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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Science - IN: Grade 7 |
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Rocks: Explain/Sediments/Form/Rock
The learner will be able to
explain how sediments of sand and smaller particles, which may contain the remains of living things, are slowly buried and cemented together by dissolved minerals to form solid rock.
| Strand |
Bloom's |
Scope |
Source |
| Rocks |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.8 |
|
Rocks: Describe/Buried/Reformed/Erode
The learner will be able to
describe that when sedimentary rock is buried deeply enough, it may be reformed by pressure and heat and possibly melt and recrystallize into different types of rock which may be forced upward to form land surface or mountains, and subsequently erode.
| Strand |
Bloom's |
Scope |
Source |
| Rocks |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.9 |
|
Earth and Sun: Identify/Closer/Stars
The learner will be able to
identify that the sun is thousands of times closer to the earth than all other stars, which allows sunlight to reach the earth in a matter of minutes, compared to time spans of longer than a year for other stars.
| Strand |
Bloom's |
Scope |
Source |
| Earth and Sun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.2 |
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Earth and Sun: Understand/Light/Reaches
The learner will be able to
understand that only a small percentage of light that is emitted by the sun actually reaches the earth.
| Strand |
Bloom's |
Scope |
Source |
| Earth and Sun |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.11 |
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Earth and Sun: Explain/Closer/Stars
The learner will be able to
explain that the sun is thousands of times closer to the earth than all other stars, which allows sunlight to reach the earth in a matter of minutes, compared to time spans of longer than a year for other stars.
| Strand |
Bloom's |
Scope |
Source |
| Earth and Sun |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.2 |
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Volcano: Explain/Gas/Dust/Atmosphere
The learner will be able to
explain how gas and dust from large volcanic eruptions can alter the atmosphere.
| Strand |
Bloom's |
Scope |
Source |
| Natural Phenomena: Volcanoes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.6 |
|
Sun: Identify/Star/Size/Located/Galaxy
The learner will be able to
identify that the sun is a star of medium size that is located near the edge of a disk-shaped galaxy of stars, and that there are many billions of galaxies, each of which contains many billions of stars.
| Strand |
Bloom's |
Scope |
Source |
| Sun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.1 |
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Sun: Explain/Star/Size/Located/Galaxy
The learner will be able to
explain that the sun is a star of medium size that is located near the edge of a disk-shaped galaxy of stars, and that there are many billions of galaxies, each of which contains many billions of stars.
| Strand |
Bloom's |
Scope |
Source |
| Sun |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.1 |
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Earth: History/Describe/Sedimentary
The learner will be able to
describe that the layers of sedimentary rock are evidence of earth's geologic and biologic history including how environmental conditions and life have changed.
| Strand |
Bloom's |
Scope |
Source |
| Earth: History |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.10 |
|
Earth: History/Describe/Rock/Layers
The learner will be able to
describe that although successive layers of sedimentary rock contain remains of the earth's changing surface and life forms, the most recent layers may not be located on top because of folding, breaking, and uplift of rock layers.
| Strand |
Bloom's |
Scope |
Source |
| Earth: History |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.10 |
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Weather: Climate/Recognize/Currents
The learner will be able to
recognize the impact of ocean currents on climate.
| Strand |
Bloom's |
Scope |
Source |
| Weather: Climate |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.5 |
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Weather: Climate/Explain/Currents
The learner will be able to
explain the impact of ocean currents on climate.
| Strand |
Bloom's |
Scope |
Source |
| Weather: Climate |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.5 |
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Weather: Climate/Explain/Alterations
The learner will be able to
explain how climates have experienced sudden alterations as a result of changes in the earth's crust.
| Strand |
Bloom's |
Scope |
Source |
| Weather: Climate |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.3 |
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Earth: Surface/Changes/Provide/Examples
The learner will be able to
provide examples of both sudden and gradual changes in the surface of the earth.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Surface Changes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.7 |
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Geologic Processes: Describe/Cause
The learner will be able to
describe how heat flow and movement of materials within the earth can cause volcanic eruptions, earthquakes, and formation of mountains and ocean basins.
