Atlantic Canada

Science Curriculum

New Brunswick
Department of Education
Educational Programs & Services Branch

CURRICULUM
Science 7
 2002

Additional copies of this document (Science Grade 7) may be obtained

from the Instructional Resources Branch.
Title Code (842300)
Foreword
The pan-Canadian Common Framework of Science Learning Outcomes
K to 12, released in October 1997, assists provinces in developing a
common science curriculum framework.

New science curriculum for the Atlantic Provinces is described in

Foundation for the Atlantic Canada Science Curriculum (1998).

This curriculum guide is intended to provide teachers with the

overview of the outcomes framework for science education. It also
includes suggestions to assist teachers in designing learning
experiences and assessment tasks.

Acknowledgements
The departments of Education of New Brunswick, Newfoundland
and Labrador, Nova Scotia and Prince Edward Island gratefully
acknowledge the collaborative effort of all teachers and other
educators and stakeholders across Atlantic Canada who contributed
to the development of the Grade 7 Science curriculum.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 i

Contents
Introduction Background ....................................................................................... 1
Aim ................................................................................................... 1

Program Design and Learning and Teaching Science ......................................................... 3

Components Writing in Science ............................................................................ 4
The Three Processes of Scientific Literacy ........................................ 5
Meeting the Needs of All Learners ................................................... 6
Assessment and Evaluation ............................................................... 7

Curriculum Overview ........................................................................................... 9

Outcomes General Curriculum Outcomes ..................................................... 10
Key-Stage Curriculum Outcomes ................................................. 10
Framework Specific Curriculum Outcomes ..................................................... 10
Attitude Outcomes ........................................................................ 11
Curriculum Guide Organization .................................................. 14
Unit Organization ......................................................................... 14
The Four-Column Spread ............................................................. 15

Interactions Within Introduction .................................................................................. 18

Ecosystems Focus and Context ......................................................................... 18
Science Curriculum Links ............................................................. 18
Curriculum Outcomes .................................................................. 19

Earth’s Crust Introduction .................................................................................. 34

Focus and Context ......................................................................... 34
Science Curriculum Links ............................................................. 34
Curriculum Outcomes .................................................................. 35

Heat Introduction .................................................................................. 52

Focus and Context ......................................................................... 52
Science Curriculum Links ............................................................. 52
Curriculum Outcomes .................................................................. 53

Mixtures and Introduction .................................................................................. 66

Solutions Focus and Context ......................................................................... 66
Science Curriculum Links ............................................................. 66
Curriculum Outcomes .................................................................. 67

The placement of the units in this curriculum guide is not meant to suggest coverage
sequence. Units can be covered in any order.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 iii

iv ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7
Introduction
Background The curriculum described in Foundation for the Atlantic Canada
Science Curriculum was planned and developed collaboratively by
regional committees. The process for developing the common science
curriculum for Atlantic Canada involved regional consultation with
the stakeholders in the education system in each Atlantic province.
The Atlantic Canada science curriculum is consistent with the
framework described in the pan-Canadian Common Framework of
Science Learning Outcomes K to 12.

Aim The aim of science education in the Atlantic provinces is to develop

scientific literacy.
Scientific literacy is an evolving combination of the science-related
attitudes, skills, and knowledge students need to develop inquiry,
problem-solving, and decision-making abilities; to become life-long
learners; and to maintain a sense of wonder about the world around
them. To develop scientific literacy, students require diverse learning
experiences that provide opportunities to explore, analyse, evaluate,
synthesize, appreciate, and understand the interrelationships among
science, technology, society, and the environment.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 1

Program Design and Components
Learning and What students learn is fundamentally connected to how they learn
it. The aim of scientific literacy for all has created a need for new
Teaching Science forms of classroom organization, communication, and instructional
strategies. The teacher is a facilitator of learning whose major tasks
include
creating a classroom environment to support the learning and
teaching of science
designing effective learning experiences that help students achieve
designated outcomes
stimulating and managing classroom discourse in support of
student learning
learning about and then using students’ motivations, interests,
abilities, and learning styles to improve learning and teaching
assessing student learning, the scientific tasks and activities
involved, and the learning environment to make ongoing
instructional decisions
selecting teaching strategies from a wide repertoire

Effective science learning and teaching take place in a variety of

situations. Instructional settings and strategies should create an
environment that reflects a constructive, active view of the learning
process. Learning occurs through actively constructing one’s own
meaning and assimilating new information to develop a new
understanding.

The development of scientific literacy in students is a function of the

kinds of tasks they engage in, the discourse in which they
participate, and the settings in which these activities occur. Students’
disposition towards science is also shaped by these factors.
Consequently, the aim of developing scientific literacy requires
careful attention to all of these facets of curriculum.

Learning experiences in science education should vary and should

include opportunities for group and individual work, discussion
among students as well as between teacher and students, and
hands-on/minds-on activities that allow students to construct and
evaluate explanations for the phenomena under investigation. Such
investigations and the evaluation of the evidence accumulated
provide opportunities for students to develop their understanding of
the nature of science and the nature and status of scientific
knowledge.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 3

Writing in Science Learning experiences should provide opportunities for students to
use writing and other forms of representation as ways to learning.
Students, at all grade levels, should be encouraged to use writing to
speculate, theorize, summarize, discover connections, describe
processes, express understandings, raise questions, and make sense of
new information using their own language as a step to the language
of science. Science logs are useful for such expressive and reflective
writing. Purposeful note making is also an instrinsic part of learning
in science that can help students better record, organize, and
understand information from a variety of sources. The process of
creating webs, maps, charts, tables, graphs, drawing, and diagrams
to represent data and results help students learn and also provides
them with useful study tools.

Learning experiences in science should also provide abundant

opportunities for students to communicate their findings and
understandings to others, both formally and informally, using a
variety of forms for a range of purposes and audiences. Such
experiences should encourage students to use effective ways of
recording and conveying information and ideas and to use the
vocabulary of science in expressing their understandings. It is
through opportunities to talk and write about the concepts they
need to learn that students come to better understand both the
concepts and related vocabulary.

Learners will need explicit instruction in and demonstration of the

strategies they need to develop and apply in reading, viewing,
interpreting, and using a range of science texts for various purposes.
It will be equally important for students to have demonstrations of
the strategies they need to develop and apply in selecting,
constructing, and using various forms for communicating in science.

