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7th Grade Science Program of Study (POS)
DEFINITIONS OF STANDARDS, BENCHMARKS, AND INDICATORS
Standards
The Fairfax Framework for Student Success (Appendix B) states five broad science goals or standards that describe what students should know and be able to do by the time they graduate from high school.
Under Standard 1, the grade 7 science program is organized into major strands: Structure and Function of Living Systems, Populations and Ecosystems, and Heredity and Diversity. These reflect the reporting categories set forth by the Commonwealth of Virginia for the Grade 8 Standards of Learning assessment. The components of the reporting category "Scientific Investigation" are found in Standard 3 and Standard 4.
Benchmarks
Benchmarks developed in FCPS are statements of grade level expectations for student achievement using age-appropriate materials. Benchmarks are organized under the five standards and mark progress toward achievement of those standards. The correlated Virginia Science Standard of Learning number is indicated in parenthesis next to the benchmark number.
Indicators
Indicators are specific student learning behaviors that can be taught and that demonstrate student performance in the achievement of a benchmark.
STANDARDS, BENCHMARKS, AND INDICATORS
Standard 1
Achieve a solid base of scientific knowledge in Life and Earth Science content strands to make determinations about how the world works.
Content Strand: Structure and Function in Living Systems
Benchmark 7.1.1 (SOL LS.2) Students observe a variety of cells to recognize common features that all cells have as well as differences that determine their function.
7.1.1-a Describe the following major cell structures and explain their functions:
• cell wall • cell membrane
• nucleus • cytoplasm
• chloroplast • vacuole
• mitochondrion
7.1.1-b Compare and contrast structure and function of plant cells and animal cells.
7.1.1-c Describe the key ideas of the cell theory.
7.1.1-d Describe different types of cells in a multicellular organism and explain how their characteristics relate to specialized functions, e.g., muscle, nerve, blood.
7.1.1-e Explain the process and function of cell replication (mitosis) in multicellular organisms.
Benchmark 7.1.2 (SOL LS.3) Students observe and describe the organization of multicellular organisms.
Benchmark 7.1.3 (SOL LS.4) Students review the basic needs of organisms and explore cell processes that allow cells to obtain and release materials and energy.
Indicators:
7.1.3-a Identify the characteristics of living things: they carry out life processes (respiration, transport, ingestion, digestion, excretion, regulation, reproduction, growth) and they are made up of basic units called cells.
7.1.3-b Identify the basic needs of living things: energy/food, water, minerals, gases, appropriate environment (space, temperature, shelter).
7.1.3-c Explain how plants and animals obtain their basic needs.
7.1.3-d Explain the role of a cell membrane in the movement of materials (water) into and out of a cell to carry on life processes.
Content Strand: Populations and Ecosystems
Benchmark 7.1.4 (SOL LS.6) Students compare and contrast the processes of photosynthesis and cellular respiration and relate their importance to plant and animal life.
Indicators:
7.1.4-a Describe the process of photosynthesis in terms of raw materials required, products produced, and cellular organelles involved.
7.1.4-b Relate the importance of photosynthesis to the role of producers as the foundation of all food webs.
7.1.4-c Describe the process of respiration in terms of raw materials required, products produced, and cellular organelles involved.
7.1.4-d Explain the importance of respiration as the process whereby all organisms obtain energy.
Benchmark 7.1.5 (SOL LS.7) Students investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment.
Indicators:
7.1.5-a Describe the components (abiotic and biotic) of an ecosystem.
7.1.5-b Observe and describe the effects on an ecosystem of changes in the living and non-living components of that ecosystem.
7.1.5-c Trace/describe the flow of energy from the sun through a food chain, food web, or food pyramid.
7.1.5-d Describe and explain how matter is recycled in an ecosystem.
Benchmark 7.1.6 (SOL LS.8) Students explore interactions that exist among members of a population.
Indicators:
7.1.6-a Recognize the importance of behavioral adaptations (territorial, courtship, social, competition, cooperation).
7.1.6-b Describe how limiting factors can affect the organisms in a population.
Benchmark 7.1.7 (SOL LS.9) Students explore interactions and interdependence among populations in a biological community.
Indicators:
7.1.7-a Differentiate between organisms, populations, and communities.
7.1.7-b Identify the organisms in a food web and describe the roles they play in a community.
