Arizona Science Standards (2004) — Grade 7

Classify rocK.S and minerals by the following observable properties: grain color texture hardness

Describe the properties and the composition of the following major layers of the Earth: crust mantle core

Explain the following processes involved in the formation of the Earths structure: erosion deposition plate tectonics volcanism

Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time.

Explain the rock cycle.

Distinguish the components and characteristics of the rock cycle for the following types of rocK.S: igneous metamorphic sedimentary

Analyze the evidence that lithospheric plate movements occur.

Explain lithospheric plate movement as a result of convection.

Relate plate boundary movements to their resulting landforms, including: mountains faults rift valleys trenches volcanoes

Describe how earthquaK.Es are measured.

Explain the phases of the Moon in terms of the relative positions of the Earth, Sun, and Moon.

Construct a model for the relative positions of the Earth, Sun, and Moon as they relate to corresponding eclipses.

Explain the interrelationship between the Earths tides and the Moon.

Explain the seasons in the Northern and Southern Hemispheres in terms of the tilt of the Earths axis relative to the Earths revolution around the Sun.

Identify the following major constellations visible (seasonally) from the Northern Hemisphere: Orion Ursa Major (Great Bear) Cygnus Scorpius Cassiopeia

Explain the relationship among common objects in the solar system, galaxy, and the universe.

Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Rachel Carson [scientist], supports Strand 4; Luis Alvarez [scientist] and Walter Alvarez [scientist], support Strand 6; Percival Lowell [scientist], supports Strand 6; Copernicus [scientist], supports Strand 6).

Describe how a major milestone in science or technology has revolutionized the thinK.Ing of the time (e.g., global positioning system, telescopes, seismographs, photography).

Analyze the impact of a major scientific development occurring within the past decade.

Analyze the use of technology in science-related careers.

Describe how science is an ongoing process that changes in response to new information and discoveries.

Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.

Apply the following scientific processes to other problem solving or decision maK.Ing situations: observing questioning communicating comparing measuring classifying predicting organizing data inferring generating hypotheses identifying variables

Formulate questions based on observations that lead to the development of a hypothesis. (See M07-S2C1-01)

Select appropriate resources for background information related to a question, for use in the design of a controlled investigation. (See W07-S3C6-01, R07-S3C1-06, and R07-S3C2-03)

Explain the role of a hypothesis in a scientific inquiry.

Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

Design an investigation to test individual variables using scientific processes.

Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes.

K.Eep a record of observations, notes, sK.Etches, questions, and ideas using tools such as written and/or computer logs. (See W07-S3C2-01 and W07-S3C3-01)

Analyze data obtained in a scientific investigation to identify trends. (See M07-S2C1-07 and M07-S2C1-08)

Form a logical argument about a correlation between variables or sequence of events (e.g., construct a causeand-effect chain that explains a sequence of events).

Analyze results of data collection in order to accept or reject the hypothesis.

Determine validity and reliability of results of an investigation.

Formulate a conclusion based on data analysis.

Refine hypotheses based on results from investigations.

Formulate new questions based on the results of a previous investigation.

Choose an appropriate graphic representation for collected data: line graph double bar graph stem and leaf plot histogram (See M07-S2C1-03)

Display data collected from a controlled investigation. (See M07-S2C1-03)

Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W07-S3C2-01)

Write clear, step-by-step instructions for following procedures (without the use of personal pronouns). (See W07-S3C3-01)

Communicate the results and conclusion of the investigation. (See W07-S3C6-02)

No performance objectives at this grade level

No performance objectives at this grade level

Compare food chains in a specified ecosystem and their corresponding food web.

Explain how organisms obtain and use resources to develop and thrive in: niches predator/prey relationships

Analyze the interactions of living organisms with their ecosystems: limiting factors carrying capacity

Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species) and the possible solutions.

Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates in living organisms.

Create a model of the interactions of living organisms within an ecosystem.

No performance objectives at this grade level

No performance objectives at this grade level

No performance objectives at this grade level

No performance objectives at this grade level

Analyze environmental risK.S (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems.

Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation habitat restoration construction of dams

Propose possible solutions to address the environmental risK.S in biological or geological systems.

Propose viable methods of responding to an identified need or problem.

Compare solutions to best address an identified need or problem.

Design and construct a solution to an identified need or problem using simple classroom materials.

Describe a scientific discovery that influences technology.