If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

2020 Grade 7 Science Standards and Bundle Analyses

Page history last edited by Heather Johnston 1 year, 11 months ago

The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.

Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.

Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * indicate integrated engineering practices and/or engineering disciplinary core ideas.

Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

Bundle Name	Standard(s)

Matter: Models, Interactions, and Synthetic Materials Using models, students can understand that substances are made from different types of atoms and atoms form molecules, ranging from small to very complex structures. Pure substances have identifying characteristics (properties) that are used to identify them. If a chemical reaction occurs, the parts that make up the original substance are regrouped in a new way that makes a new substance with new properties. Some chemical reactions involve natural resources to produce synthetic materials, such as medicine, food, and alternative fuels.	7.PS1.1 Develop models to describe the atomic composition of simple molecules and extended structures.
	7.PS1.2 Analyze and interpret patterns of data related to the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
	7.PS1.3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.*
	7.PS1.5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
	7.PS1.6 Construct, test, and modify a device that releases or absorbs thermal energy by chemical processes to solve a problem.*

Potential, Kinetic, and Thermal Energy When an object is in motion, the energy it contains is called kinetic energy. When an object is at rest, the energy it contains is called potential energy. Data for kinetic energy, mass, and the speed of an object can be graphed and interpreted by students to describe the relationships between each. Student-developed models can also be used to explain and predict the potential energy of a system as the positions of objects in that system change. Energy is neither created nor destroyed but can be transferred between objects within a given system. Students can use this science idea and empirical evidence to develop arguments that support the claim that when kinetic energy of an object changes, energy is either transferred to or from an object.	7.PS3.1 Construct and interpret graphical displays of data to describe the proportional relationships of kinetic energy to the mass of an object and to the speed of an object.
	7.PS3.2 Develop a model to describe that when objects interacting at a distance change their arrangement, different amounts of potential energy are stored in the system.
	7.PS3.5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Cycling of Energy and Matter Matter and energy cycle through both living and nonliving parts of ecosystems. Almost all energy that drives the cycling of matter comes from the sun, whether it is the cycling of energy in photosynthesis or cellular respiration. Students can develop models and construct explanations based on evidence to describe the roles of these processes in the cycling of matter and flow of energy into and out of organisms.	7.LS1.6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
	7.LS1.7 Develop a model to describe how food molecules in plants and animals are broken down and rearranged through chemical reactions to form new molecules that support growth and/or release energy as matter moves through an organism.
	7.LS2.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Factors that Affect Populations In any ecosystem, there are physical and biological factors that affect the size of the populations. Availability or changes in availability of any of the factors can lead to changes in the populations of all of its members. In order to survive, organisms may compete, feed on, or develop a dependence on another species. By analyzing and interpreting data, students can construct evidence-based arguments that changes in the availability of resources can affect the growth of individual organisms and the size of populations of organisms within an ecosystem.	7.LS2.1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
	7.LS2.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
	7.LS2.4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
	7.LS2.5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

Earth Resources and Human Activity Students construct explanations based on evidence that describe past and current geoscience processes as being the reason for the uneven distribution of Earth’s natural resources. Recognizing that human activities have altered the biosphere, students can design methods for keeping track of and minimizing human impact on the environment. Students can construct arguments supported by evidence for how world population growth and an increase in the per-capita consumption of natural resources is impacting Earth’s systems. Students use evidence to communicate that human activities and natural processes have caused the global temperatures to change over the past century.	7.ESS3.1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
	7.ESS3.3 Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.*
	7.ESS3.4 Construct an argument supported by evidence for how increase in human population and per-capita consumption of natural resources impact Earth’s systems.
	7.ESS3.5 Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.