CORRELATION TO Texas Essential Knowledge and Skills for ... · Scientific investigation and...
Transcript of CORRELATION TO Texas Essential Knowledge and Skills for ... · Scientific investigation and...
CPO Texas • Grade 7
CORRELATION TO
Texas Essential Knowledge and Skills for SCIENCE
112.19.B.01.A Scientific investigation and reasoning
The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:demonstrate safe practices during laboratory and field investigations as outlined in theTexas Safety Standards
0 Lab safety symbols and instructions are found in the investigation manual on the pages after TOC
5 Science safety practices and procedures
6 Science safety practices and procedures
7 Safety symbols and descriptions
8 Science safety quiz
9 Safety equipment
10 Safety contract
112.19.B.01.B Scientific investigation and reasoning
The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials
151 Benefits of composting
171 Importance of decomposers in recycling matter (#2)
328 Biofuels as an alternative to fossil fuels
72 Consider impact of disposal methods
112.19.B.02.A Scientific investigation and reasoning
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
4 Qualitative and quantitative observations compared and contrasted
6 What is scientific inquiry?
7 Observation is a key part of scientific inquiry
9 Observation challenge
12 Observe brine shrimp behavior
13 Investigate ideal conditions for hatching brine shrimp
15 Modify the experimental design
16 Investigate how brine shrimp react to changes in their environment
21 Investigate what it means to be alive
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 1 of 31
plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology
10 Three types of investigations - descriptive, comparative, and experimental
12 Types of investigations discussed
12 Designing experiments
15 Design an experiment: Does meat turn into maggots?
113 Observing diffusion
137 Potato experiment - osmosis
164 Design an experiment - effects of a foreign population on succession
31 Investigate chemical changes
33 Investigate onion tissues
38 Investigate characteristics of protozoans
40 Investigate osmosis and diffusion
43 Investigate photosynthesis
46 Investigate at home - yeast experiment
47 Observing the cell cycle
53 Investigate the role of decomposers
60 Plan a comparative investigation of microclimates
61 Investigate how organisms are adapted to certain biomes
70 Design a fair test
79 Design an experiment to determine which type of soil will hold the most water
83 Investigate human traits
86 Design an experiment to test hypothesis about traits
91 Investigate the relationship among genes, chromosomes, and DNA
104 Design a turgor pressure experiment
105 Investigate how plants respond to stimuli
110 Planarian observations
114 Design and conduct the experiment
127 Investigate how kidneys use diffusion and osmosis to remove wastes
139 Investigate eye structure and function
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 2 of 31
144 Design the experiment
112.19.B.02.B Scientific investigation and reasoning
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology
4 Qualitative and quantitative observations compared and contrasted
7 Observation is a key part of scientific inquiry
12 Designing experiments
15 Design an experiment: Does meat turn into maggots?
26 Design and conduct an experiment
37 Design an experiment: Is the object alive?
117 Design an experiment to test your hypothesis
164 Design an experiment - effects of a foreign population on succession
14 Identify control and experimental variable
15 Modify the experimental design
16 Investigate how brine shrimp react to changes in their environment
17 How can you modify the experiment
69 Investigate human impact on groundwater and surface water
70 Design a fair test
73 Investigate impact of coastal erosion
79 Design an experiment to determine which type of soil will hold the most water
104 Design a turgor pressure experiment
105 Investigate how plants respond to stimuli
106 Compare experimental results to hypothesis
114 Design and conduct the experiment
123 Investigate how salt affects evaporation
144 Conduct your own reaction time experiment
112.19.B.02.C
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 3 of 31
112.19.B.02.C
Scientific investigation and reasoning
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
7 Examples of quantitative observations
7 Examples of qualitative observations
132 Record observations
164 Conduct weekly observations
