7th Grade Science Curriculum Map

Unit 1: Forces Interact with Matter

Standards: 7.1.2 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples
could include collisions between two moving objects or between a moving object and a stationary object.
7.1.3 Construct a model using observational evidence to describe the nature of fields that exist between objects that exert forces on each other
even though the objects are not in contact.
7.1.4 Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. Examples could include
electromagnets, electric motors, or generators.
Understandings: Cause and effect relationships rule everything. Essential Questions: Do patterns help us understand our world?
Assessments: Learning Activities:
1. Students will create a model that demonstrates the force 1. Review the scientific method and discuss how we use this method
between objects that are not touching (such as with magnets or in everyday life to observe and understand the world around us,
electricity) and explain the principle that is at work. Students will and how Newton used this method to come up with Newton’s
have a write-up with their model, outlining each step of the build Laws.
and an explanation of why it should work. Models will be 2. Magnets in the real world – students will watch a video on how
presented to a 3rd elementary class where the students will wrecking yard magnets work using electromagnetic forces.
explain how their model works to the younger students. Students will analyze and discuss the forces at work.
2. Students will imagine they are a NASA engineer tasked with 3. Forces in Action Stations – After building the models for each
designing a solution to keeping astronauts from being repelled station with the students, students will then move through stations
from the spacecraft when doing spacewalks. setup with a balloon activity, a magnetic maze activity, a catapult
activity, and a homopolar motor activity to learn about force, mass,
and velocity. Students will write a reflection after each station.
4. Students will watch a video about Astronaut Gene Cernan’s
spacewalk, record and share their observations, and generate
questions that will assist in designing their second assessment.
Resources: Cernans’s Spacewalk https://www.youtube.com/watch?v=W7d4Lxddij4&t=83s – a short video about the effects of Newton’s third
law that astronaut Gene Cernan experienced while doing a spacewalk in micro-gravity.
https://www.nasa.gov/feature/gemini-xii-crew-masters-the-challenges-of-spacewalks - this is an article that goes into a bit more detail about
how Newton’s third law was at play during Cernan’s spacewalk and why it was so challenging.
DIY electromagnet crane https://www.youtube.com/watch?v=3oisYFi7yYY - this video provides step-by-step instructions on how to create a
simple hydraulic crane with electromagnets using common items. This will provide students with a visual of how models are made.
Electromagnet Wrecking Yard https://www.youtube.com/watch?v=KumDUr33qmI&list=PLx1XtH5Enlm4WMTccB_SuanyEy1MNYPfT - Super
Charged Science Cast is a great resource that provides video lessons on science topics. This video explains how electromagnets work and how
we use them.
 7th Grade Science Curriculum Map
Unit 2: Changes to Earth over Time (8 Weeks)
Standards: 7.2.2 Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales.
Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. 7.2.3 Ask questions to identify
constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human-engineered structures
such as homes, roads and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods.
Understandings: All relationships are dynamic. Essential Questions: Can lasting relationships be static?
Change is inevitable.
Assessments: Learning Activities:
1. Apocalypse America: Will Yellowstone Spell 1. Changes Over Time - Students will watch videos on the creation of landscapes such
Doom for the US? Students will research the as the Grand Canyon and the Himalayas then videos on the effects of landslides,
Yellowstone Caldera and write an article earthquakes, flooding. Students will then create a diagram of what is similar and
about it as if they were a journalist for what is different and discuss why.
National Geographic using what they have 2. Why Settle Here? Students will research an area, such as their hometown, and its
learned about plate tectonics and patterns of landscape to figure out why it was a good place to create a community when they
geological events. did. Was it good farmland? Did mining opportunities provide work for residents? Or
2. Students will research the recent fires that was the land unsettled for many years because it was not conducive to growing
have devastated the West and debate before food and relied on imports? How have natural disasters, such as fires and
a zoning committee and forest service earthquakes affected settlements?
members whether or not the loss of life and 3. Students will observe earthquakes and volcanic eruptions around the world,
property could have been prevented, including the Yellowstone Caldera, to come up with patterns to those events.
providing strong evidence for their claims. Students will then discuss whether or not humans are still limited by geography,
providing evidence for their claims.
4. Writing Workshop – Students will read short articles from various scientific
magazines and journals and we’ll discuss what makes a good article.
Resources: EarthViewer http://media.hhmi.org/biointeractive/earthviewer_web/earthviewer.html - This is a fantastic interactive website that
allows users to visualize the Earth, plate tectonic movement, mountain range formation, and climate changes throughout Earth’s past. Students
will be able to see where major geological events occurred throughout Earth history and see a pattern to those events.
Back to School Burn https://www.jpl.nasa.gov/edu/news/2016/8/22/back-to-school-burn-the-science-of-wildfires/ - this is an article provided
by NASA that explains why we have a fire season in the West and why it’s been so bad lately. It also includes some lessons on how scientists
study fires using GIS as well as an interactive view from space of wildfires.
Grand Canyon Formation https://www.youtube.com/watch?v=t6IBg4Srb6E video from the Smithsonian on the formation of the Grand Canyon.
Explains how traditional thinking of landscape formations was challenged by observations from the Grand Canyon.
Himalaya/Appalachian Formation https://www.youtube.com/watch?v=mR8n1vkF9lU – video on how continental drift formed these mountain
chains and continues to grow the Himalayan Plateau.
 7th Grade Science Curriculum Map