| Strand |
Bloom's |
Scope |
Source |
| Geologic Processes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.4 |
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Environment: Population/Regulated
The learner will be able to
comprehend and describe that as a population increases, it is regulated by environmental factors which could result in depletion of food or nesting locations and/or increased loss to increased amounts of predators or parasites; provide examples of these consequences.
| Strand |
Bloom's |
Scope |
Source |
| Environment: Population |
|
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.9 |
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Cells: Plant and Animal/Differentiate
The learner will be able to
understand the properties that differentiate plant cells from animal cells.
| Strand |
Bloom's |
Scope |
Source |
| Cells |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
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Cells: Describe/Divide/Growth/Repair
The learner will be able to
describe that cells constantly divide to produce more cells for growth and repair.
| Strand |
Bloom's |
Scope |
Source |
| Cells |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.4 |
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Organisms: Explain/Food/Materials/Energy
The learner will be able to
explain that food supplies building materials and energy for all living things.
| Strand |
Bloom's |
Scope |
Source |
| Organisms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.6 |
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Organisms: Molecules/Describe/Energy
The learner will be able to
explain that water, air and food supply molecules that function as building materials and energy for all organisms.
| Strand |
Bloom's |
Scope |
Source |
| Organisms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.6 |
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Animals & Plants: Identify/Differenc
The learner will be able to
identify the basic difference between plants and animals.
| Strand |
Bloom's |
Scope |
Source |
| Animals and Plants |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
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Diseases: Identify/Catch/Cold/Viruses
The learner will be able to
identify that a person could catch a cold numerous times since there are several varieties of cold viruses which cause similar symptoms.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.12 |
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Diseases: Describe/Infected/Interfere
The learner will be able to
describe that the human body may become infected with viruses, bacteria, fungi, and parasites which could interfere with normal bodily functions.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.12 |
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Diseases: Comprehend/Historical/Causes
The learner will be able to
comprehend that historical explanations of disease often cited spiritual causes, but a more prevalent theory held that sickness was a result of body fluid imbalances.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.1 |
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Diseases: Understand/Germ/Theory/Pasteur
The learner will be able to
understand that the germ theory, formed by Louis Pasteur and others in the 19th century, led to the present-day understanding that many diseases are caused by microorganisms.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.1 |
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Diseases: Describe/Explanations
The learner will be able to
describe that people have historically created explanations for disease.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.1 |
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Diseases: Comprehend/Pasteur/Cause
The learner will be able to
comprehend that Louis Pasteur found that microorganisms often cause animal disease; future scientists determined that certain germs cause specific diseases.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.2 |
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Diseases: Comprehend/Pasteur/Immunity
The learner will be able to
comprehend that Louis Pasteur determined that infection by disease-causing organisms causes the body to build up immunity against future infection against the same type of organism.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.3 |
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Diseases: Comprehend/Explanations
The learner will be able to
comprehend that people have historically created explanations for disease.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.1 |
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Diseases: Comprehend/Pasteur/Jenner
The learner will be able to
comprehend that Louis Pasteur demonstrated through his research the same concept that Edward Jenner had demonstrated regarding smallpox without comprehending the mechanism behind it: that vaccines could be produced that would stimulate the body to produce immunity against disease without causing the disease.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.3 |
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Diseases: Comprehend/Germ/Theory
The learner will be able to
comprehend that acceptance of the germ theory of disease brought about changes in health practices.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.4 |
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Diseases: Explain/Germ/Theory/Changes
The learner will be able to
explain that acceptance of the germ theory of disease brought about changes in health practices.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.4 |
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Diseases: Germ/Theory/Illness/Treated
The learner will be able to
understand that prior to the germ theory, illness was treated by appealing to supernatural powers or attempting to alter body fluids through vomiting, bleeding, or purging; the modern approach, however, emphasizes sanitation, safe handling of food and water, milk pasteurization, quarantine, aseptic surgical methods to reduce germ invasion, vaccinations to strengthen immunity against like microorganisms, use of antibiotics and other chemicals or methods of destroying microorganisms.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.4 |
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Diseases: Describe/Pasteur/Immunity
The learner will be able to
describe that Louis Pasteur determined that infection by disease-causing organisms causes the body to build up immunity against future infection against the same type of organism.
