The seventh grade course, titled "Investigations in Environmental Science", builds upon the experiences in the life and environmental sciences introduced to students in upper elementary school and provides the foundation for further studies in high school biology. Scientific investigation, cell structure and function, heredity and diversity, and populations and ecosystems are content strands developed through a sequence of varied instructional strategies with an emphasis on observation, experimentation, discussion, generalization, and application. Students use a compound light microscope to observe a variety of plant and animal tissues as they investigate similarities and differences in structure and function. They study the pattern of organization in multi-cellular organisms from the simple cell to the complex organism. They begin to look at cell processes for obtaining and releasing materials and energy, as well as review the basic life processes of living things. Students are introduced to the genetic principles of how living things pass traits from one generation to another. A model ecosystem, an aquarium, provides students opportunities to make detailed observations and inferences about the interdependence of living and nonliving components of the environment. Students apply these basic ecological concepts in their exploration of ways humans interact with the environment in the Chesapeake Bay Watershed.

Central to the design of the curriculum is the philosophy that the middle school science student should be engaged in laboratory work during at least fifty percent of class time. This time frame includes pre-laboratory preparation and post-laboratory analysis. Laboratory work is the vehicle by which students come to understand life science concepts, learn and apply the skills of inquiry, and acquire an enthusiasm for learning science. While important in developing student understanding, demonstrations, audiovisual presentations, reinforcement and practice activities, and supplemental reading cannot be considered a substitute for laboratory experiences. These kinds of activities should not be counted within the science laboratory time requirement.

The following basal instructional materials have been approved for student use:
1. McLaughlin, Charles W. and Marilyn Thompson. Life Science. New York, New York: Glencoe, 1997. (One textbook per student) This comprehensive text explores all aspects of life science. Students explore concepts through reading, hands-on laboratories, mini-labs, and reasoning activities. Connections are made to real-world situations, other subject areas, and careers.
2. Maton, Anthea, et al. Evolution. Upper Saddle River: Prentice Hall, 1997 (One class set per seventh grade science classroom) This book provides information about fossils and how they provide a record, although incomplete, of events in Earth’s history. It continues with a discussion of the theory of evolution and how variation, adaptation and natural selection cause change within species. The book supports the heredity and diversity strand of the seventh grade environmental science program.
3. Maton, Anthea, et al. Exploring Planet Earth. Upper Saddle River: Prentice Hall, 1997 (One class set per seventh grade science classroom) In this book students are introduced to the various structures that make up the Earth and are most important to life. Subtopics include the Earth's atmosphere, oceans, fresh water, landmasses, and interior. Sections from this book will help students learn more about Earth's most precious natural resource-water.