4 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

The Three An individual can be considered scientifically literate when he/she is
familiar with, and able to engage in, three processes: inquiry,
Processes of problem-solving, and decision making.
Scientific Literacy
Inquiry Scientific inquiry involves posing questions and developing
explanations for phenomena. While there is general agreement that
there is no such thing as the scientific method, students require
certain skills to participate in the activities of science. Skills such as
questioning, observing, inferring, predicting, measuring,
hypothesizing, classifying, designing experiments, collecting data,
analysing data, and interpreting data are fundamental to engaging in
science. These activities provide students with opportunities to
understand and practise the process of theory development in
science and the nature of science.

Problem Solving The process of problem solving involves seeking solutions to human
problems. It consists of proposing, creating, and testing prototypes,
products, and techniques to determine the best solution to a given
problem.

Decision Making The process of decision making involves determining what we, as
citizens, should do in a particular context or in response to a given
situation. Decision-making situations are important in their own
right, and but they also provide a relevant context for engaging in
scientific inquiry and/or problem solving.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 5

Meeting the Foundation for the Atlantic Canada Science Curriculum stresses the
need to design and implement a science curriculum that provides
Needs of All equitable opportunities for all students according to their abilities,
Learners needs, and interests. Teachers must be aware of and make
adaptations to accommodate the diverse range of learners in their
class. To adapt instructional strategies, assessment practices, and
learning resources to the needs of all learners, teachers must create
opportunities that will permit them to address their various learning
styles.

As well, teachers must not only remain aware of and avoid gender
and cultural biases in their teaching, they must also actively address
cultural and gender stereotyping (e.g., about who is interested in
and who can succeed in science and mathematics. Research
supports the position that when science curriculum is made
personally meaningful and socially and culturally relevant, it is more
engaging for groups traditionally under-represented in science, and
indeed, for all students.

While this curriculum guide presents specific outcomes for each

unit, it must be acknowledged that students will progress at
different rates.

Teachers should provide materials and strategies that accommodate

student diversity, and should validate students when they achieve
the outcomes to the best of their abilities.

It is important that teachers articulate high expectations for all

students and ensure that all students have equitable opportunities to
experience success as they work toward achieving designated
outcomes. Teachers should adapt classroom organization, teaching
strategies, assessment practices, time, and learning resources to
address students’ needs and build on their strengths. The variety of
learning experiences described in this guide provide access for a wide
range of learners. Similarly, the suggestions for a variety of
assessment practices provide multiple ways for learners to
demonstrate their achievements.

6 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

Assessment and The terms “assessment” and “evaluation” are often used
interchangeably, but they refer to quite different processes. Science
Evaluation curriculum documents developed in the Atlantic region use these
terms for the processes described below.

Assessment is the systematic process of gathering information on student

learning.

Evaluation is the process of analysing, reflecting upon, and summarizing

assessment information, and making judgments or decisions based upon
the information gathered.

The assessment process provides the data, and the evaluation process
brings meaning to the data. Together, these processes improve
teaching and learning. If we are to encourage enjoyment in learning
for students now and throughout their lives, we must develop
strategies to involve students in assessment and evaluation at all
levels. When students are aware of the outcomes for which they are
responsible and of the criteria by which their work will be assessed
or evaluated, they can make informed decisions about the most
effective ways to demonstrate their learning.

The Atlantic Canada science curriculum reflects the three major

processes of science learning: inquiry, problem solving, and decision
making. When assessing student progress, it is helpful to know some
activities/skills/actions that are associated with each process of
science learning. Student learning may be described in terms of
ability to perform these tasks.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 7

Curriculum Outcomes Framework
Overview The science curriculum is based on an outcomes framework that
includes statements of essential graduation learnings, general
curriculum outcomes, key-stage curriculum outcomes, and specific
curriculum outcomes. The general, key-stage, and specific
curriculum outcomes reflect the pan-Canadian Common Framework
of Science Learning Outcomes K to 12. Figure 1 provides the blueprint
of the outcomes framework.

Outcomes Framework

Essential Graduation
Learnings

A Vision for Scientific

Literacy in Atlantic Canada

Four General
Curriculum Outcomes

STSE Skills Knowledge Attitudes

Nature of science Initiating and planning Appreciation of science
and technology Life science
Interest in science
Relationship between Performing and recording
Science inquiry
science and technology Physical science
Analysing and interpreting Collaboration
Social and environmental
Communication and Earth and space science Stewardship
contexts of science
and technology teamwork Safety

Key-stage Curriculum Outcomes

Specific Curriculum Outcomes

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 9

General The general curriculum outcomes form the basis of the outcomes
framework. They also identify the key components of scientific
Curriculum literacy. Four general curriculum outcomes have been identified to
Outcomes delineate the four critical aspects of students’ scientific literacy. They
reflect the wholeness and interconnectedness of learning and should
be considered interrelated and mutually supportive.

Science, Technology, Students will develop an understanding of the nature of science and
Society, and the technology, of the relationships between science and technology, and
Environment of the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific and
technological inquiry, for solving problems, for communicating
scientific ideas and results, for working collaboratively, and for
making informed decisions.

Knowledge Students will construct knowledge and understandings of concepts

in life science, physical science, and Earth and space science, and
apply these understandings to interpret, integrate, and extend their
knowledge.

Attitudes Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and
technological knowledge to the mutual benefit of self, society, and
the environment.

Key-Stage Key-stage curriculum outcomes are statements that identify what

Curriculum students are expected to know, be able to do, and value by the end
Outcomes of grades 3, 6, 9, and 12 as a result of their cumulative learning
experiences in science. The key-stage curriculum outcomes are from
the Common Framework for Science Learning Outcomes K-12.

Specific Specific curriculum outcome statements describe what students are

Curriculum expected to know and be able to do at each grade level. They are
Outcomes intended to help teachers design learning experiences and assessment
tasks. Specific curriculum outcomes represent a framework for
assisting students to achieve the key-stage curriculum outcomes, the
general curriculum outcomes, and ultimately, the essential
graduation learnings.
Specific curriculum outcomes are organized in units for each grade
level.

10 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

Attitude Outcomes It is expected that the Atlantic Canada science program will foster
certain attitudes in students throughout their school years. The
STSE, skills, and knowledge outcomes contribute to the
development of attitudes, and opportunities for fostering these
attitudes are highlighted in the Elaborations—Strategies for
Learning and Teaching sections of each unit.

Attitudes refer to generalized aspects of behaviour that teachers

model for students by example and by selective approval. Attitudes
are not acquired in the same way as skills and knowledge. The
development of positive attitudes plays an important role in
students’ growth by interacting with their intellectual development
and by creating a readiness for responsible application of what
students learn.