Unit 3: Structure and Function of Life (7 Weeks)

Standards: 7.3.2 Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell
function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell
wall.
7.3.3 Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize understanding that
cells form tissues, tissues form organs, and organs form systems specialized for particular body functions.
Standards:
Understandings: To understand the whole, you must Essential Questions: Are structure, function, and balance essential to healthy
understand its smaller components. life?
Assessments: Learning Activities:
1. Students will imagine they are a cellular biologist working at 1. Students will look at various cells, such as cheek cells, onion cells, and
the University of Utah doing research on cell function and ripe vs. green banana cells under a microscope and identify as many
present a method to stimulate cellular regeneration for features as possible. Will review proper handling of microscopes.
severe injuries. 2. Class will discuss real world analogies of the function of cell parts,
such as the nucleus being the principal’s office, the DNA is the school
files, the teachers are the ribosomes, the students are proteins, and
the school bus is a vesicle.
3. Students will create a visual model of a eukaryotic animal cell with
structures and their functions defined.
4. Cell model – What’s Missing? I will remove organelles from the cell
and students will tell me what is missing and how that would affect
cell function.
5. Cellular regeneration video – watch video and discuss how cells differ
in other animals and what we can learn about cell regeneration in
humans by studying these animals.
Resources: Animal Cell Regeneration https://www.youtube.com/watch?v=QFa6jP6WgzM – video that explains how some animals are able to
regrow limbs.
Human cell regeneration https://www.youtube.com/watch?v=CYScX-cIWC0 – video explains how there are some tissues in the human body
that are capable of regeneration after a traumatic injury.
Regeneration and Stem Cells https://www.eurostemcell.org/regeneration-what-does-it-mean-and-how-does-it-work - EU article about how
regeneration operates and how stem cells can be used to repair damaged tissues and organs.
 7th Grade Science Curriculum Map

Unit 4: Reproduction and Inheritance (7 Weeks)