| Strand |
Bloom's |
Scope |
Source |
| Human: Diseases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.3 |
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Instruments: Utilize/Microscopes/Cells
The learner will be able to
utilize microscopes to observe cells.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Life Science |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
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Systems: Describe/Organs/Tissues
The learner will be able to
describe that different organs and tissues function to serve the needs of cells for food, air, and waste removal.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.4 |
|
Food Webs: Explain/Ocean/Terrestrial
The learner will be able to
explain that all living things are a part of and rely on two major interconnected global food webs, the ocean food web and the terrestrial food web.
| Strand |
Bloom's |
Scope |
Source |
| Food Webs |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.2 |
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Species: Differentiate/Internal
The learner will be able to
differentiate between species, especially through examining internal structures and functions.
| Strand |
Bloom's |
Scope |
Source |
| Species |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
|
Human Hazards: Describe/Environment
The learner will be able to
describe that the environment may contain dangerous levels of substances that are hazardous to people.
| Strand |
Bloom's |
Scope |
Source |
| Hazards |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.14 |
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Living Systems: Trace/Energy
The learner will be able to
trace how energy flows and matter cycles between living systems and the physical environment.
| Strand |
Bloom's |
Scope |
Source |
| Living Systems |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
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Human Population: Technologies/Changes
The learner will be able to
explain how technologies regarding sanitation, disease prevention, and food production have drastically altered the way in which people live and work, thus changing factors that influence human population growth.
| Strand |
Bloom's |
Scope |
Source |
| Human Population |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.10 |
|
Human Nutrition: Food/Describe
The learner will be able to
describe that the amount of food energy that a person needs differs according to body weight, age, sex, level of activity, and rate of metabolism.
| Strand |
Bloom's |
Scope |
Source |
| Human Health: Food/Nutrition |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.11 |
|
Human Exercise: Comprehend/Important
The learner will be able to
comprehend that regular exercise is an important factor in maintaining a healthy heart and lung system, good muscle tone, and strong bones.
| Strand |
Bloom's |
Scope |
Source |
| Human Health: Exercise |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.12 |
|
Cells: Function/Similar/Living Things
The learner will be able to
identify that cells function in similar ways in all living things.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Function and Structure |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 4 |
|
Cells: Function/Describe/Occur/Within
The learner will be able to
describe that the basic functions of living things occur within cells.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Function and Structure |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.5 |
|
Cells: Function/Similar/Living/Things
The learner will be able to
comprehend that cells function in a similar manner in all living things.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Function and Structure |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.5 |
|
Living Things: Structure/Describe
The learner will be able to
describe that similarities can be found in the external and internal anatomical structures of living things.
| Strand |
Bloom's |
Scope |
Source |
| Living Things: Characteristics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.1 |
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Living Things: Characteristics/Classify
The learner will be able to
comprehend that similarities found in the internal and external anatomical features of living things are used to classify them since they may be used to infer their level of relatedness.
| Strand |
Bloom's |
Scope |
Source |
| Living Things: Characteristics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.1 |
|
Food Chains: Explain/Consume/Survival
The learner will be able to
explain how living things that consume plants break down the plant structures in order to produce materials and energy necessary for their survival and are, in turn, eaten by other living things.
| Strand |
Bloom's |
Scope |
Source |
| Food Chains |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.8 |
|
Plants: Photosynthesis/Explain/Use/Light
The learner will be able to
explain how plants use light energy, carbon dioxide and water to produce sugars which can be stored or used immediately.