Since attitudes are not acquired in the same way as skills and
knowledge, outcome statements for attitudes are written as key-stage
curriculum outcomes for the end of grades 3, 6, 9, and 12. These
outcome statements are meant to guide teachers in creating a
learning environment that fosters positive attitudes.

The attitude outcomes from grade 7 through grade 9 are listed in

pages 12-13.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 11

 From grade 7 through grade 9
It is expected that students will be encouraged to...
Appreciation of science Interest in Science Scientific inquiry

422 appreciate the role and 425 show a continuing curiosity 428 consider observation and ideas
contribution of science and and interest in a broad scope of from a variety of sources during
technology in our science-related fields and issues investigations and before
understanding of the world 426 confidently pursue further drawing conclusions
423 appreciate that the applications investigations and readings 429 value accuracy, precision, and
of science and technology can 427 consider many career honesty
have advantages and possibilities in science- and 430 persist in seeking answers to
disadvantages technology-related fields difficult questions and
424 appreciate and respect that solutions to difficult problems
science has evolved from Evident when students, for example,
different views held by women − attempt at home to repeat or Evident when students, for example,
and men from a variety of extend a science activity done at − ask questions to clarify meaning or
societies and cultural school confirm their understanding
backgrounds − actively participate in co-curricular − strive to assess a problem or
and extra-curricular activities such situation accurately by careful
Evident when students, for example, as science fairs, science clubs, or analysis of evidence gathered
− recognize the potential conflicts of science and technology challenges − propose options and compare
differing points of view on specific − choose to study topics that draw them before making decisions or
science-related issues on research from different science taking action
− consider more than one factor or and technology fields − honestly evaluate a complete set of
perspective when formulating − pursue a science-related hobby data based on direct observation
conclusions, solving problems, or − critically evaluate inferences and
− discuss with others the information
making decisions on STSE issues conclusions, basing their
presented in a science show or on
− recognize the usefulness of the Internet arguments on fact rather than
mathematical and problem-solving
− attempt to obtain information opinion
skills in the development of a new − critically consider ideas and
from a variety of sources
technology
− express a degree of satisfaction at perceptions, recognizing that the
− recognize the importance of obvious is not always right
understanding science concepts or
drawing a parallel between social − honestly report and record all
resources that are challenging
progress and the contributions of
− express interest in conducting observations, even when the
science and technology evidence is unexpected and will
science investigations of their own
− establish the relevance of the affect the interpretation of results
design
development of information − take the time to gather evidence
− choose to investigate situations or
technologies and science to human accurately and use instruments
topics that they find challenging
needs carefully
− express interest in science- and
− recognize that science cannot − willingly repeat measurements or
technology-related careers
answer all questions observations to increase the
− discuss the benefits of science and
− consider scientific and precision of evidence
technology studies
technological perspectives on an − choose to consider a situation from
issue different perspectives
− identify advantages and − identify biased or inaccurate
disadvantages of technology interpretations
− seek information from a variety of − report the limitations of their
disciplines in their study designs
− avoid stereotyping scientists − respond skeptically to a proposal
− show and interest in the until evidence is offered to support
contributions women and men it
from many cultural backgrounds − seek a second opinion before
have made to the development of making a decision
science and technology
− continue working on a problem or
research project until the best
possible solutions or answers are
identified

12 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 From grade 7 through grade 9
It is expected that students will be encouraged to...
Collaboration Stewardship Safety

431 work collaboratively in carrying 432 be sensitive and responsible in 434 show concern for safety in
out investigations as well as in maintaining a balance between planning, carrying out, and
generating and evaluating ideas the needs of humans and a reviewing activities
sustainable environment 435 become aware of the
Evident when students, for example, 433 project, beyond the personal, consequences of their actions
− assume responsibility for their consequence of proposed
share of the work to be done actions Evident when students, for example,
− willingly work with new − read the labels on materials before
individuals regardless of their age, Evident when students, for example, using them, and ask for help if
their gender, or their physical or − show respect for all forms of life safety symbols are not clear or
cultural characteristics − consider both the immediate and understood
− accept various roles within a group, long-term effects of their actions − readily alter a procedure to ensure
including that of leadership − assume personal responsibility for the safety of members of the group
− help motivate others their impact on the environment − select safe methods and tools for
− consider alternative ideas and − modify their behaviour in light of collecting evidence and solving
interpretations suggested by an issue related to conservation problems
members of the group and protection of the environment − listen attentively to and follow
− listen to the point of view of others − consider the cause-and-effect safety procedures explained by the
− recognize that others have a right relationships of personal actions teacher or other leader
to their points of view and decisions − carefully manipulate materials,
− choose a variety of strategies, such − objectively identify potential using skills learned in class or
as active listening, paraphrasing, conflicts between responding to elsewhere
and questioning, in order to human wants and needs and − ensure the proper disposal of
understand others’ points of view protecting the environment materials
− seek consensus before making − consider the points of view of − immediately respond to reminders
decisions others on a science-related about the use of safety precautions
− advocate the peaceful resolution of environmental issue − willingly wear proper safety attire
disagreements − consider the needs of other peoples without having to be reminded
− can disagree with others and still and the precariousness of the − assume responsibility for their
work in a collaborative manner environment when making involvement in a breach of safety
− are interested and involved in decisions and taking action or waste disposal procedures
decision making that requires full- − insist that issues be discussed using − stay within their own work area
group participation a bias-balanced approach during an activity, respecting
− share the responsibility for carrying − participate in school or community others’ space, materials and work
out decisions projects that address STSE issues − take the time to organize their
− share the responsibility for work area so that accidents can be
difficulties encountered during an prevented
activity − immediately advise the teacher of
spills, breaks, and unusual
occurrences, and use appropriate
techniques, procedures, and
materials to clean up
− clean their work area during and
after an activity
− seek assistance immediately for any
first aid concerns like burns, cuts,
or unusual reactions
− keep the work area uncluttered,
with only appropriate materials
present

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 13

Curriculum Guide Specific curriculum outcomes are organized in units for each grade
level. Each unit is organized by topic. Suggestions for learning,
Organization teaching, assessment, and resources are provided to support student
achievement of the outcomes.
The order in which the units of a grade appear in the guide is meant
to suggest a sequence. In some cases, the rationale for the
recommended sequence is related to the conceptual flow across the
year. That is, one unit may introduce a concept that is then
extended in a subsequent unit. Likewise, one unit may focus on a
skill or context that will be built upon later in the year.
Some units or certain aspects of units may also be combined or
integrated. This is one way of assisting students as they attempt to
make connections across topics in science or between science and the
real world. In some cases, a unit may require an extended time frame
to collect data on weather patterns, plant growth, etc. These cases
may warrant starting the activity early and overlapping it with the
existing unit. In all cases, the intent is to provide opportunities for
students to deal with science concepts and scientific issues in
personally meaningful and socially and culturally relevant contexts.