168 Ecosystem research project - construct a food chain
11 Sketch one single organism
22 Station observations
24 Draw sketches of leaf terms
32 Chemical change observations
34 Sketch onion tissues at different magnifications
36 Animal cell sketches
39 Sketch protozoans
40 Egg data
45 Experimental data
56 Draw a map of observed area
59 Field observation data
67 Record number of each type of organism
82 Meiosis data
88 Genotype and phenotype data
117 Distance, force, and work data
112.19.B.02.D
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 4 of 31
112.19.B.02.D
Scientific investigation and reasoning
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:construct tables and graphs, using repeated trials and means, to organize data and identify patterns
13 Worm data table and bar graph
22 Use data to construct a human population graph
42 Make a pie graph
47 Make a dichotomous key
55 Make a pie graph (percentage of total number of species)
92 Make a table of objects
146 Describe a pattern you see
154 Use the data to make a pie chart
164 Make a data table
198 Construct a bar graph
423 Draw a flow chart to trace the flow of blood through the body
12 Brine shrimp data table
48 Make a line or bar graph of data
60 Use a computer spreadsheet program
65 Create a chart for comparison
68 Create a graph of total organisms by category
71 Use created graph to explain impact of cleaning products
84 Make a bar graph of observable traits data
114 Procedure must be repeated
117 Conduct multiple trials
132 Make a line graph to show insulin and glucose levels
144 Repeat each trial three times
144 Create a data table
112.19.B.02.E
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 5 of 31
112.19.B.02.E
Scientific investigation and reasoning
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
4 Relationship between observation and inference explained
7 Distinguish between observation and inference
8 Observations and inferences
10 Incorrect explanation revised
13 Drawing conclusions
135 Use data to predict the effect of temperature on rate of diffusion
168 Ecosystem research project - display findings as a poster, diorama, or mobile
236 Analyze tornado trends (#10)
236 Explain effects of acid rain (#9)
278 Complete the chart - chromosomes in body cells vs. sex cells
279 Labrador offspring predictions
17 Thinking about what you observed
22 Make inferences from indirect observation
25 Use a dichotomous key to identify leaf samples
26 Infer why leaf shape is advantageous in snowy conditions
28 Predict the number of atoms
41 Predict what happens to mass of egg
41 Explain effect of placing eggs in vinegar
56 Use evidence to support predictions
71 Compare predicted and actual pH measurements
75 Predict what will happen to the coastline
76 Use stream table model to predict what happens to coastline
84 Compare class data to predictions
101 Compare prediction about number of generations needed to actual data
107 Propose an alternative conclusion
113 Infer why daphnia are used in caffeine experiments
117 Analyze effects of ramp length on work
120 At which position is mechanical advantage greatest?
130 Use data to explain your observations
112.19.B.03.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 6 of 31
112.19.B.03.A
Scientific investigation and reasoning
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student
10 Incorrect explanation revised
11 Maria's explanation revised based on observational evidence
14 Cell theory explains that all living organisms are made of cells
14 Theory defined
285 DNA and fossils provide evidence for change
286 Evidence of common ancestry from DNA sequences
301 Justify position in favor of or against punctuated equilibrium model
306 Critique early ideas about fossil formation (#1)
71 Compare results against hypothesis
84 Compare class data to predictions
106 Compare experimental results to hypothesis
117 Analyze effects of ramp length on work
112.19.B.03.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 7 of 31
112.19.B.03.B
Scientific investigation and reasoning
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:use models to represent aspects of the natural world such as human body systems and plant and animal cells
4 Model defined
16 A lung model
18 Cell theory is a conceptual model
29 Cell models
64 Models of organic compounds
65 Model of glucose molecule
76 Modeling carbon compounds
104 Build a scale model of a cell
122 Model of photosynthesis and cellular respiration
232 Build a simple model of a house
258 Punnett square model
264 DNA model -double helix
