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Secondary - Seventh Grade

Web Resources by Standard

Science Benchmark

All matter is made up of atoms that are far too small to see. Atoms are in perpetual motion and

the more energy they contain the faster they move. Atoms combine to form molecules. Matter is

made up of atoms and molecules that have measurable mass, volume, and density. Density is a

measure of the compactness of matter. Density determines the way materials in a mixture are

sorted. This property of matter results in the layering and structure of Earth’s atmosphere, water,

crust and interior.  Models are used to describe the structure of Earth.


Standard I: Students will understand the structure of matter.

Objective 1: Describe the structure of matter in terms of atoms and molecules.

  • a. Recognize that atoms are too small to see.
  • b. Relate atoms to molecules (e.g., atoms combine to make molecules).
  • c. Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).
  • d. Describe the limitations of the models used to represent atoms.
  • e. Investigate and report how our knowledge of the structure of matter has been developed over
  • time.

Particle Adventure - contains information about atoms and atomic structure.

The Atoms Family - The Miami Museum of Science has interactive lessons on the phases of matter and other topics.

Schrödinger's Atom - The Physics 2000 from the University of Colorado contains detailed information about atomic models.

Atomic Structure - The Shodor Education Foundation/University of North Carolina has helpful college level information on atoms.

Spikes Science Projects - contains very basic information about atoms, matter and a variety of other topics.

Objective 2: Accurately measure the characteristics of matter in different states.

  • a. Use appropriate instruments to determine mass and volume of solids and liquids and record data.
  • b. Use observations to predict the relative density of various solids and liquids.
  • c. Calculate the density of various solids and liquids.
  • d. Describe the relationship between mass and volume to density.
  • e. Design a procedure to measure mass and volume of gases.

Thinking Fountain - The Science Museum of Minnesota contains information about mass, volume and density.

The Sciences Explorer byThinkQuest - contains a density experiment and links to other information.

Spike's Science Projects - contains very basic information solids, liquids and gases, plus a variety of

other topics.

Fun with Density - is an AskERIC lesson plan.

The Reachout Michigan - has lesson plans for Volume of a Gas and Temperature, Density and

Density with Balloons.

Objective 3
: Investigate the motion of particles.

  • a. Identify evidence that particles are in constant motion.
  • b. Compare the motion of particles at various temperatures by measuring changes in the volume
  • of gases, liquids, or solids.
  • c. Design and conduct an experiment investigating the diffusion of particles.
  • d. Formulate and test a hypothesis on the relationship between temperature and motion.
  • e. Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.

The Atoms Family - The Miami Museum of Science has interactive lessons on the motion of particles.

The Motion of Molecules in Water - is an AskERIC lesson plan.

The Sciences Explorer byThinkQuest - contains a egg drop experiment and a heated fan experiment.

The Reachout Michigan - has a lesson plan for the Diffusion of Molecules and Expansion of

Water as it Freezes.

Spike's Science Projects - contains very basic information about diffusion of gases and

expansion/contraction of soilds.

Standard II: Students will understand the relationship between properties of matter and Earth’s structure.

Objective 1: Examine the effects of density and particle size on the behavior of materials in mixtures.

  • a. Compare the density of various objects to the density of known earth materials.
  • b. Calculate the density of Earth materials (e.g., rocks, water, air).
  • c. Observe and describe the sorting of Earth materials in a mixture based on density and particle size (e.g. sorting grains of sand of the same size with different densities,sort materials of different particle size with equal densities).
  • d. Relate the sorting of materials in streambeds, road cuts or beaches to the density and particle size of those materials.
  • e. Design and conduct an experiment that provides data on the natural sorting of various earth materials.

Spike's Science Projects - contains very basic information about sorting and particle shape.

Objective 2
: Analyze how density affects Earth's structure.

  • a. Compare the densities of Earth's atmosphere, water, crust, and interior layers.
  • b. Relate density to the relative positioning of Earth's atmosphere, water, crust and interior.
  • c. Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.
  • d. Distinguish between models of Earth with accurate and inaccurate attributes.

Views of the Solar System - contains detailed information about the Earth's interior.

Science language students should use: atmosphere, atom, crust, density, diffusion, gas, liquid,
models, mass, matter, molecule, particle, solid, temperature, heat energy, volume.

Science Benchmark

Living things are made of smaller structures whose functions enable the organisms to survive. The basic unit of structure in all living things is the cell. Cells combine to form tissues that combine to form organs. While all cells have common structures, there are differences between plant and animal cells. Cell details are usually visible only through a microscope.

Reproduction passes information from parent to offspring. Asexual reproduction requires one parent and produces nearly identical offspring. Sexual reproduction requires two parents, and provides variety in a species. This variety may allow the species to adapt to changes in the environment and help the species survive. A species may change due to the passing of traits naturally or by techniques used and developed by science. Genetic information is passed on in a predictable manner.

Standard III: Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.

Objective 1: Observe and describe cellular structures and functions.

  • a. Use appropriate instruments to observe, describe and compare various types of cells (e.g., onion, diatoms).
  • b. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.
  • c. Differentiate between plant and animal cells based on cell wall and cell membrane.
  • d. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.
  • e. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, photosynthesis).

Dr. Saul's Biology in Motion - Organize It allows you to quiz yourself on plant and animal cell organization.