Unit Organization Each unit begins with a two-page synopsis. On the first page,
introductory paragraphs provide an unit overview. These are followed
by a section that specifies the focus (inquiry, problem solving, and/or
decision making) and possible contexts for the unit. Finally, a
curriculum links paragraph specifies how this unit relates to science
concepts and skills addressed in other grades so teachers will
understand how the unit fits with the students’ progress through the
complete science program.

The second page of the two-page overview provides a table of the

outcomes from the Common Framework of Science Learning Outcomes
K to 12 that the unit will address. The numbering system used is the
one in the pan-Canadian document as follows:
100s—Science-Technology-Society-Environment (STSE)
outcomes
200s—Skills outcomes
300s—Knowledge outcomes
400s—Attitude outcomes

These code numbers appear in brackets after each specific

curriculum outcome (SCO).

14 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

The Four-Column All units have a two-page layout of four columns as illustrated
below. In some cases, the four-column spread continues to the next
Spread two-page layout. Outcomes are grouped by a topic indicated at the
top of the left page.

Two Page, Four Column Spread

Page One Page Two

Topic

Elaborations—Strategies for Tasks for Instruction and/or

Outcomes Learning and Teaching Assessment Resources/Notes

Students will be
Informal/Formal Observation Provincial
expected to
responsibility

Performance
Specific elaboration of outcome and
curriculum strategies for learning and
outcome based teaching Journal
on the pan-
Canadian
outcomes Interview
(outcome
number)
Paper and Pencil
Specific elaboration of outcome and
curriculum strategies for learning and Presentation
outcome based teaching
on the pan-
Canadian Portfolio
outcomes
(outcome
number)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 15

Column One: Outcomes The first column provides the specific curriculum outcomes. These
are based on the pan-Canadian Common Framework of Science
Learning Outcomes K to 12. The statements involve the Science-
Technology-Society-Environment (STSE), skills, and knowledge
outcomes indicated by the outcome number(s) that appears in
parenthesis after the outcome. Some STSE and skills outcomes have
been written in a context that shows how these outcomes should be
addressed.

Specific curriculum outcomes have been grouped by topic. Other

groupings of outcomes are possible and in some cases may be
necessary to take advantage of local situations. The grouping of
outcomes provides a suggested teaching sequence. Teachers may
prefer to plan their own teaching sequence to meet the learning
needs of their students.

Column One and Column Two define what students are expected to
learn, and be able to do.

Column Two: Elaborations— The second column may include elaborations of outcomes listed in
Atlantic Science Curriculum column one, and describes learning environments and experiences
that will support students’ learning.

The strategies in this column are intended to provide a holistic

approach to instruction. In some cases, they address a single
outcome; in other cases, they address a group of outcomes.

Column Three: Tasks for The third column provides suggestions for ways that students’
Instruction and/or achievement of the outcomes could be assessed. These suggestions
Assessment reflect a variety of assessment techniques and materials that include,
but are not limited to, informal/formal observation, performance,
journal, interview, paper and pencil, presentation, and portfolio.
Some assessment tasks may be used to assess student learning in
relation to a single outcome, others to assess student learning in
relation to several outcomes. The assessment item identifies the
outcome(s) addressed by the outcome number in brackets after the
item.

Column Four: Resources/ Although Science PowerTM 7 (McGraw Hill Ryerson) is the text that
Notes is primarily referred in this column, teachers are encouraged to seek
out other resources to help address a particular outcome. All Audio
Visual movies stated can be obtained through Instructional
Resources, New Brunswick Department of Education.

16 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

INTERACTIONS WITHIN
ECOSYSTEMS
 Unit 1:
Interactions within Ecosystems
GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Unit Overview
Introduction Most students have been interacting with a variety of living organisms
from a very young age, but they are not necessarily aware of the essen-
tial role many organisms play in large systems like ecosystems. This unit
enables students to study the diversity of organisms by introducing
them to the characteristics of various organisms and by presenting
different ways in which organisms interact. The dependence of living
organisms on their physical world reinforces the interrelationships
among all components of healthy ecosystems.

Ecosystems such as forests, croplands, rivers, lakes, estuaries, and oceans

are inhabited by different organisms that are well adapted to their
environment. Each ecosystem is biologically and physically unique, yet
all ecosystems function as a systems model. Energy from the sun is fixed
by plants and then transferred to a variety of consumers and
decomposers. The ecosystems themselves are not independent of one
another as energy, biotic and abiotic factors can move from one
ecosystem to another to involve even larger relationships.

Focus and Context This unit’s focusses are decision making and inquiry and are
concentrated on students’ collections and analyses of data and
information from field trips, investigations, and other sources. Students
can explore and investigate a range of relationships within a familiar
environment while determining the factors that enhance or threaten the
existence of a particular local habitat of an organism. Students should
be given the opportunity to examine and discuss real-world situations
in which wildlife habitat are threatened, in order to make informed
decisions on various courses of action. The context of the unit will
depend on local or regional issues involving wildlife or habitat loss.

Science In previous grades, students will have been exposed to various elemen-
Curriculum Links tary aspects of this unit. By the end of grade 3, students address the
needs and characteristics of living things. In grades 4 and 6, students
are introduced to habitats and communities and the diversity of life. In
high school, students will be involved with a unit of study entitled
“Sustainability of Ecosystems.”

In this unit, students will use the concepts they have learned about
biotic and abiotic factors as well as food webs to help them understand
such things as the mechanics of bioaccumulation and the impact of
external factors on ecosystems.