304 Pedigree model
408 Baggie model for digestion
19 Flip card game
28 Building organic compounds
30 Build a DNA model
63 Building your creature
76 Use stream table model to predict what happens to coastline
79 Create a tornado in a jar
81 Modeling mitosis
94 Modeling fertilization
116 Inclined plane model
133 Endocrine system model
134 Create a one-chambered heart model
112.19.B.03.C Scientific investigation and reasoning
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:identify advantages and limitations of models such as size, scale, properties, and materials
4 Model defined
16 Model defined
18 Scientific models
22 Use data to construct a human population graph
29 Cell models
64 Models of organic compounds
65 Model of glucose molecule
258 Punnett square model
382 Use model to demonstrate differences in speed and force generated (part d)
430 Build a lung model
26 Limits of dichotomous keys
28 Building organic compounds
30 Build a DNA model
71 Use created graph to explain impact of cleaning products
76 Use stream table model to predict what happens to coastline
138 Design and test a stethoscope
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 8 of 31
112.19.B.03.D
Scientific investigation and reasoning
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content
20 Importance of ethics in medical research
21 Impact of research: Dr. Louis Cantilena
45 Contribution of Carolus Linnaeus
85 Robert Hooke contribution
85 Anton van Leeuwenhoek
85 contribution of Schleiden and Schwann
86 contribution of Rudolf Virchow
162 Benefits of vent research
240 Gregor Mendel contribution
256 Walter Sutton contribution
264 Watson and Crick contribution
267 Importance of sickle cell research
293 contribution of Darwin
349 Impact of brown fat research
112.19.B.04.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 9 of 31
112.19.B.04.A
Scientific investigation and reasoning
The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum
93 Electron microscope
128 Observing the cell cycle with a microscope
132 Digital or triple beam balance
132 Thermometers
164 Microscope
408 Graduated cylinder
13 Microscope
13 Graduated cylinder
16 Use microscope to view brine shrimp
16 Beakers
31 Digital scale
35 Use microscope to compare plant and animal cells
38 Use microscope to view prepared slides
41 Use beakers to measure vinegar volume
53 Temperature probe
57 Measure wind speed
69 pH probe
71 Measure pH with probe
121 Stopwatch
121 Sling psychrometer
127 Digital scale
135 Stopwatch
145 Balance
146 Graduated cylinder
147 Metric ruler
148 pH probe
149 Temperature probe
150 Timing devices
112.19.B.04.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 10 of 31
112.19.B.04.B
Scientific investigation and reasoning
The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fireblanket, and a fire extinguisher
0 Lab safety symbols and instructions are found in the investigation manual on the pages after TOC
7 Safety symbols and descriptions
9 Safety equipment
16 Safety goggles, apron
33 Safety goggles and lab apron
127 Safety goggles, apron
112.19.B.05.A Matter and energy
The student knows that interactions occur between matter and energy. The student is expected to:recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis
118 Solar cells and chloroplasts
120 Light is necessary for photosynthesis
130 Sunlight is the source of energy for most ecosystems
140 Role of the Sun in photosynthesis (cycle of energy) explained
143 Photosynthesis and energy
43 How do plants use sunlight to store energy?
43 Investigate photosynthesis
112.19.B.05.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 11 of 31
112.19.B.05.B
Matter and energy
The student knows that interactions occur between matter and energy. The student is expected to:demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin
40 Nitrogen cycle described
140 Producer and consumers in a simple food chain
144 Energy roles in ecosystems - producers, consumers, decomposers
145 Producers are plentiful
150 The importance of decomposers in nutrient cycles
151 Benefits of composting
153 The carbon cycle explained
154 The water, oxygen, and carbon cycles interconnect
155 The nitrogen and phosphorus cycles
50 Producer, consumer, decomposer
53 Investigate the role of decomposers
112.19.B.05.C
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 12 of 31
112.19.B.05.C
Matter and energy
The student knows that interactions occur between matter and energy. The student is expected to:diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids
140 Draw a food chain (#3a)
145 Energy transfer in ecosystems
145 Food chains explained
146 Energy pyramid defined
147 What is a food web?
148 Sketch an energy pyramid
148 A marine food web
148 Sketch simple food chains
149 Sketch a simple food chain (#3)
150 The flow of energy in ecosystems described
151 Energy flow and nutrient cycles
162 Food webs of the deep
167 Galveston Bay food web
168 Ecosystem research project - construct a food chain
177 Prairie ecosystem food web
49 Investigate the flow of energy through living systems - food web builder
50 Draw a food chain
51 Create an energy pyramid
53 Investigate the role of decomposers
64 Creating a food web
65 Sketch an energy pyramid for one food chain
112.19.B.06.A Matter and energy
The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur
60 Elements which comprise the human body discussed
62 Elements in living things
64 Carbon compounds in living things
64 Organic compounds
76 Carbon, the building block of life
76 Variety of carbon molecules
27 Investigate organic compounds
29 Organic compounds in food
112.19.B.06.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 13 of 31
112.19.B.06.B
Matter and energy
The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:distinguish between physical and chemical changes in matter in the digestive system
60 Physical and chemical changes distinguished
69 Classify changes and physical and chemical
71 Evidence of a chemical change
83 Starch breaking down into sugar is a chemical change (#2)
391 Physical changes in digestion
392 Chemical changes in digestion
408 Chemical and physical changes during digestion
31 Investigate chemical changes
124 Investigate physical and chemical digestion
112.19.B.06.C Matter and energy
The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars
33 Cells are made of proteins and carbohydrates
60 Function of carbohydrates
65 Function of carbohydrates
65 Cells use carbohydrates to get and store energy
72 Plants store energy in carbohydrate molecules
73 Diagram - What happens to the starch
74 What is food made of?
83 Starch breaking down into sugar is a chemical change (#2)
27 What do organic compounds have in common?
29 Organic compounds in food
112.19.B.07.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 14 of 31
112.19.B.07.A
Force, motion, and energy
The student knows that there is a relationship among force, motion, and energy. The student is expected to:contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still
370 Definition of work
372 Calculate the work done by a force
116 Work is force multiplied by distance
116 Investigate how ramps help humans do work
117 Distance, force, and work data
112.19.B.07.B Force, motion, and energy
The student knows that there is a relationship among force, motion, and energy. The student is expected to:illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion
36 Energy transformations when eating a sandwich
65 Cells use carbohydrates to get and store energy
66 Cells make lipids to store energy
140 Energy flows within a cycle in ecosystems
143 Photosynthesis and energy
145 Energy transfer in ecosystems
148 Sketch an energy pyramid
150 The flow of energy in ecosystems described
151 Energy flow and nutrient cycles
393 Energy transformations within the body system described
43 Photosynthesis and cellular respiration
43 How do plants use sunlight to store energy?
53 Investigate the role of decomposers
112.19.B.07.C
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 15 of 31
112.19.B.07.C
Force, motion, and energy
The student knows that there is a relationship among force, motion, and energy. The student is expected to:demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism
318 Tropism defined
319 Geotropism illustrated
320 Significance of central vacuole relative to turgor pressure and osmosis
361 Muscles create force
382 Use model to demonstrate differences in speed and force generated (part d)
436 Phototropism in plants
40 Investigate osmosis and diffusion
103 Observe osmosis in leaves
104 Design a turgor pressure experiment
118 Investigate the function of human arm
127 Investigate how kidneys use diffusion and osmosis to remove wastes
112.19.B.08.A Earth and space
The student knows that natural events and human activity can impact Earth systems. The student is expected to:predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes
222 Effects of catastrophic events
224 Hurricane Katrina formation and effects
225 How tornadoes form
226 Effects of catastrophic flooding in Texas Hill County discussed
227 Effects of dust and sand storms
230 The Texas Dust Bowl discussed
232 Preparation for catastrophe
78 Investigate impact of catastrophic events on ecosystem