| Strand |
Bloom's |
Scope |
Source |
| Plants: Photosynthesis |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.7 |
|
Environment: Policy/Comprehend/Monitor
The learner will be able to
comprehend that it is necessary to monitor the soil, air, and water and take measures to keep them safe in order to protect the good health of individuals.
| Strand |
Bloom's |
Scope |
Source |
| Environment: Policy |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.14 |
|
Microbiology: Comprehend/Louis Pasteur
The learner will be able to
comprehend that Louis Pasteur investigated the cause of spoilage and fermentation in milk and wine, showing that these processes are caused by microorganisms that enter, multiply, and produce waste; he further demonstrated that spoilage could be avoided by eliminating germs.
| Strand |
Bloom's |
Scope |
Source |
| Microbiology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.2 |
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Microbiology: Describe/Louis Pasteur
The learner will be able to
describe that Louis Pasteur investigated the cause of spoilage of milk and fermentation of wine showing that these processes are caused by microorganisms that enter, multiply, and produce waste; he further demonstrated that spoilage could be avoided by eliminating germs.
| Strand |
Bloom's |
Scope |
Source |
| Microbiology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.6.2 |
|
Immune: Describe/White/Blood/Cells
The learner will be able to
describe that white blood cells can either engulf invaders, produce antibodies to attack them, or mark them to be destroyed by other white blood cells.
| Strand |
Bloom's |
Scope |
Source |
| Immune System |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.13 |
|
Immune: Understand/Antibodies/Attack
The learner will be able to
understand that antibodies, produced to attack specific invaders, will remain in the body where they will be able to attack future invaders of the same type.
| Strand |
Bloom's |
Scope |
Source |
| Immune System |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.13 |
|
Fertilization: Describe/Joins/Develops
The learner will be able to
describe how a single female specialized cell joins a male specialized cell during sexual reproduction; this fertilized egg contains genetic information from each parent and develops into a complete organism.
| Strand |
Bloom's |
Scope |
Source |
| Reproduction: Fertilization |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.4.3 |
|
Light: Object/Describe/Eye
The learner will be able to
describe that for an object to be visible, light reflected or emitted by an object has to enter the eye.
| Strand |
Bloom's |
Scope |
Source |
| Light |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.20 |
|
Energy: Transformations/Heat/Products
The learner will be able to
describe that heat energy is usually one of the products of an energy transformation.
| Strand |
Bloom's |
Scope |
Source |
| Energy: Transformations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.14 |
|
Sun: Energy/Describe/Loses/Light
The learner will be able to
describe that the sun loses energy by emitting light.
| Strand |
Bloom's |
Scope |
Source |
| Sun: Energy |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.11 |
|
Sun: Energy/Comprehend/Wavelengths
The learner will be able to
comprehend that the energy from the sun reaches the earth as light with a range of wavelengths including visible light, infrared light, and ultraviolet light.
| Strand |
Bloom's |
Scope |
Source |
| Sun: Energy |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.11 |
|
Energy: Environment/Identify/Consequence
The learner will be able to
identify that the various means of acquiring, transforming, and distributing energy have environmental consequences.
| Strand |
Bloom's |
Scope |
Source |
| Environment: Energy |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.16 |
|
Energy: Environment/Describe/Means
The learner will be able to
describe that the various means of acquiring, transforming, and distributing energy have environmental consequences.
| Strand |
Bloom's |
Scope |
Source |
| Environment: Energy |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.16 |
|
Electromagnetic Spectrum: Explain/Eye
The learner will be able to
explain that only a narrow range of wavelengths of the electromagnetic spectrum can be perceived by the human eye.
| Strand |
Bloom's |
Scope |
Source |
| Electromagnetic Spectrum |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.19 |
|
Solubility: Describe/Substances/Water
The learner will be able to
describe that many substances are water soluble.