18 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Curriculum Outcomes
STSE Skills Knowledge
Students will be expected to Students will be expected to Students will be expected to
Nature of Science and Technology Initiating and Planning 306-3 describe interactions between
biotic and abiotic factors in an
109-1 describe the role of collecting 208-2 identify questions to ecosystem
evidence, finding relationships, and investigate arising from practical
proposing explanations in the problems and issues 304-2 identify the roles of
development of scientific knowledge producers, consumers, and
208-3 define and delimit questions decomposers in a local ecosystem,
109-12 distinguish between terms and problems to facilitate and describe both their diversity and
that are scientific or technological investigation their interactions
and those that are not
208-5 state a prediction and a 304-1 explain how biological
109-13 explain the importance of hypothesis based on background classification takes into account the
choosing words that are scientifically information or an observed pattern diversity of life on Earth
and technologically appropriate of events
306-1 describe how energy is
Relationships Between Science and Performing and Recording supplied to, and how it flows
Technology through, a food web
209-3 use instruments effectively
111-1 provide examples of scientific and accurately for collecting data 306-2 describe how matter is
knowledge that have resulted in the recycled in an ecosystem through
development of technologies 209-4 organize data, using a format
that is appropriate to the task or interactions among plants, animals,
111-6 apply the concept of systems experiment fungi, and microorganisms
as a tool for interpreting the 304-3 describe conditions essential
structure and interactions of natural 209-5 select and integrate
information from various print and to the growth and reproduction of
and technological systems plants and microorganisms in an
electronic sources or from several
Social and Environmental Contexts parts of the same source ecosystem, and relate these
of Science and Technology conditions to various aspects of the
Analysing and Interpreting human food supply
112-4 provide examples of
Canadian institutions that support 210-1 use or construct a 306-4 identify signs of ecological
scientific and technological classification key succession in a local ecosystem
endeavours 210-2 compile and display data, by
112-8 provide examples to illustrate hand or computer, in a variety of
that scientific and technological formats, including diagrams, flow
activities take place in a variety of charts, tables, bar graphs, line
individual or group settings graphs, and scatter plots

113-10 provide examples of 210-3 identify strengths and

problems that arise at home, in an weaknesses of different methods of
industrial setting, or in the collecting and displaying data
environment that cannot be solved 210-12 identify and evaluate
using scientific and technological potential applications of findings
knowledge
Communication and Teamwork
113-11 propose a course of action
on social issues related to science and 211-5 defend a given position on an
technology, taking into account issue or problem on the basis of their
personal need findings

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 19

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Components of an Ecosystem

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Questions directed to the students concerning local habitats and the
changes or proposed changes to them can elicit interest and discussion
at the beginning of the unit of study—questions such as “What do you
think will happen to the wildlife in an area if a baseball field is built?”
or “What kinds of animals would a community attract if a proposed
landfill site were built?”

• identify, delimit, and Students have investigated and studied components and elementary
investigate questions related to relationships of and in ecosystems in grades 4 and 6. A K-W-L (What I
a local ecosystem such as Know–Want to Learn–Learned) chart can be started. With this ap-
“What types of species live in a proach, previous knowledge and understanding can be assessed and
particular ecosystem?” (208-2, areas of common interests can be identified.
208-3)
Students will need to visit a local habitat in order to make observations.
They may visit an area that is or is going to be modified in order to
gain an appreciation of how changes might affect the ecosystem.

• use instruments effectively and At this level, activities exploring the interactions and the environment
accurately to investigate should be limited to the following physical or abiotic factors in the
components of an ecosystem environment: temperature, moisture, light, aeration, and salinity. A
(209-3) class discussion of the area and a visit to the area will permit the stu-
dents to observe and note what is there. Students can use instruments
• organize and record data such as magnifying glasses, field binoculars, and hand-held microscopes
collected in an investigation of to closely observe organisms in the ecosystem. Students can use ther-
an ecosystem (209-4) mometers to compare temperatures at different locations in the area
being investigated. Light meters can also be used by some students to
• describe interactions between investigate any differences in light intensities. Upon return to class,
biotic and abiotic factors in an students can attempt to classify the features and components of the
ecosystem (306-3) ecosystem they observed which may lead to an emergent understanding
of the biotic and abiotic factors in the area studied.

• identify the roles of producers, By discussing the roles and the needs of the living things identified in
consumers, and decomposers the ecosystem, students can extend their understanding of the roles and
in a local ecosystem and relationships among the producers, consumers, and decomposers.
describe both their diversity Students should come to realize and understand that one of the most
and their interactions (304-2) important roles green plants have in any ecosystem is that of being a
food (energy) source for consumers and decomposers. The process of
• classify organisms as photosynthesis can be explored by placing seedlings in light and dark-
producers, consumers, and ness for several days to see the effect light has on plants. Glass contain-
decomposers (210-1) ers can be placed on small plants to view the transpired water con-
densed on the inside of the glass. Small squares of cardboard or alu-
minium foil can be carefully attached to both sides of a leaf on a plant
and removed several days later to observe its effects.
. . . continued

20 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Components of an Ecosystem
Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

Pages 6-7 Sec 1.1
• Does the student use the instrument for collecting data (e.g., (208-2, 208-3)
magnifying glass) appropriately and safely? (209-3) Pages 11-13 Sec 1.2
INV 1-B
Journal (209-3, 209-4,
306-3)
• The thing that surprised me the most when I visited our ecosystem Pages 15-18 Sec 1.3
was ... (304-2), (306-3) INV 1-C
(208-2, 208-3,
• Two questions I would like to investigate related to my local 209-3, 209-4)
ecosystem are ... (208-2, 208-3) Pages 38-43 Sec 2.1
(304-2, 210-1)
Pages 468-469 Appendix A
Paper and Pencil
(304-2, 210-1)
Page 47 CYU #6
• Explain what might happen to plants if the atmosphere were to be
(304-2, 210-1)
polluted by dust from a major volcano eruption or air pollution.
(306-3)
AV
“Ecosystems” - 1992 MCI
• Choose a biotic factor and an abiotic factor and describe their
#704340, VH (208-2, 208-3)
interaction. (306-3)
“Science PowerTM 7” - MGH
• How do you interact with biotic and abiotic factors in your Available Sept. 2002
environment? Think of how you affect biotic and abiotic factors in (208-2, 208-3, 306-3, 304-2,
your environment. (306-3) 210-1)

• Draw/sketch a particular ecosystem and note some of the interactions

that take place. (306-3)

• Personify an abiotic factor and describe its possible interactions with

other abiotic and biotic factors (creative writing). (306-3)

• Create a classified list of organisms from your field study and

describe how the organisms interact in the ecosystem. (209-4),
(210-1), (304-2)

Interview

• Is soil necessary for plant growth? Explain your answer. (306-3)

Presentation

• Work in small groups to create a bulletin-board display to show how

abiotic factors affect living things. (306-3)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 21

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Components of an Ecosystem (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students can use carbon dioxide sensors in a sealed vessel to measure
CO2 depletion when light is present. Students should come to realize
that plants make their own foods from sunlight, carbon dioxide from
the air and water. This is the first introduction to photosynthesis and
should not be a major component of the unit.