79 Create a tornado in a jar
112.19.B.08.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 16 of 31
112.19.B.08.B
Earth and space
The student knows that natural events and human activity can impact Earth systems. The student is expected to:analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas
210 Comparing weathering and erosion
211 Soil is the result of weathering
212 Processes of mechanical weathering
214 Agents of chemical weathering
215 Factors that affect the rate of weathering
216 Effects of running water on river valley formation explained
216 Predict land features by location on Texas map
217 Erosion by gravity
218 Depositing and sorting sediment
218 Fast vs. slow water
220 Effects of weathering, erosion, and deposition on Texas ecoregions
226 River valley diagram
73 Investigate impact of coastal erosion
74 Coastal erosion observations
75 Predict what will happen to the coastline
76 Use stream table model to predict what happens to coastline
112.19.B.08.C Earth and space
The student knows that natural events and human activity can impact Earth systems. The student is expected to:model the effects of human activity on groundwater and surface water in a watershed
203 Groundwater discussed
204 Effects of human activity on the water cycle
206 Effects of human activity on the water cycle - A water cycle tale
207 Importance of aquifers
208 Human impact on watersheds
69 Investigate human impact on groundwater and surface water
72 Consider impact of disposal methods
112.19.B.09.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 17 of 31
112.19.B.09.A
Earth and space
The student knows components of our solar system. The student is expected to:analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere
38 Earth is "just right" for supporting life
39 Comparison of conditions on Mars, Venus, and Mercury to Earth
41 Comparing Earth's atmosphere to those of other planets
52 Earth's plants and animals are suited to its environment
112.19.B.09.B Earth and space
The student knows components of our solar system. The student is expected to:identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration
50 NASA's Extravehicular Mobility Unit
112.19.B.10.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 18 of 31
112.19.B.10.A
Organisms and environments
The student knows that there is a relationship between organisms and the environment. The student is expected to:observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms
142 Pine forest ecosystem described
142 Relationship among organisms, populations, communities, and ecosystems
164 Conduct weekly observations
168 Ecosystem research project
170 Different types of biomes described
172 Microclimate defined
173 Characteristics of biomes
175 Map of Earth's biomes
176 Australian and South American rainforests
177 Texas parks and wildlife website - prairie ecosystems
179 Deserts
181 Grasslands described
182 Features of the Mediterranean woodland and scrub biome
184 Temperate deciduous forests described
185 Tropical rainforests
186 Temperate rainforests
187 The taiga
189 Tundra
194 Biome expedition activity
200 Ecoregion defined
219 Ecoregions discussed
61 Investigate how organisms are adapted to certain biomes
66 Investigate organisms in your biome
67 Record number of each type of organism
68 Create a graph of total organisms by category
112.19.B.10.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 19 of 31
112.19.B.10.B
Organisms and environments
The student knows that there is a relationship between organisms and the environment. The student is expected to:describe how biodiversity contributes to the sustainability of an ecosystem
159 Biodiversity in ecosystems
177 The importance of biodiversity
185 Effects of deforestation on rainforest biodiversity
186 Biodiversity and sustainability
201 Biodiversity in prairie ecosystem
61 Investigate how organisms are adapted to certain biomes
68 Create a graph of total organisms by category
112.19.B.10.C Organisms and environments
The student knows that there is a relationship between organisms and the environment. The student is expected to:observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds
140 Primary and secondary succession described
157 Equilibrium and succession
158 Primary succession explained
159 Primary succession example illustrated
160 Secondary succession explained
164 Succession in a microhabitat
55 Investigate succession
56 Draw a map of observed area
112.19.B.11.A Organisms and environments
The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:examine organisms or their structures such as insects or leaves and use dichotomous keys for identification