| Strand |
Bloom's |
Scope |
Source |
| Solubility |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.13 |
|
Electricity: Production/Explain/Sources
The learner will be able to
explain how electrical energy can be generated from different sources and transformed into almost any kind of energy.
| Strand |
Bloom's |
Scope |
Source |
| Electricity: Production |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.15 |
|
Motion: Circular/Understand/Force/Center
The learner will be able to
understand that if a force exerted upon an object consistently acts toward the same center as the object moves, the path of the object may curve into an orbit around the center.
| Strand |
Bloom's |
Scope |
Source |
| Motion: Circular |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.17 |
|
Chemical Reactions: Rate/Substances
The learner will be able to
comprehend that the presence of certain water soluble substances in water often influences the rates of reactions that take place in the water as compared to the same reactions occurring in the water without the presence of the substances.
| Strand |
Bloom's |
Scope |
Source |
| Chemical Reactions: Rate |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.13 |
|
Chemical Reactions: Rate/Explore/Acidity
The learner will be able to
explore how the acidity of a solution affects its rate of reaction.
| Strand |
Bloom's |
Scope |
Source |
| Chemical Reactions: Rate |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.12 |
|
Chemical Reactions: Temperature/Rate
The learner will be able to
explore how temperature effects the rate of a reaction.
| Strand |
Bloom's |
Scope |
Source |
| Chemical Reactions: Temperature |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.12 |
|
Waves: Explain/Waves/Speeds/Media
The learner will be able to
explain that waves move at different speeds in different media.
| Strand |
Bloom's |
Scope |
Source |
| Waves |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.18 |
|
Systems: Feedback/Describe/Input/Output
The learner will be able to
describe that output from one part of a system can function as the input for other parts of the system; this feedback can control the functioning of the system as a whole.
| Strand |
Bloom's |
Scope |
Source |
| Systems: Feedback |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.1 |
|
Forces: Objects/Explore/Unbalanced
The learner will be able to
explore that unbalanced forces acting upon an object change its speed and/or path of motion.
| Strand |
Bloom's |
Scope |
Source |
| Forces: Objects |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.17 |
|
Systems: Examine/Relationships/Within
The learner will be able to
examine relationships within systems.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 7 |
|
Systems: Explore/Illustrate/Information
The learner will be able to
explore how various models can illustrate the same information, rates of change, cyclic changes, and alterations that counterbalance one another.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 7 |
|
Sound: Hearing/Explain/Waves/Enter/Ear
The learner will be able to
explain that hearing takes place when something emits sound waves which enter the ear.
| Strand |
Bloom's |
Scope |
Source |
| Sound: Hearing |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.3.20 |
|
Scientific Data: Gather/Organize
The learner will be able to
gather and organize data to recognize relationships between physical objects, events, and processes.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
|
Master |
IN: Academic Standards, 2000, Grade 7, Standard 3 |
|
Math & Science: Represent/Synthesize
The learner will be able to
represent and synthesize data using mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science |
|
Master |
IN: Academic Standards, 2000, Grade 7, Standard 5 |
|
Validity: Question/Comprehend/Claims
The learner will be able to
question scientific claims and comprehend that findings may be interpreted in more than one acceptable way.
| Strand |
Bloom's |
Scope |
Source |
| Validity |
|
Master |
IN: Academic Standards, 2000, Grade 7, Standard 2 |
|
Science: History/Comprehend/Events
The learner will be able to
comprehend how the scientific enterprise operates by using examples of historical events; through examining these events, comprehend that new ideas are limited by the context in which they are conceived and often the ideas are rejected by the scientific community; ideas sometimes stem from unexpected findings and grow or change slowly through the contributions of different investigators.
| Strand |
Bloom's |
Scope |
Source |
| Science: History |
|
Master |
IN: Academic Standards, 2000, Grade 7, Standard 6 |
|
Science: Knowledge/Gain/Natural/World
The learner will be able to
gain knowledge of the natural world through explorations, experiences, and readings.