7.1.7-c Identify predator-prey and symbiotic relationships that occur among populations within a community to understand how balance is maintained in an ecosystem.
Benchmark 7.1.8 (SOL LS.10) Students investigate and understand how organisms are adapted to abiotic factors in a biome.
Indicators:
7.1.8-a Distinguish between ecosystems and biomes.
7.1.8-b Compare land, marine, and freshwater biomes in terms of climate (temperature, latitude, elevation, precipitation) and types of communities.
7.1.8-c Observe and give examples of specific adaptations that animals and plants have to survive in a particular biome.
Benchmark 7.1.9 (SOL LS.11) Students recognize that ecosystems, communities, populations, and organisms are dynamic and change over time.
Indicators:
7.1.9-a Connect responses of organisms to daily and/or seasonal changes (such as phototropism, hibernation, dormancy) in their environment.
7.1.9-b Describe the effects of catastrophic environmental changes (fires, floods, droughts, etc) on populations and individuals.
7.1.9-c Interpret and analyze graphs of change in population size over time.
Benchmark 7.1.10 (SOL LS.12 and SOL 6.11) Students analyze the relationships between ecosystem dynamics and human activity within the Chesapeake Bay Watershed.
Indicators:
7.1.10-a Explain the physical/natural features of the Chesapeake Bay Watershed.
• geographic location
• water characteristics (fresh water, estuary, salt water)
• dynamic system
• the role of ground water
7.1.10-b Present information about the importance of the Chesapeake Bay system.
• natural communities
• human activities (agriculture, harvesting, transportation, recreation, etc.)
7.1.10-c Relate human activities to their effects on Bay populations and organisms.
• change in habitat size, quality, and structure
• change in species competition
7.1.10-d Consider possible solutions and evaluate tradeoffs to environmental issues in the Chesapeake Bay system.
Content Strand: Heredity and Diversity
Benchmark 7.1.11 (SOL LS.13) Students demonstrate an understanding of how hereditary information is passed from one generation to the next.
- Indicators:
7.1.11-a Differentiate between characteristics which can and cannot be inherited.
7.1.11-b Distinguish between dominant and recessive traits.
7.1.11-c Distinguish between genotype and phenotype.
7.1.11-d Use Punnett squares to show the possible combinations of inherited factors resulting from single trait crosses.
7.1.11-e Communicate an understanding of the role of DNA.
• Describe the structure of DNA.
• Explain the role of DNA in determining inherited traits.
• Explain the importance of DNA replication.
• Give examples of applications of genetic engineering.
Benchmark 7.1.12 (SOL LS.14) Students investigate and give evidence that populations and their environment change over long periods of time.
- Indicators:
7.1.12-a Explain how genetic variations in offspring can result from the same two parents, which leads to variation in successive generations.
7.1.12-b Demonstrate how changes in the environment can bring about changes in species through processes of mutation, natural selection, adaptation, and extinction.
7.1.12-c Describe and explain how fossils are records of events in Earth’s history.
Benchmark 7.1.13 (SOL LS.5)Students use a classification system to group and identify organisms.
7.1.13-a Recognize that living things are classified based on similarities and differences in their internal and external structures.
7.1.13-b Identify characteristics of representatives of the five kingdoms and recognize that they are subject to change.
7.1.13-c Explain the organization of the modern classification system:
• seven levels from kingdom to species
• increase in specificity
7.1.13-d Use a dichotomous key to identify organisms.
7.1.13-e Use the binomial nomenclature/scientific names developed by Linnaeus.
Standard 2
Apply science knowledge and skills to make informed decisions and to solve problems.
Benchmark 7.2.1 Students apply problem-solving skills when gathering, analyzing, and interpreting scientific information.
- Indicators: 7.2.1-a Generate and evaluate (list pros and cons) solutions to environmental problems.
7.2.1-b Compare and contrast science concepts.
7.2.1-c Make inferences, predictions, and interpretations.
7.2.1-d Recognize cause-and-effect relationships.
7.2.1-e Draw valid conclusions.
Standard 3
Communicate scientific information effectively in several formats through a variety of resources.
Benchmark 7.3.1 (SOL LS.1) Students communicate, in writing and orally, scientific information, procedures, and explanations.