Students can construct simple food chains (introduced in grade 4),

using the organisms identified in the local ecosystem. The following
questions may lead to further discussion regarding the quantity of
producers, consumers, and decomposers in the ecosystem.
Which organisms are the most numerous? What reasons do you have to
support your answer?

• distinguish between the Students have been introduced to the terms consumer and producer in
following scientific terms: the elementary grades. It is important that the students begin to extend
- consumer their understanding of the relationships incumbent in an ecosystem by
- decomposer including the role of decomposers and looking at the systematic and
- producer cyclic nature of an ecosystem. Students can try to classify the organisms
- ecosystem observed in their outing to a local habitat, using the terms producer,
- habitat consumer, and decomposer. Students will need to have exposure to
- photosynthesis (109-12) activities in which decomposers can be more broadly and carefully
studied, as most of the decomposers are microscopic. For example,
• explain how biological students may observe mould growing on a piece of bread or fruit.
classification takes into account Observation and discussions about such things as rotting logs or
the diversity of life on Earth, stumps and compost in compost bins can help students understand and
using the terms producer, recognize the essential role decomposers play in an ecosystem.
consumer, and decomposer
(304-1)

• explain that observations and An investigation into the wide variety of organisms that can be
identification of similar classified as either producers, consumers, or decomposers will help
characteristics enables students understand that a wide range of organisms can be associated
classification in an ecosystem under these categories. For example, students can come to understand
(109-1) that organisms as diverse as spiders, cats, and deer can all be classified as
consumers because of their reliance on producers or other consumers.

22 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Components of an Ecosystem (continued)

Tasks for Instruction and/or Assessment Resources

Paper and Pencil Science PowerTM 7

Pages 6-7 Sec 1.1
• Classify some of the organisms as producers, consumers, or (109-12)
decomposers, after viewing a video on a particular ecosystem. Pages 38-43 Sec 2.1
(109-1), (210-1) (109-12)
Pages 67-68 (109-12)
• Why would robins and crows both be classified as consumer? Pages 15-18 INV 1-C
(109-1) (304-1, 109-1)

Presentation AV
“Biology Essentials - Web of
• Using a camera (digital, video, or 35 mm), take pictures of Life”
decomposers in an ecosystem and display them on a poster, or show #705400, VH (109-12, 304-1)
them with notes explaining their role in a food chain. (304-1)

• Prepare a model of an ecosystem from Plasticine or paper-mâché and

identify and distinguish between producers and consumers in their
habitats. (109-12)

Portfolio

• Classify the organisms found in pictures from a wildlife magazine or

other similar source as producers, consumers, and decomposers.
Explain how we can use this classification system to group most
living things. (210-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 23

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Food Webs

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students should be able to demonstrate their understanding of the
vocabulary and related concepts associated with the interactions within
• demonstrate the importance of ecosystems. Students should not be expected to simply give definitions
choosing words that are for these terms. Instead, the following terms and concepts should be
scientifically appropriate by introduced in context and assessed in sense-making assessment
using these words in context: activities. The niche of an organism is the role it plays within a community.
- niche The place where an organism lives is called its habitat. A population is a
- habitat group of organisms of the same species that live in the same area at the same
- population time. A community is composed of all of the populations that live and
- community interact with each other in a particular area. An ecosystem is a community
- ecosystem (109-13) of organisms interacting with each other and with abiotic factors in their
environment. Students should be given a variety of opportunities in
learning activities to demonstrate their understanding of these terms.
• prepare a chart that describes
how energy is supplied to, and From their observations, discussions, and the use of simple diagrams,
how it flows through, a food students can identify a number of the food chains constructed after
web (210-2, 306-1) visiting the local ecosystem, and begin to link the food chains together
to form other food chains and food webs.

• identify the strengths and

weaknesses of a diagram The flow of energy in the various relationships can be discussed to
showing the flow of energy in illustrate the quantity of biotic material that is required in various parts
an ecosystem (210-3) of a food chain. This should be extended to food webs. Students can
prepare a chart or some other similar visual representation of the
quantity of energy requirements. Students should come to understand
that many producers are required to provide the energy/food required
for a small number of consumers. This should be a qualitative
appreciation using food or energy pyramids, for example. It is
important that students be asked to identify and reflect upon the
strengths and weaknesses in the types of representation used to illustrate
energy transformations. Food or energy pyramids illustrate the
• apply the concept of a food direction and relative amounts of food or energy that flows through a
web as a tool for interpreting foodchain. These representations do not always indicate the exact
the structure and interactions amounts of food or energy required and tend to restrict themselves to
of a natural system (111-6) simple foodchain examples. Students should also recognize the fact that
energy is transformed into other types of energy and is not always used
just for growth.
• describe how matter is recycled
in an ecosystem through Students should use their knowledge and understanding of food-chains
interactions among plants, to construct possible food webs. It is important that students appreciate
animals, fungi, and the potential complexity of a food web and that an organism in one
microorganisms (306-2) food web may be part of a number of other food webs.

• identify and evaluate potential Students should investigate and explore what happens to consumers
applications of the recycling of that have no predators and other biotic material that is not consumed.
matter in an ecosystem This will help the students to gain an appreciation of the role of the
(210-12) decomposers. It will also help to further their understanding of the
systematic and cyclic nature of matter and energy in ecosystems, as well
as overpopulation of some species.

