Colorado State Standards for Science: Grade 7
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CO.1. Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1.1.
Ask questions and state hypotheses that lead to different types of scientific investigations (for example: experimentation, collecting specimens, constructing models, researching scientific literature)
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Standard 1.1.
1.2.
Use appropriate tools, technologies and metric measurements to gather and organize data and report results
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Standard 1.2.
1.3.
Interpret and evaluate data in order to formulate logical conclusions
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Standard 1.3.
1.4.
Demonstrate that scientific ideas are used to explain previous observations and to predict future events (for example: plate tectonics and future earthquake activity)
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Standard 1.4.
1.5.
Identify and evaluate alternative explanations and procedures
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Standard 1.5.
1.6.
Communicate results of their investigations in appropriate ways (for example: written reports, graphic displays, oral presentations
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Standard 1.6.
CO.2. Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
2.1.
Physical properties of solids, liquids, gases and the plasma state and their changes can be explained using the particulate nature of matter model
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Standard 2.1.
2.2.
Mixtures of substances can be separated based on their properties (for example: solubilities, boiling points, magnetic properties, densities and specific heat)
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Standard 2.2.
2.3.
Mass is conserved in a chemical or physical change
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Standard 2.3.
2.4.
Mass and weight can be distinguished
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Standard 2.4.
2.5.
All matter is made up of atoms that are comprised of protons, neutrons and electrons and when a substance is made up of only one type of atom it is an element
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Standard 2.5.
2.6.
When two or more elements are combined a compound is formed which is made up of molecules
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Standard 2.6.
2.7.
Quantities (for example: time, distance, mass, force) that characterize moving objects and their interactions within a system (for example, force, speed, velocity, potential energy, kinetic energy) can be described, measured and calculated
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Standard 2.7.
2.8.
That there are different forms of energy and those forms of energy can be transferred and stored (for example: kinetic, potential) but total energy is conserved
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Standard 2.8.
2.9.
Electric circuits provide a means of transferring electrical energy when heat, light, sound, magnetic effects and chemical changes are produced
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Standard 2.9.
2.10.
White light is made up of different colors that correspond to different wavelengths
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Standard 2.10.
CO.3. Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology)
3.1.
Classification schemes can be used to understand the structure of organisms
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Standard 3.1.
3.2.
Human body systems have specific functions and interaction (for example: circulatory and respiratory, muscular and skeletal)
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Standard 3.2.
3.3.
There is a differentiation among levels of organization (cells, tissues, and organs) and their roles within the whole organism
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Standard 3.3.
3.4.
Multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system)
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Standard 3.4.
3.5.
Photosynthesis and cellular respiration are basic processes of life (for example, set up a terrarium or aquarium and make changes such as blocking out light)
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Standard 3.5.
3.6.
Different types of cells have basic structures, components and functions (for example: cell membrane, nucleus, cytoplasm, chloroplast, single-celled organisms in pond water, Elodea, onion cell, human cheek cell)
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Standard 3.6.
3.7.
There are non-communicable conditions and communicable diseases (for example: heart disease and chicken pox)
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Standard 3.7.
3.8.
There is a flow of energy and matter in an ecosystem (for example: as modeled in a food chain, web, pyramid, decomposition)
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Standard 3.8.
3.9.
Asexual and sexual cell reproduction/division can be differentiated
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Standard 3.9.
3.10.
Chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes)
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Standard 3.10.
3.11.
Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species
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Standard 3.11.
3.12.
Changes or constancy in groups of organisms over geologic time can be revealed through evidence
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Standard 3.12.
3.13.
Individual organisms with certain traits are more likely than others to survive and have offspring.
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Standard 3.13.
CO.4. Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography)
4.1.
Inter-relationships exist between minerals, rocks, and soils
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Standard 4.1.
4.2.
Humans use renewable and nonrenewable resources (for example: forests and fossil fuels)
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Standard 4.2.
4.3.
Natural processes shape the Earth's surface (for example: landslides, weathering, erosion, mountain building, volcanic activity)
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Standard 4.3.
4.4.
Major geological events such as earthquakes, volcanic eruptions, and mountain building are associated with plate boundaries and attributed to plate motions
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Standard 4.4.
4.5.
Fossils are formed and used as evidence to indicate that life has changed through time
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Standard 4.5.
4.6.
Successive layers of sedimentary rock and the fossils contained within them can be used to confirm age, geologic time, history, and changing life forms of the Earth; this evidence is affected by the folding, breaking and uplifting of layers
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Standard 4.6.
4.7.
The atmosphere has basic composition, properties, and structure (for example: the range and distribution of temperature and pressure in the troposphere and stratosphere)
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Standard 4.7.
4.8.
Atmospheric circulation is driven by solar heating (for example: the transfer of energy by radiation, convection, conduction)
4
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Standard 4.8.
4.9.
There are quantitative changes in weather conditions over time and space (for example: humidity, temperature, air pressure, cloud cover, wind, precipitation)
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Standard 4.9.
4.10.
There are large-scale and local weather systems (for example: fronts, air masses, storms)
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Standard 4.10.
4.11.
The world's water is distributed and circulated through oceans, glaciers, rivers, groundwater, and atmosphere
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Standard 4.11.
4.12.
The ocean has a certain composition and physical characteristics (for example: currents, waves, features of the ocean floor, salinity, and tides)
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Standard 4.12.
4.13.
There are characteristics (components, composition, size) and scientific theories of origin of the solar system
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Standard 4.13.
4.14.
Relative motion, axes tilt and positions of the Sun, Earth, and Moon have observable effects (for example: seasons, eclipses, moon phases)
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Standard 4.14.
4.15.
The universe consists of many billions of galaxies (each containing many billions of stars) and that vast distances separate these galaxies and stars from one another and from the Earth
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Standard 4.15.
4.16.
Technology is needed to explore space (for example: telescopes, spectroscopes, spacecraft, life support systems)
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Standard 4.16.
CO.5. Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
5.1.
A controlled experiment must have comparable results when repeated
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Standard 5.1.
5.2.
Scientific knowledge changes as new knowledge is acquired and previous ideas are modified (for example: through space exploration)
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Standard 5.2.
5.3.
Contributions to the advancement of science have been made by people in different cultures and at different times in history
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Standard 5.3.
5.4.
Models can be used to predict change (for example: computer simulation, video sequence, stream table)
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Standard 5.4.
5.5.
There are interrelationships among science, technology and human activity that affect the world
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Standard 5.5.