Utah Learning Standards for Science — Grade 7


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S.ESS.1.1a

Recognize that atoms are too small to see.

S.ESS.1.1b

Relate atoms to molecules (e.g., atoms combine to make molecules).

S.ESS.1.1c

Diagram the arrangement of particles in the physical states of matter (e.g., solid, liquid, gas).

S.ESS.1.1d

Describe the limitations of using models to represent atoms (e.g., distance between particles in atoms cannot be represented to scale in models; the motion of electrons cannot be described in most models).

S.ESS.1.1e

Investigate and report how our knowledge of the structure of matter has been developed over time.

S.ESS.1.2a

Use appropriate instruments to determine mass and volume of solids and liquids and record data

S.ESS.1.2b

Use observations to predict the relative density of various solids and liquids.

S.ESS.1.2c

Calculate the density of various solids and liquids.

S.ESS.1.2d

Describe the relationship between mass and volume as it relates to density.

S.ESS.1.2e

Design a procedure to measure mass and volume of gases.

S.ESS.1.3a

Identify evidence that particles are in constant motion

S.ESS.1.3b

Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.

S.ESS.1.3c

Design and conduct an experiment investigating the diffusion of particles.

S.ESS.1.3d

Formulate and test a hypothesis on the relationship between temperature and motion

S.ESS.1.3e

Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.

S.ESS.2.1a

Compare the density of various objects to the density of known earth materials

S.ESS.2.1b

Calculate the density of earth materials (e.g., rocks, water, air).

S.ESS.2.1c

Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities)

S.ESS.2.1d

Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.

S.ESS.2.1e

Design and conduct an experiment that provides data on the natural sorting of various earth materials.

S.ESS.2.2a

Compare the densities of Earth's atmosphere, water, crust, and interior layers.

S.ESS.2.2b

Relate density to the relative positioning of Earths atmosphere, water, crust, and interior.

S.ESS.2.2c

Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.

S.ESS.2.2d

Distinguish between models of Earth with accurate and inaccurate attributes.

S.LS.3.1a

Use appropriate instruments to observe, describe, and compare various types of cells (e.g., onion, diatoms).

S.LS.3.1b

Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells

S.LS.3.1c

Differentiate between plant and animal cells based on cell wall and cell membrane.

S.LS.3.1d

Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.

S.LS.3.1e

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).

S.LS.3.2a

Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).

S.LS.3.2b

Match a particular structure to the appropriate level (e.g., heart to organ, cactus to organism, muscle to tissue).

S.LS.3.2c

Relate the structure of an organ to its component parts and the larger system of which it is a part.

S.LS.3.2d

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).

S.LS.4.1a

Distinguish between inherited and acquired traits.

S.LS.4.1b

Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).

S.LS.4.1c

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)

S.LS.4.1d

Compare inherited structural traits of offspring and their parents.

S.LS.4.2a

Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.

S.LS.4.2b

Cite examples of traits that provide an advantage for survival in one environment but not other environments.

S.LS.4.2c

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).

S.LS.4.2d

Relate the structure of organs to an organisms 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).

S.NS.1.1a

Observe objects and events for patterns and record both qualitative and quantitative information.

S.NS.1.1b

Sort and sequence data according to a given criterion.

S.NS.1.1c

Develop and use categories to classify subjects studied.

S.NS.1.1d

Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.

S.NS.1.1e

When given a problem, plan and conduct experiments in which they: Form research questions. Discuss possible outcomes of investigations. Identify variables. Plan procedures to control independent variable(s). Collect data on the dependent variable(s). Select appropriate format (e.g., graph, chart, diagram) to summarize data obtained. Analyze data and construct reasonable conclusions. Prepare written and oral reports of their investigation

S.NS.1.1f

Distinguish between factual statements and inferences

S.NS.1.1g

Use field guides or other keys to assist in the identification of subjects studied.

S.NS.1.2a

Read and look at books and other science materials voluntarily.

S.NS.1.2b

Raise questions about objects, events, and processes that can be answered through scientific investigation.

S.NS.1.2c

Maintain an open and questioning mind toward ideas and alternative points of view.

S.NS.1.2d

Check reports of observations for accuracy.

S.NS.1.2e

Accept and use scientific evidence to help resolve ecological problems.

S.NS.1.3a

Know and explain science information specified for their grade level.

S.NS.1.3b

Distinguish between examples and non-examples of concepts that have been taught

S.NS.1.3c

Compare concepts and principles based upon specific criteria.

S.NS.1.3d

Solve problems appropriate to grade level by applying scientific principles and procedures

S.NS.1.4a

Provide relevant data to support their inferences and conclusions.

S.NS.1.4b

Use precise scientific language in oral and written communication.

S.NS.1.4c

Use correct English in oral and written reports

S.NS.1.4d

Use reference sources to obtain information and cite the sources.

S.NS.1.4e

Use mathematical reasoning to communicate information.

S.NS.1.4f

Construct models to describe concepts and principles.

S.NS.1.5a

Cite examples of how science affects life.

S.NS.1.5b

Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

S.NS.1.5c

Understand the cumulative nature of the development of science knowledge.

S.NS.1.5d

Recognize contributions to science knowledge that have been made by both men and women.

S.NS.1.6a

Science is a way of knowing that is used by many people, not just scientists

S.NS.1.6b

Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

S.NS.1.6c

Science findings are based upon evidence

S.NS.1.6d

Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.

S.NS.1.6e

Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

S.NS.1.6f

Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

S.PS.5.1a

Categorize nonliving objects based on external structures (e.g., hard, soft)

S.PS.5.1b

Compare living, once living, and nonliving things

S.PS.5.1c

Defend the importance of observation in scientific classification

S.PS.5.1d

Demonstrate that there are many ways to classify things

S.PS.5.2a

Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).

S.PS.5.2b

Develop a classification system based on observed structural characteristics.

S.PS.5.2c

Generalize rules for classification.

S.PS.5.2d

Relate the importance of classification systems to the development of science knowledge

S.PS.5.2e

Recognize that classification is a tool made by science to describe perceived patterns in nature

S.PS.5.3a

Identify types of organisms that are not classified as either plant or animal.

S.PS.5.3b

Arrange organisms according to kingdom (e.g., plant, animal, monera, fungi, protist)

S.PS.5.3c

Use a classification key or field guide to identify organisms.

S.PS.5.3d

Report on changes in classification systems as a result of new information or technology