24 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Food Webs
Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 6-7 Sec 1.1
• Draw a food web of organisms researched, using various print and (109-13)
electronic sources. Illustrate the flow of energy throughout the food Pages 46 (109-13)
web in the form of a poster. (111-6, 210-2, 306-1) Pages 38-40 Sec 2.1
(210-2, 210-3,
Journal 306-1, 111-6)
Pages 51-53 Sec 2.3
• Tell me how you could explain the following terms so that a grade 3 (210-2, 210-3,
or 4 student would understand their meanings and relationships: 306-4)
- niche - ecosystem - community (109-13) Page 46 (210-2, 306-1)
- population - habitat Page 16-18 INV 1-C
(111-6)
• Describe the niche of a fungus. (109-13)
Page 42-45 INV 2-B
(306-2, 210-12)
• What are some of the ideas that you can communicate well, using a
food web? What are some ideas that cannot be communicated well?
(111-6)

Paper and Pencil

• Give examples of populations of plants in your backyard. (109-13)

• In an essay, describe how matter (hay for cattle, for example) is

recycled in the ecosystem. Describe the roles of plants, animals and
decomposers. (111-6, 210-2, 306-1, 306-2)

• Write a short story that illustrates the flow of energy through a food
chain or a sample food web. (111-6, 306-1)

Presentation

• Construct a three-dimensional model of a food web. (111-6)

• Interview a hog farmer to learn how pig manure is recycled and used
as a fertilizer. Report to the class. (306-2)

Portfolio

• Research and report on the composting of organic/biotic material in

a local Waste Watch program. (210-12)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 25

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Decomposers

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to One approach to develop students’ appreciation and understanding of
the basic conditions necessary for growth and reproduction in plants
• describe conditions essential to and microorganisms is to investigate the environmental requirements of
the growth and reproduction of both plants and decomposers which are familiar to the students. Key
plants and microorganisms in concepts that should be addressed are that microorganisms
an ecosystem, and relate these • are found in a variety of habitats
conditions to various aspects of • play important roles in relation to human food supplies
the human food supply: • have been used by people who continue to use a variety of
- air technologies and approaches to food preservation.
- temperature
- light Many students have had experience with food decomposing in a variety
- moisture (304-3) of contexts. Bread in the bread container or long-forgotten lunches in
lockers are examples. Students can identify the conditions that are
required for decomposition and thus growth of microorganisms.
Particular attention should be given to working with or handling
materials that are decomposing. A fair test can be designed and carried
out in order to determine the best conditions for decomposition.

Teachers can also use this opportunity to help students learn more
about the use and care of the light microscope and/or dissecting
microscope while observing common decomposers such as fungi.

• provide examples of how Inviting representatives from the food-growing and/or food-processing
knowledge of microorganisms industries, such as farmers and food technologists, provides an
has resulted in the development opportunity to learn about the links among the foods we eat and the
of food production and microorganisms that also depend on and at times spoil the food grown
preservation techniques: and processed. A Health Inspector for food establishments may also be
a possible guest speaker.
- describe techniques used in
the past (pickling, salting, Students can proceed to investigate past and present food preservation
drying, smoking) to preserve methods which protect food supplies from being adversely affected by
food microbial action. Students can interview parents, grandparents, or older
neighbours about how food was preserved in the past. A collage of food
- describe more recent food preservation techniques or actual samples can be prepared for class
preservation techniques that study.
have been developed to
preserve food (refrigeration, Students should come to realize that the components of decomposed
freeze-drying, radiation, organic matter not utilized by decomposers is often reused as nutrients
canning) (111-1) by green plants. Composting and Waste Watch programs can be
highlighted and discussed at this point. A field trip to a farm that uses
compost or a local business that manufacturers compost will highlight
the economic benefits of composting.

26 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Decomposers
Tasks for Instruction and/or Assessment Resources

Journal Science PowerTM 7

Pages 12-13 INV 1-B
• Imagine you are a fungus or bacterium on an apple core put into a (304-3)
compost pile. Describe your life over a two-week period of time in
the compost heap. (304-3) Internet
− [Link]
Paper and Pencil − [Link]
For research to answer....
• Write a lab/activity summary describing the results of a fair test to (111-1)
determine conditions essential to the growth of plants and/or
microorganisms. (304-3)

• Analyse your results in a fair-test activity to explain why cold rooms

were important storage areas in many farmhouses in the past. (304-3)

• Interview a person who composts in order to learn about conditions

required for decomposition of wastes. (304-3)

• Plants are producers and fungi are decomposers. Which conditions

essential for growth and development might be common for both?
(304-3)

Presentation

• Prepare a collage of food preservation techniques used in the present

and in the past. (111-1)

• Describe how twenty food items in your house are preserved. Give
the name of the food and the preservation technique used to keep it
safe to eat. (111-1)

• Interview a senior in your community to learn about what types of

foods were pickled, salted, dried, and smoked in the past to preserve
them. Report to the class. (111-1)

• Research and report on the history of canning as a food preservation

technique. (111-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 27

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Ecological Succession
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to View pictures, film strips, videos, or other media to study the various
stages of succession in a particular area. Preferably, students can
• identify signs of ecological participate in a field trip to areas that are in various stages of ecological
succession in a local ecosystem: succession, such as old farm fields and “scrubby” (pin cherry, alders,
- pioneer species aspen) areas. If the opportunity for students to visit an area in a
- climax community particular stage of ecological succession is at hand, students can observe
- primary succession and describe the ecosystem in detail. They can record and report the
- secondary succession (306-4) biotic and abiotic factors observable in the ecosystem.

• predict what an ecosystem will Students can be asked to prepare before and after pictures of the above-
look like in the future on the mentioned scenarios. The teacher can also ask students to predict what
basis of the characteristics of will happen further into the future with regard to the environments
the area and the long-term previously mentioned. It may be advantageous to ask older relatives
changes (succession) observed and/or community members for historical information in order to gain
in the site (208-5) a better appreciation of the magnitude of change over time within a
particular ecosystem.

Students should come to understand that ecosystems are very dynamic.

The change may be slow and difficult to perceive over short periods of
time, such as in the establishment of pioneer species such as mosses and
lichens in a mined-over area, or it may be rapid as in the case of a forest
fire. Ultimately, most ecosystems reach a fairly stable stage compared to
those that preceded it. This is called a climax community. Two types of
ecological succession are generally recognized and should be addressed.
First, there is primary succession which takes place in areas lacking soil
(bare rocks, sand dunes, surface mining areas, and cooled volcanic lava).
More common and recognizable to most students is secondary
succession. This occurs in areas that were previously inhabited
(abandoned farm land, burned forests, and polluted areas).

Students should be challenged to think of positive or negative ways in

which forest fires impact upon biotic and/or abiotic factors. Activities
and discussion will lead the students to appreciate the fact that a
particular change that may impact negatively on one aspect of an
ecosystem may in fact benefit another aspect of that ecosystem.

After a series of activities and opportunities to examine and reflect upon

ecological succession in a number of contexts, students should be able
to predict the various stages of ecological succession in a given
situation.

