New York Standards 7th Grade Science Activities
Printable Seventh Grade Science Worksheets and Study Guides.
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NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M1: MATHEMATICAL ANALYSIS: Abstraction and symbolic representation are used to communicate mathematically.
M1.1. Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
M1.1a. Identify independent and dependent variables
M1.1b. Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
M1.1c. Apply mathematical equations to describe relationships among variables in the natural world
M2: MATHEMATICAL ANALYSIS: Deductive and inductive reasoning are used to reach mathematical conclusions.
M2.1. Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
M2.1b. Quantify patterns and trends
M3: MATHEMATICAL ANALYSIS: Critical thinking skills are used in the solution of mathematical problems.
M3.1. Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
M3.1a. Use appropriate scientific tools to solve problems about the natural world
S1: SCIENTIFIC INQUIRY: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
S1.2. Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
S1.2b. Propose a model of a natural phenomenon
S1.2c. Differentiate among observations, inferences, predictions, and explanations
S2: SCIENTIFIC INQUIRY: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
S2.1. Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
S2.1a. Demonstrate appropriate safety techniques
S2.1b. Conduct an experiment designed by others
S2.1d. Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring; observing; describing; classifying; sequencing
S2.2. Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
S2.2a. Include appropriate safety procedures
S2.2d. Identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
S2.3. Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
S2.3a. Use appropriate safety procedures
S2.3b. Conduct a scientific investigation
S2.3c. Collect quantitative and qualitative data
S3: SCIENTIFIC INQUIRY: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
S3.1. Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
S3.1a. Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
S3.1b. Generate and use scales, create legends, and appropriately label axes
S3.2. Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
S3.2a. Accurately describe the procedures used and the data gathered
S3.2c. Evaluate the original hypothesis in light of the data
S3.2f. Make predictions based on experimental data
S3.2h. Use and interpret graphs and data tables
S3.3. Modify their personal understanding of phenomena based on evaluation of their hypothesis.
NY.2. Information Systems: Students will access, generate, process, and transfer information, using appropriate technologies.
2.3. Information technology can have positive and negative impacts on society, depending upon how it is used.
2.3.2. Describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.
2.3.3. Explain the impact of the use and abuse of electronically generated information on individuals and families.
NY.6. Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
6.1.1. Describe the differences between dynamic systems and organizational systems.
6.1.2. Describe the differences and similarities among engineering systems, natural systems, and social systems.
6.1.3. Describe the differences between open- and closed-loop systems.
6.1.4. Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
6.2.1. Select an appropriate model to begin the search for answers or solutions to a question or problem.
6.2.2. Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
6.2.3. Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
6.4.1. Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
6.4.2. Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
6.5.1. Use simple linear equations to represent how a parameter changes with time.
6.5.2. Observe patterns of change in trends or cycles and make predictions on what might happen in the future.
6.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
6.6.2. Use graphs of information for a decision-making problem to determine the optimum solution.
NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
7.1.3. Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
7.2.1c. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
7.2.1d. Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
NY.CC.6-8.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integration of Knowledge and Ideas
6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
6-8.RST.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
NY.CC.6-8.WHST. Writing Standards for Literacy in Science and Technical Subjects
Research to Build and Present Knowledge
6-8.WHST.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Text Types and Purposes
6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
NY.L4. The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
L4.1: Living things are both similar to and different from each other and from nonliving things.
4.1.1. Compare and contrast the parts of plants, animals, and one-celled organisms.
4.1.2. Explain the functioning of the major human organ systems and their interactions.
L4.2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
4.2.1. Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
4.2.2. Describe simple mechanisms related to the inheritance of some physical traits in offspring.
L4.3: Individual organisms and species change over time.
4.3.1. Describe sources of variation in organisms and their structures and relate the variations to survival.
L4.4: The continuity of life is sustained through reproduction and development.
4.4.1. Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction.
4.4.2. Explain the role of sperm and egg cells in sexual reproduction.
4.4.4. Observe and describe cell division at the microscopic level and its macroscopic effects.
L4.5: Organisms maintain a dynamic equilibrium that sustains life.
4.5.1. Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.
4.5.2. Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.
L4.6: Plants and animals depend on each other and their physical environment.
4.6.1. Describe the flow of energy and matter through food chains and food webs.
4.6.2. Provide evidence that green plants make food and explain the significance of this process to other organisms.
L4.7: Human decisions and activities have had a profound impact on the physical and living environment.
4.7.1. Describe how living things, including humans, depend upon the living and nonliving environment for their survival.
4.7.2. Describe the effects of environmental changes on humans and other populations.
NY.P4. The Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
P4.1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
4.1.1. Explain daily, monthly, and seasonal changes on Earth.
P4.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
4.2.1. Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
4.2.2. Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
P4.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
4.3.1. Observe and describe properties of materials, such as density, conductivity, and solubility.
4.3.2. Distinguish between chemical and physical changes.
4.3.3. Develop mental models to explain common chemical reactions and changes in states of matter.
P4.4: Energy exists in many forms, and when these forms change energy is conserved.
4.4.1. Describe the sources and identify the transformations of energy observed in everyday life.
4.4.2. Observe and describe heating and cooling events.
4.4.3. Observe and describe energy changes as related to chemical reactions.
4.4.4. Observe and describe the properties of sound, light, magnetism, and electricity.
4.4.5. Describe situations that support the principle of conservation of energy.
P4.5: Energy and matter interact through forces that result in changes in motion.
4.5.1. Describe different patterns of motion of objects.
4.5.2. Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
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