The Biology Project - from the University of Arizona has a section on cell biology and genetics.

Egg-cellent Ideas for Osmosis and Diffusion - is a lesson plan from the Science Spot.

The Science Spot - Biology Lesson Plan links.

Making a Home-Made Microschope - Boston Museum of Science gives instructions on how to make a homemade microscope (40x or 100x).

Cells Alive - has more clickable plant and animal cell diagrams.

Osmosis - Portland State University tutorial on Osmosis and Diffusion.

San Diego State University Biology Lessons - contains many adaptable activities including one on Osmosis.

The Sciences Explorer - byThinkQuest contains a virtual cell tour and links to other information.

Objective 2: Identify and describe the function and inter-dependence of various organs and tissues.

  • a. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).
  • b. Match a particular structure to the appropriate level (e.g. heart to organ, cactus to organism, muscle to tissue).
  • c. Relate the structure of an organ to its component parts and the larger system of which it is a part.
  • d. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g. lungs provide oxygen to cells, kidneys remove wastes from cells).

Life Systems - Camilla Senior Public School Life Systems has many links to cells, levels of organization, etc.

Standard IV: Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.

Objective 1: Compare how sexual and asexual reproduction passes genetic information from parent to offspring.

  • a. Distinguish between inherited and acquired traits.
  • b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g. number of parents, variation of genetic material).
  • c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).
  • d. Compare inherited structural traits of offspring and their parents.

DNA From the Beginning - Learning Center allows you to explore basic and molecular genetics with amazing animated segments.
The Biology Project - from the University of Arizona has a section on cell biology and genetics.
Genetics Science Learning Center - at the University of Utah has information on cells and genetics and materials and kits to carry out extended activites.
How Does Chance Influence Inheritance? - is an Access Excellence lesson plan.
Asexual Reproduction - information including specific types at

Objective 2
: Relate the adaptability of organisms in an environment to their inherited traits and structures.

  • a. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.
  • b. Cite examples of traits that provide an advantage for survival in one environment but not other environments.
  • c. Cite examples of changes in genetic traits due to natural and man-made influences (e.g. mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk).
  • d. Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, and hollow structure of hair insulates animals from hot or cold, dense root structure to grow in dense soil, fish fins to move in water).

Desert Animal Survival - Desert USA describes adaptations of desert animals.

Canyonlands - A PBS lesson plan about nocturnal animals in the Canyonlands discusses animal adaptation.

Mammals: Mammals and Their Ways - A PBS lesson plan about mammal adaptations has 3 adaptable activities.

NatureWorks - has a variety of lessons, activities and links dealing with animal adaptations.

Science language students should use:  asexual reproduction, genetics, nucleus, organ, organism, osmosis, system, tissue, inherited trait, offspring, sexual reproduction, cytoploasm, diffusion, membrane, chloroplast, cell, cell wall. 

Science Benchmark

Classification schemes reflect orderly patterns and observable distinctions among objects and organisms. One of the most general distinctions among organisms is between plants and animals. Biologists consider an organism's structural features more important for classifying organisms than behavior or general appearance. Geologists classify earth materials based upon structure. Chemists classify matter based upon structure. Classification systems may change as science develops new knowledge.

Standard V: Students will understand that structure is used to develop classification systems.

Objective 1: Classify based on observable properties.

  • a. Categorize non-living objects based on external structures (e.g., hard, soft).
  • b. Compare living, once living, and non-living things.
  • c. Defend the importance of observation in scientific classification.
  • d. Demonstrate that there are many ways to classify things.

Fingerprints, a Classification System - The Virginia Standards of Learning site has a classification lab using fingerprints.

Classifying the Solar System - HotChalk LessonPlansPage has an adaptable activity on Classifying the Solar System.

Making Collections and Drawing Samples - The Boston Museum of Science activity called Making Collections starts students collecting and drawing samples.

Objective 2
: Use and develop a simple classification system.

  • a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).
  • b. Develop a classification system based on observed structural characteristics.
  • c. Generalize rules for classification.
  • d. Relate the importance of classification systems to the development of science knowledge.
  • e. Recognize that classification is a tool made by science to describe perceived patterns in nature.

Science NetLinks Classify That - uses the site Classifying Critters to help students learn to classify organisms.

Microbe World Creepy Critters - activity that involves simple classification.

Fact Monster Science Classifying Animals - on the Fact Monster site provides basic classification information.

Variety of Life on Earth - An AskERIC lesson plan on the Variety of Life on Earth.

Objective 3: Classify organisms using an orderly pattern based upon structure.

  • a. Identify types of organisms that are not classified as either plant or animal.
  • b. Arrange organisms according to kingdom (i.e., Plant, animal, monera, fungi, protist).
  • c. Use a classification key or field guide to identify organisms.
  • d. Report on changes in classification systems as a result of new information or technology.

Microbe Zoo - Michigan State University's Microbe World has great visual links to microbial organisms in different environments.

Dr. Saul's Biology in Motion Organize It - program allows you to quiz yourself on the classification of living things.

Online Biology Book - contains detailed notes on classification. Be sure to take a look at the links!

Classification of Living Things - PC Physical Anthropology tutorial of Classification of Living Things site is detailed and has suggested links. -has online field guides.

Leaf CLassiciation - to the Leaf Classification activity.


Science language students should use: classification, classification key, kingdom, organism, species.