inclusion of genetic information from each parent and
determines the inherited traits that are a part of every cell.
b. Identify some of the risks to the healthy development of an embryo including mother’s diet, life style, and hygiene.
c. Explain how important reproduction is to the survival of a species.
1. Describe the organs and functions of the male and female reproductive systems.
2. List the major reproductive hormones and their effects in males and females.
3. Explain what happens during the menstrual cycle.
4. Describe major events that occur during the development of a human embryo to fetus to birth.
d. Describe asexual reproduction as a process by which all genetic information comes from one parent and determines the inherited traits
that are a part of every cell.
*Bold type indicates standards that grade eight is responsible for with respect to Heredity and Reproduction
(Letter c. is a Maine Indian Education standard)
MIE
E4a. Survival of the Fittest
Students understand that offspring inherit traits that make them more or less suitable to survive in the environment. Students compare
how sexual and asexual reproduction passes genetic information from parent to offspring.
1. Distinguish between inherited and acquired traits
2. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material)
3. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually
(e.g., hydra, planaria, bacteria, fungi, cuttings from house plants)
4. Compare inherited structural traits of offspring and their parents
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Page 8
Content Area Science
Grade 7
MIE
E4b. Adaptability and Inherited Traits
Students relate the adaptability of organisms in an environment to their inherited traits and structures.
1. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an
organism
2. Cite examples of traits that provide an advantage for survival in one environment but not other environments
3. Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to
develop a specific trait, breeding of dairy cows to produce more milk)
4. Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in
air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid
fish in moving in water)
1. Human Body
2. E6 Body Systems
3. 1. Students describe the levels of organizations of complex organisms (i.e. Cells, tissues, organs, organ systems). Students identify and
describe the functions of eleven human body systems.
4. a. Skeletal – (Protects, supports, allows movement, produces blood cells, and stores minerals)
1. Explain the functions of the skeletal system
2. Describe the major types of joints in the body (pivot, ball-and-socket, and hinge)
3. Learn scientific and common names of bones and label diagram of the human skeleton
4. Distinguish between tendons and ligaments
b. Muscular – (Allows body movement and maintains posture)
1. Explain/identify the functions of the muscular system
a. Distinguish between tendons and ligaments
b. Describe three types of muscle (skeletal, smooth, and cardiac)
c. Explain how skeletal muscles work in pairs
c. Digestive – (Breaks down food and absorbs nutrients)
1. Identify organs of digestive system, and the purpose of each
2. Compare mechanical and chemical digestion
3. Describe how nutrients are absorbed in the digestive system
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Page 9
Content Area Science
Grade 7
d. Circulatory – (Transports nutrients, wastes, and other materials and plays a role in the immune response)
1. Identify main function of circulatory system
2. Trace the pathway of blood through the heart and body
3. Explain the roles of arteries, veins, and capillaries in blood circulation
4. Compare the four main components of blood (red blood cells, white blood cells, plasma, and platelets)
5. Relate cardiovascular diseases to the circulatory system
e. Respiratory – (Exchanges oxygen and carbon dioxide between blood and air)
1. Identify the structures of the respiratory system and their functions
2. Explain how the exchange of oxygen and carbon dioxide occurs in the lungs
3. Describe the process of breathing
f. Excretory – (Removes solid and liquid wastes)
1. Define excretion
2. Name the major organs of the excretory system and their roles in the body
g. Nervous – (Detects sensation and controls most functions)
1. Describe the functions of the nervous system
2. Identify the structures of a neuron and trace the pathway of a nerve impulse
3. List the structures of the central and peripheral nervous systems and their functions
h. Endocrine – (Plays a part in the regulation of metabolism, reproduction, and many other functions)
1. List eight endocrine glands and give the function of each. (hypothalamus, pituitary, thymus, thyroid, parathyroids, adrenals,
pancreas, ovaries, testes)
2. Define hormones
3. Explain how biological feedback controls hormone levels
4. Name the five basic senses and the organs responsible for each
i. Reproductive – (Performs reproduction and controls male and female functions and behaviors)
1. Identify the role and importance of the reproductive system
2. Compare the functions and structures of the male and female reproductive systems
3. List and describe the changes that occur between fertilization and birth
j. Immune – (Controls the immune response and fights disease)
1. Describe the function of the immune system
2. Explain how the body defends itself against invading organisms
3. Define immunity and describe how vaccines work
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Page 10
Content Area Science
Grade 7
k. Integumentary (Skin) – (Protects the body, regulates temperature, prevents water loss)
1. Understand the role of the integumentary system (skin)
Ecology
F. The Physical Environment: Students understand and recognize the role humans have in using resources
wisely, in protecting the living environment, and in developing strategies, systems, and technology to reduce the
negative impacts on the Earth.
MIE
(These standards are integrated into the topics of study outlined below during the course of the school year.)
F1. Resources
The students investigate and understand public policy decisions relating to the environment.
Key concepts include
1. management of renewable resources (water, air, soil, plant life, animal life)
2. management of nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources)
3. the mitigation of land-use and environmental hazards through preventive measures
4. cost/benefit tradeoffs in conservation policies
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