Standards: 7.4.1 Develop and use a model to explain the effect that different types of reproduction have on genetic variation, including asexual
and sexual reproduction.
7.4.2 Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of
successful reproduction. 
7.4.4 Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of
desired traits in organisms. 
Understandings: Biology creates us and shapes us, but it doesn’t Essential Questions: What makes us “us”?
define us. To what extent is DNA destiny?
Assessments: Learning Activities:
1. Students will research genome editing and prepare a 1. Natural Selection Stations – Students will rotate through stations that
presentation as though they were at a medical conference simulate natural selection. Stations will include camouflage pompom
on preventing and treating hereditary diseases. activity, spoon and jellybean activity, and a cricket game to find a mate.
2. Designer Babies. It is currently illegal to edit human Students learn how different adaptations contribute to differences in
embryos. Imagine if it became legal. Students will create an survival and reproductive success, which results in changing frequencies
advertisement for/against genome editing with strong claims of genotypes in the populations.
for their position. If for, try to convince people that may 2. Students will choose one organism that reproduces sexually and one that
believe it is wrong because of unforeseen ramifications. If reproduces asexually and create a comparison diagram. Students will
against, try to convince people that think there are no ethical then choose which organism they believe is more successful in passing
problems with genome editing. along its DNA and why.
3. Nature vs. Nurture – students will hear about studies of twins separated
at birth and the amazing coincidences they share. Students will then
discuss how much they believe nature vs. nurture determines our future.
4. RadioLab CRSPR – students will listen to a podcast about CRSPR, a gene
editing company, take notes and participate in a fishbowl discussion
about the podcast.
Resources: CRSPR Radiolab podcast https://www.wnycstudios.org/story/update-crispr - Jad and Robert delve into the amazing world of genetic
manipulation, learning about ways that it can one day be used to treat cancer, but also discussing the ethical ramifications of altering lifeforms,
including human embryos.
Twins Separated at Birth https://www.livescience.com/47288-twin-study-importance-of-genetics.html - a Live Science article on a study the
University of Minnesota conducted for 20 years on the role genetics plays in our lives by looking at twins that were separated at birth.
 7th Grade Science Curriculum Map
Unit 5: Changes in Species over Time (7 Weeks)
Standards: 7.5.1 
Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals' probability of surviving
and reproducing in a specific environment.
Understandings: Adaptations are essential to survival. Essential Questions: What happens when change occurs faster than
adaptation?
Assessments: Learning Activities:
1. Students will pick a native species (plant or animal) and 1. Field Trip to Hogle Zoo – Utah is home to several unique species that can
hypothesize how that species could adapt to changes in its be found at the Hogle Zoo. Class will visit and learn more about these
environment. They will include changes to its physiology and species and how they adapted to Utah’s climate and terrain and the
behavior. They will bring a model of their organism in a challenges these species now face.
medium of their choosing. 2. Nowhere To Hide – students will watch an online movie and participate
2. Students will research evidence of climate change and its in an interactive activity that teaches about adaptations and natural
impact on Utah weather patterns and debate whether or not selection using the peppered moth as an example.
that evidence supports human-caused claims. 3. Students will watch a documentary on changing Arctic ice and how it is
affecting animals that rely on it. We’ll then discuss how polar bears are
adapting and whether or not these changes in individual bear’s
behaviors are enough to spare the species.
Resources: States at Risk http://statesatrisk.org/utah - this site provides the major risks each state faces as global temperatures continue to rise.
For Utah, the major risks are extreme heat, drought, and wildfires. Students can delve deeper into each risk category and learn how that will
affect wildlife, vegetation, disease, and other factors.
Nowhere to Hide http://sciencenetlinks.com/lessons/nowhere-to-hide/ - Science Net Links provides multiple lessons and ideas for creating
content that is more accessible to learners. The concept of natural selection appears to be difficult for many to grasp, so Science Net Link
created the Nowhere to Hide lesson and activity to help students better understand the functions behind natural selection.,
A Warmer World for Arctic Animals https://www.youtube.com/watch?v=2aRHN10ognM – PBS documentary on the effects climate change has
on Arctic animals, such as competition from southern animals, loss of critical sea ice, and loss of habitat.
Can Wildlife Adapt to Climate Change? https://www.youtube.com/watch?v=ZCKRjP_DMII – Ted Ed video created by Erin Eastwood that
explains that adaptations take time and while some animals may exhibit adaptive evolutionary changes, these changes are typically plastic and
not inheritable. Scientists are studying species that have exhibited adaptive evolution to study what makes them unique in adapting to a rapidly
changing environment.