| Strand |
Bloom's |
Scope |
Source |
| Science: Knowledge |
|
Master |
IN: Academic Standards, 2000, Grade 7, Standard 1 |
|
Technology: Benefits/Risks/Consider
The learner will be able to
consider a technology that benefits certain living things but potentially harms others, either intentionally or inadvertently.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Benefits and Risks |
|
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.8 |
|
Math Skills: Determine/Precision/Round
The learner will be able to
determine the appropriate degree of precision for expressing results of calculator operations, using the degree of precision of the original data; round off the results to significant figures that reflect those of the input values.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
|
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.3 |
|
Scientific Data: Comprehend/Sampled
The learner will be able to
comprehend that if data is poorly sampled, the sample will not be representative of the whole data set.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.4 |
|
Scientific Data: Explain/Sample/Accurate
The learner will be able to
explain that a larger data sample provides a more accurate representation of the whole data set.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.4 |
|
Questioning: Utilize/Reasoning/Ideas
The learner will be able to
utilize logical reasoning to question his/her own ideas as new information challenges his/her conceptions of the natural world.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 3 |
|
Evidence and Explanations: Describe
The learner will be able to
describe that diverse explanations can be offered for the same evidence and that it is not always possible to know which interpretation is accurate without further inquiry.
| Strand |
Bloom's |
Scope |
Source |
| Evidence and Explanations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.4 |
|
Observations: Describe/Influenced/Expect
The learner will be able to
describe that actual observations are often influenced by what people expect to observe.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.2 |
|
Observations: Provide/Example/Solution
The learner will be able to
provide an example of a solution to the problem of actual observations often being influenced by preconceived expectations.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.2 |
|
Results: Identify/Different/Generated
The learner will be able to
identify that when different results are generated from similar explorations, the scientific challenge is to evaluate whether the variances are minor or significant, often through further investigation.
| Strand |
Bloom's |
Scope |
Source |
| Results |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.1 |
|
Results: Describe/Different/Generated
The learner will be able to
describe that when different results are generated from similar explorations, the scientific challenge is to evaluate whether the variances are minor or significant, often through further investigation.
| Strand |
Bloom's |
Scope |
Source |
| Results |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.1 |
|
Arguments: Formulate/Quantitative/Terms
The learner will be able to
formulate arguments in quantitative terms.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 2 |
|
Math & Science: Use
The learner will be able to
use mathematics in science.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 5 |
|
Graphs: Illustrate/Scale/Interpreted
The learner will be able to
illustrate how the scale used on a graph or drawing determines how it is interpreted.
| Strand |
Bloom's |
Scope |
Source |
| Graphing |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.3 |
|
Records: Describe/Importance/Science
The learner will be able to
describe the importance of honest, clear, and accurate record-keeping in science.
| Strand |
Bloom's |
Scope |
Source |
| Records |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.3 |
|
Models: Understand/Type/Purpose
The learner will be able to
understand that the type of model utilized is determined by its purpose .
| Strand |
Bloom's |
Scope |
Source |
| Models |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.2 |
|
Models: Understand/Complexity/Purpose
The learner will be able to
understand that the complexity of a model is determined by its purpose.
| Strand |
Bloom's |
Scope |
Source |
| Models |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.2 |
|
Models: Utilize/Various
The learner will be able to
utilize various models to represent the same thing.
| Strand |
Bloom's |
Scope |
Source |
| Models |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.2 |
|
Validity: Question/Claims/Sources
The learner will be able to
question the validity of claims based on ambiguous sources or made by individuals without appropriate expertise.
| Strand |
Bloom's |
Scope |
Source |
| Validity |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.8 |
|
Communication: Written/Integrate/Provide
The learner will be able to
integrate circle charts, bar and line graphs, diagrams, scatter plots, and symbols into a written format to provide evidence for claims and conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Written |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.7 |
|
Science: History/Recognize/Contributions
The learner will be able to
recognize significant contributions to scientific, mathematical, and technological advancement by diverse people of different cultures at different times.