44 Classification of common animals
46 Using a dichotomous key
47 Make a dichotomous key
48 Using dichotomous keys
25 Use a dichotomous key to identify leaf samples
26 Limits of dichotomous keys
112.19.B.11.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 20 of 31
112.19.B.11.B
Organisms and environments
The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb
176 Adaptations of jackrabbits
181 Adaptations of large and small mammals in grasslands
190 Adaptations of animals in alpine tundra
190 Adaptations of plants in alpine tundra
300 Galapagos finch adaptations - beak size and shape
312 Plant adaptation - cuticle helps to retain water
314 Plant adaptations for support, protection, and obtaining nutrients described
326 Plant adaptation -attracting pollinators
340 Examples of vertebrate adaptations described -endotherms vs. ectotherms
340 Internal vs. external fertilization in vertebrates
342 Amphibian adaptations
343 Reptile adaptations
343 Bird adaptations
344 Adaptations of mammals
346 Examples of favorable adaptations described
347 Vertebrate and invertebrate adaptations discussed
348 Behavioral adaptations explained - hibernation and migration
349 Brown fat - a hibernation adaptation
349 Example of migration adaptation in monarch butterflies
65 Describe adaptations of creature
95 Investigate how environment influences traits
96 What is an adaptation?
102 Investigate plant adaptations
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 21 of 31
112.19.B.11.C Organisms and environments
The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals
262 Influence of environmental factors on traits
262 Examples of inherited traits - eye color, skin color, height
282 Natural selection introduced
291 Identify relationship between adaptation and function (#1)
292 Darwin's observations of finches at Galapagos
293 Natural selection explained
294 Selective breeding defined
295 Darwin's theory of natural selection explained
296 The process of natural selection
296 Relationship between natural selection and adaptation of favorable traits explained
299 How a new species forms
300 Galapagos finch adaptations - beak size and shape
95 Investigate how environment influences traits
98 Investigate selective breeding
100 Breeding for desired phenotypes
101 Compare prediction about number of generations needed to actual data
102 Investigate plant adaptations
112.19.B.12.A Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants
291 Identify relationship between adaptation and function (#1)
292 Adaptations of Galapagos finches beaks
300 Galapagos finch adaptations - beak size and shape
312 Plant adaptation - cuticle helps to retain water
340 Examples of vertebrate adaptations described -endotherms vs. ectotherms
352 Adaptations for survival described
65 Describe adaptations of creature
96 What is an adaptation?
102 Investigate plant adaptations
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 22 of 31
112.19.B.12.B Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems
362 Structure and function of skeletal system
366 Structure and function of muscular system
368 Bone layer and function table (#3)
377 Structure and function of the integumentary system
379 Match structure of each part to its function (#2)
395 Structure and function of the excretory system
400 Endocrine system function discussed
402 Functions of endocrine glands explained
416 Describing the circulatory system
418 Function of blood vessels
424 Describing the respiratory system
436 Function of the cerebrum (#3)
445 Structure and function of the eye
450 Structure and function of the ear
451 Match structure and function of ear parts
118 Investigate the function of human arm
127 Investigate how kidneys use diffusion and osmosis to remove wastes
132 Identify parts which represent the endocrine system
133 Endocrine system model
134 Investigate the heart and blood flow
135 Investigate how heart and lungs help maintain stable conditions
139 Investigate eye structure and function
112.19.B.12.C
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 23 of 31
112.19.B.12.C
Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms
33 Levels of organization
34 Five levels of organization in multicellular organisms
37 Levels of organization diagram (#3)
339 Vertebrate organ systems
18 Organizational levels for complex organisms
112.19.B.12.D
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 24 of 31
112.19.B.12.D
Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole
82 Function of cell membrane
87 Similarities among cells
88 Classifying cells - prokaryotes vs. eukaryotes
91 Animal cell organelles and functions
92 The cell membrane and nucleus
93 Organelles and their functions
93 Structure and function of mitochondria explained
94 Organelles and their functions
95 Plant cell organelles and their functions
96 Function of cell wall
96 Function of central vacuole
99 Protozoans have specialized organelles
108 Cell songs project
112 Structure and function of the cell membrane
116 Relationship between cell size and cell membrane structure
121 Cellular respiration occurs in mitochondria
124 Comparison of cell division process in cells with and without a nucleus
320 Significance of central vacuole relative to turgor pressure and osmosis
333 Animal cells lack cell walls
393 Significance of mitochondria to cellular energy production explained
34 Sketch onion tissues at different magnifications
35 Compare animal and plant cells
36 Animal cell sketches
37 Use observations to compare and contrast plant and animal cells
38 Investigate characteristics of protozoans
47 Observing the cell cycle
112.19.B.12.E
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 25 of 31
112.19.B.12.E
Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:compare the functions of a cell to the functions of organisms such as waste removal
