Science Worksheets and Study Guides Seventh Grade. Photosynthesis and Respiration

The resources above correspond to the standards listed below:

Louisiana Standards

LA.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.6-8.4. 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.
LA.LS-M. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
GLE-M-2. Grade Level Expectation: Structure and Function in Living Systems: Compare the basic structures and functions of different types of cells (LS-M-A1)
GLE-M-27. Grade Level Expectation: Populations and Ecosystems: Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4)
GLE-M-7. Grade Level Expectation: Structure and Function in Living Systems: Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4)
GLE-M-8. Grade Level Expectation: Structure and Function in Living Systems: Distinguish between aerobic respiration and anaerobic respiration (LS-M-A4)
GLE-M-9. Grade Level Expectation: Structure and Function in Living Systems: Relate structural features of organs to their functions in major systems (LS-M-A5)
LS-M-A4. Structure and function In Living Systems: describing the basic processes of photosynthesis and respiration and their importance to life. (1, 4, 5)
LS-M-C2. Populations and Ecosystems: modeling and interpreting food chains and food webs. (1, 2, 3, 4)
LA.SE-M. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
SE-M-A5. Tracing the flow of energy through an ecosystem and demonstrating a knowledge of the roles of producers, consumers, and decomposers in the ecosystem. (1, 2, 3, 4, 5)
LA.SI-M. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
GLE-M-21. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Distinguish between observations and inferences (SI-M-A7)
GLE-M-26. Grade Level Expectation: Understanding Scientific Inquiry: Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)
GLE-M-27. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)
GLE-M-38. Grade Level Expectation: Understanding Scientific Inquiry: Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)
GLE-M-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)
SI-M-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting a scientific investigation. (1, 2, 3, 4, 5)
SI-M-B2. Understanding Scientific Inquiry: communicating that current scientific knowledge guides scientific investigations. (1, 3, 4)
SI-M-B4. Understanding Scientific Inquiry: using data and logical arguments to propose, modify, or elaborate on principles and models. (1, 2, 3, 4)

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