| Strand |
Bloom's |
Scope |
Source |
| Science: History |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.5 |
|
Society: Impact/Describe/Developed/Used
The learner will be able to
describe how societies impact the kinds of technology that are developed and used.
| Strand |
Bloom's |
Scope |
Source |
| Society: Impact on Science & Tech. |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.9 |
|
Math: Problem Solving/Predict/Outcomes
The learner will be able to
predict probabilities of outcomes in familiar situations based on past occurrences or the amount of possible outcomes.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science: Problem Solving |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.5 |
|
Technology: Solutions/Describe/Develop
The learner will be able to
describe how engineers, architects, and others who participate in design and technology utilize scientific knowledge to develop solutions to practical problems.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Solutions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.7 |
|
Problem Solving: Methods/Solutions
The learner will be able to
create solutions to practical problems by utilizing various scientific methodologies.
| Strand |
Bloom's |
Scope |
Source |
| Problem Solving: Methods |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 1 |
|
Instruments: Measurement/Take/Readings
The learner will be able to
take readings of values from analog and digital meters on instruments used to take direct measurements.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Measurement |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.6 |
|
Instruments: Measurement/Choose/Units
The learner will be able to
choose appropriate units for readings of values from analog and digital meters on instruments used to take direct measurements.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Measurement |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.6 |
|
Instruments: Measurement/Utilize/Data
The learner will be able to
utilize instruments to measure, compute, and organize data.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Measurement |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, Standard 2 |
|
Technology: Benefits/Risks/Describe
The learner will be able to
describe that technologies often have benefits in addition to drawbacks.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Benefits and Risks |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.8 |
|
Changes: Explain/Systems/Equilibrium
The learner will be able to
explain how physical and biological systems tend to change until a state of equilibrium is achieved and remain that way unless there is a change in their surroundings.
| Strand |
Bloom's |
Scope |
Source |
| Changes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.3 |
|
Changes: Illustrate/Symbolic/Equations
The learner will be able to
illustrate, using symbolic equations, how quantities change over time or in response to changes in other quantities.
| Strand |
Bloom's |
Scope |
Source |
| Changes |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.7.4 |
|
Technology: Data/Demonstrate/Values
The learner will be able to
demonstrate how values can be represented by utilizing sequences of only two symbols and how that influences storage of data in our society.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Data |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.11 |
|
Math Skills: Provide/Examples/Line/Zero
The learner will be able to
provide examples of when it can be useful to have a number line extend below zero to represent negative numbers.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.1 |
|
Math Skills: Represent/Powers of Ten
The learner will be able to
represent numbers utilizing powers of ten.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.4 |
|
Math Skills: Demonstrate/Lines/Parallel
The learner will be able to
demonstrate how lines can be parallel, perpendicular, or oblique.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.2 |
|
Math Skills: Compute/Percent
The learner will be able to
utilize appropriate mathematics to compute percent.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.1 |
|
Math Skills: Compute/Using/Formulas
The learner will be able to
compute the circumferences and areas of rectangles, triangles, and circles, as well as the volumes of rectangular solids, using formulas.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.2.2 |
|
Math Skills: Show/Number/Line/Below/Zero
The learner will be able to
show how a number line can extend below zero to represent negative numbers.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 7, 7.5.1 |
|
Scientists: Historical/Give/Examples
The learner will be able to
give examples of individuals who overcame bias and/or limited educational and employment opportunities to excel in science.
| Strand |
Bloom's |
Scope |
Source |
| Scientists: Historical |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.6 |
|
Tech. & Society: Recognize/History
The learner will be able to
recognize ways that history has been, and continues to be, significantly influenced by technology.
| Strand |
Bloom's |
Scope |
Source |
| Technology & Society |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 7, 7.1.10 |
|
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