90 Comparing a cell to a cookie factory
92 The nucleus is the control center
112.19.B.12.F Organisms and environments
The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life
30 Characteristics of living things
31 Characteristics of organisms
32 Is a barnacle alive?
33 Cells discussed
84 Cells carry out the functions of life
86 The cell theory explained
18 Organizational levels for complex organisms
22 Observe characteristics of organisms
23 Processes of living organisms - reproduction, growth
38 Investigate characteristics of protozoans
39 Observe euglena, paramecium, and amoeba
47 Observing the cell cycle
112.19.B.13.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 26 of 31
112.19.B.13.A
Organisms and environments
The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight
32 Barnacles respond to their environment
187 Animals migrate during freezing months
310 Plant responses to environment discussed
318 Growth responses in plants discussed
319 Phototropism and geotropism described
321 Plant response to gravity explained
323 Predict plant response to microgravity
378 Human body response to sweat described
436 Phototropism in plants
436 Fight or flight response
439 How your body responds to a stimulus
440 How a nerve impulse works
442 Response to stimuli - circadian rhythms
23 Example of response to stimulus
105 Investigate how plants respond to stimuli
114 Investigate animal response to stimuli
115 Different types of taxes
112.19.B.13.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 27 of 31
112.19.B.13.B
Organisms and environments
The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance
35 Examples of homeostasis - shivering and sweating
350 Immune system responses to disease or illness described
350 Example of homeostasis - thermoregulation
350 Fever and vomiting are adaptive responses to maintaining homeostasis
378 Human body response to sweat described
393 Relationship between thermal energy and human body homeostasis explained
395 Function of excretory system in terms of homeostasis explained
396 Kidneys maintain homeostasis
403 Feedback control systems described
403 Example of feedback control system failure and effects - diabetes
412 Describe the effects of disease
443 The myelin sheath and multiple sclerosis
112.19.B.14.A
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 28 of 31
112.19.B.14.A
Organisms and environments
The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:define heredity as the passage of genetic instructions from one generation to the next generation
240 Heredity described
249 Trait defined
250 Gregor Mendel's experiments
251 Pea plant traits
253 Dominant and recessive alleles explained
254 Phenotype and genotype explained
256 How traits are passed to offspring
258 Predicting genotype and phenotype
259 Punnett squares and probability
260 Probability of male or female offspring
261 Incomplete dominance and codominance explained
263 Predict phenotypes and genotypes of offspring (#2)
279 Labrador offspring predictions
83 Investigate human traits
85 Dominant and recessive traits
86 Design an experiment to test hypothesis about traits
87 Investigate the role of chance in heredity
88 Genotype and phenotype data
90 Make Punnett squares
112.19.B.14.B
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 29 of 31
112.19.B.14.B
Organisms and environments
The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
242 Asexual reproduction defined
242 Sexual reproduction defined
243 Meiosis explained
244 What happens during meiosis
245 Diploid, haploid, and fertilization
247 Compare asexual and sexual reproduction
251 Distinguish between self-pollination and cross-pollination
252 Mendel's experiment - cross pollination vs. self-pollination
257 Products of meiosis - haploid gametes
260 Probability of male or female offspring
272 Identical vs. fraternal twins
274 Chromosome square dance activity
324 Pollination described
326 Flowering plants reproduce by pollination
336 Asexual reproduction in sponges
337 Sexual reproduction in echinoderms
342 Reproduction and life cycle of amphibians explained
344 Reproduction in mammals
400 Sexual and asexual reproduction discussed
80 Compare asexual and sexual reproduction
82 Modeling meiosis
92 What is the diploid number
94 Modeling fertilization
112.19.B.14.C
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 30 of 31
112.19.B.14.C
Organisms and environments
The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus
67 DNA defined
125 Role of chromosomes in reproduction
240 DNA is the genetic material
249 Trait defined
250 Gregor Mendel's experiments
251 Pea plant traits
253 Dominant and recessive alleles explained
253 A gene determines traits
254 Phenotype and genotype explained
260 Sex chromosomes
261 Incomplete dominance and codominance explained
262 Inheritance - polygenic traits, multiple alleles
264 DNA structure
267 Mutations explained
297 The importance of mutations
302 Effects of red blood cell mutation - sickle cell disease
85 Dominant and recessive traits
88 Genotype and phenotype data
91 Investigate the relationship among genes, chromosomes, and DNA
CPO Science
Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science
Texas Science Grade 7, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
07-08-2013 Page 31 of 31