- Indicators: 7.3.1-a Explain concepts, procedures, observations, experimental results, and explanations in written form.
7.3.1-b Use models, illustrations, and diagrams to communicate ideas.
7.3.1-c Write an informational summary, stating main idea and supporting details.
7.3.1-d Explain orally to peers science concepts, procedures, results, and explanations.
Benchmark 7.3.2 Students acquire and analyze scientific information from a variety of sources.
7.3.2-a Gather information from written, oral, and visual sources.
7.3.2-b Read and understand scientific concepts, procedures, and applications in textbooks, nonfiction science books, newspaper articles, periodicals, and other references.
7.3.2-c Interpret written, pictorial, and graphical representations.
7.3.2-d Summarize information from one source.
Benchmark 7.3.3 Students access and communicate scientific information using technologies.
7.3.3-a Use electronic databases to access and retrieve information. (C/T 8.4)
7.3.3-b Use search strategies to retrieve electronic information. (C/T 8.4)
7.3.3-c Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select relevant information. (C/T 8.4)
7.3.3-d Organize and display data in computer-generated charts, tables, databases, or graphs. (C/T8.1)
7.3.3-e Integrate graphics into word-processed documents. (C/T8.1)
7.3.3-f Share information and data electronically. (C/T8.2)
7.3.3-g Use multimedia to communicate scientific understanding.
Standard 4
Design and conduct a scientific investigation to test a hypothesis.
Benchmark 7.4.1 (SOL LS.1) Students define questions relating to environmental science that can be answered through investigation.
7.4.1-a Identify or state questions that can be answered through scientific investigation.
7.4.1-b Make predictions based on prior knowledge, experiences, and observations.
7.4.1-c Develop hypotheses.
Benchmark 7.4.2 (SOL LS.1) Students learn the experimental design method as they plan investigations relating to environmental science.
7.4.2-a Identify the key components of a scientific experiment:
• independent variable • control group
• dependent variable • constants
• repeated trials
7.4.2-b Develop a clear and logical procedure to test a hypothesis.
Benchmark 7.4.3 (SOL LS.1) Students use appropriate equipment and techniques to collect, organize, and describe data.
7.4.3-a Make systematic qualitative and quantitative observations.
7.4.3-b Select and use appropriate equipment and techniques to make accurate observations:
• metric ruler • thermometer
• graduated cylinder • microscope
7.4.3-c Follow a procedure.
7.4.3-d Represent observations and data using tables, charts, graphs, and drawings.
7.4.3-e Use computer technologies to gather, store, retrieve, display, and analyze data.
Benchmark 7.4.4 (SOL LS.1) Students make inferences and evaluate hypotheses based on evidence.
7.4.4-a Determine patterns, trends, and relationships in data.
7.4.4-b Form a logical argument about the cause-and-effect relationships in the experiment.
7.4.4-c Suggest possible sources of experimental error.
7.4.4-d Suggest improvements in the design of an experiment.
Standard 5
Make connections within science disciplines and with other disciplines.
Benchmark 7.5.1 Students make connections between life and earth sciences.
7.5.1-a Describe and explain how fossils are records of events in Earth’s history.
7.5.1-b Investigate the interdependence of abiotic and biotic factors in an ecosystem.
7.5.1-c Describe how climate influence influences land environments and determined the types of communities that can exist.
7.5.1-d Apply knowledge of surface and groundwater systems to the transport of pollutants.
7.5.1-e Identify natural resources (particularly water and wildlife) and explain why they should be used wisely.
Benchmark 7.5.2 Students make connections between science and mathematics, history, and language arts.
7.5.2-a Use principles of mathematics to collect and analyze data.
• Record appropriate metric measurements (SI) (length,
temperature, and liquid volume).
• Select, construct, and interpret appropriate graphs (plots) for a
set of data.
7.5.2-b Cite examples of scientists and their contributions to the study of living things: Leewenhoek, Mendel, Linnaeus, Watson, Crick, Darwin.
7.5.2-c Use principles of language arts to effectively communicate science concepts.
• Apply the writing process.
• Apply research skills.
Benchmark 7.5.3 Students make connections between science, technology, and society.
7.5.3-a Apply science concepts to personal experiences.
7.5.3-b Explore science-related careers.
7.5.3-c Discuss student's role in sustaining a balanced environment.
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