28 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Ecological Succession
Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 54-58 Sec 2.4
• Create a model that illustrates various stages of succession from INV 2-C
pioneer species to a climax community. (306-4) (306-4)
Page 79 (208-5)
Journal

• Compare and contrast historical and recent photographs of areas in

which primary and/or secondary succession has taken place. (306-4)

Paper and Pencil

• Interview farmers in the community to prepare a report on ecological

succession on local farmland. (306-4)

• Write a report about the various major succession changes after a

major forest fire. (208-5)

• Draw a ditch/pond/flower bed/woodlot, and so forth, 20 years ago,

at present, and 20 years in the future. (208-5)

Presentation

• Describe or illustrate what a sidewalk, an abandoned farm, or a

clearcut forest might look like ten years in the future. (208-5)

• Research and write a report on the impact a forest fire might have on
the types of sun-tolerant trees that might establish themselves on the
site. (208-5)

• Prepare a video presentation of several local areas in which a number

of stages of ecological succession are taking place at once. (208-5),
(306-4)

Portfolio

• Prepare a series of drawings/sketches that show the succession in an

unkept vegetable garden/pond/powerline corridor. (306-4)

• Develop a concept web, using the following concepts: succession,

herbivore, carnivore, communalism, predation, decomposer,
ecosystem, habitat, and niche. (208-5, 306-4)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 29

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Action
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to During the study of this unit, students have gathered and organized
data and information about the local habitat being investigated as well
• propose and defend a course of as at least one organism that lives in the habitat. Students have acquired
action to protect the local enough information to produce and defend a recommendation to
habitat of a particular organism protect the local habitat of the organism they have investigated.
(113-11, 211-5) Students should be encouraged to reflect upon a variety of possible
courses of action to protect the habitat and choose and act upon one of
them.

• provide examples of problems Students should be given the chance to identify problems and situations
that arise in the environment that cannot be wholly solved by using scientific or technological
that cannot be solved using knowledge. Students may come to the conclusion, for example, that the
scientific or technological particular habitat that they have investigated may indeed succumb to
knowledge (113-10) development without crucially harming a particular species in an area,
but the decision may be based on a variety of other factors such as
financial, aesthetic, or future considerations. Students should realize
that there are problems that arise in the environment that are dealt with
from a societal or political standpoint. There may be compelling
scientific evidence, for example, to make a particular decision, but it
might not be a popular or desirable one in a particular community or
region because of other factors. A number of examples can be
highlighted and discussed, such as the following scenarios. An area of
high unemployment has the chance to have a blueberry-processing/
packaging plant in the region if enough forest land can be transformed
into blueberry fields. A group of citizens refuses to permit an
aquaculture endeavour from developing a certain shoreline. A particular
community refuses to have a modern landfill site in its area. A national
park decides to reduce the number of visitors owing to environmental
damage, but the local community believes that such a measure would
have a negative impact on the local economy.

• use various print and electronic An extrapolation to regional, national, and perhaps even global
sources to research individuals exemplars related to the local habitat scenario will permit students to
or groups in Canada interested identify and associate environmental conservation groups, federal and/
in protecting the environment or provincial government departments, and even Canadians who are
(112-4, 112-8, 209-5) well known for being responsible for or interested in the environment.
Students can investigate environmental organisms such as the Canadian
Nature Federation, Friends of the Earth, Project Green, the Sierra Club
of Canada, the World Wildlife Fund of Canada, and Ducks Unlimited.
Students can participate in a webquest in which a particular group is
researched to learn of its mandate.

30 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

Action

Tasks for Instruction and/or Assessment Resources

Observation Internet
• [Link]
• Participate in a role-play/debate in which various points of view are Canadian Wildlife Federation
put forth regarding the preservation or utilization of a local habitat. • [Link]
Develop a scoring rubric for your preparation on work and your Canadian Nature Federation
participation in the debate. (211-5) • [Link]
Friends of the Earth
Journal • [Link]
[Link]
• Describe one problem in the environment that cannot be solved Project Green
using scientific or technological knowledge and explain why it is seen • [Link]
as a problem for people. (113-10) [Link]
Sierra Club Canada
Paper and Pencil • [Link]
World Wildlife Fund of Canada
• Research and prepare a report based on protecting the local habitat of • [Link]
a particular organism. (113-11) Ducks Unlimited
• [Link]
• Write to a group such as the Canadian Wildlife Federation to Clean Nova Scotia
determine its position on a particular topic or to get information • [Link]
regarding the organization. (112-4, 112-8, 209-5) index_e.htm
ECOAction2000
• Interview a politician or community leader about a decision made to • [Link]
alter an ecosystem, and find out how/if science was used to make the Evergreen Foundation
decision. Prepare a short report. (113-10) • [Link]
Friends of the Environment
Presentation • [Link]
Greenpeace Canada
• Prepare and deliver an oral presentation based on the preservation • [Link]
and protection of a particular habitat. (113-11) [Link]
Island Nature Trust
• Give an oral presentation based on the research of a Canadian (112-4, 112-8, 204-5)
environmental organization. (112-4, 112-8, 209-5)
Science PowerTM 7
Pages 71-86 Sec 3.2 to Sec 3.5
(113-10)
*choose carefully*
Pages 94-95 Unit Project
(113-11)
Also...
“In the Know...” A directory of
environmental organizations etc.
Produced by the New Brunswick
Environmental Network.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 31

GRADE 7 LIFE SCIENCE: INTERACTIONS WITHIN ECOSYSTEMS

32 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

EARTH’S
CRUST
 Unit 2:
Earth’s Crust
GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Unit Overview
Introduction Knowledge of the Earth is rapidly growing as new methods and
technologies are developed to study the components and dynamics of
the Earth’s crust. As students develop an understanding of the dynamics
of geological systems and events, they are better able to explain and
make connections between the theories of Earth science and their own
experiences with local geology.

Focus and Context An inquiry-based approach to this unit will permit the students to
investigate many of the properties of the Earth to which they have had
some exposure. The most recent and widely accepted theory that is used
to explain many crustal features and phenomena, continental drift, is
formally introduced and should be approached using crustal
phenomena that are both relevant and motivating to the student. The
context for this unit can be the rocks, minerals, and evidence of
geological processes in the local environment of the student.

Science In grade 3, students investigate the basic components of the soil

Curriculum Links (organic and inorganic components) and how soils and plants are
intricately linked. In grade 4, students begin describing rocks and
minerals according to physical properties such as colour, texture, and
hardness. They also investigate how processes such as wind, water, and
ice reshape the landscape and the processes of erosion, transport, and
deposition that are linked to the creation of soils. In high school, some
students may choose to further investigate Earth systems, Earth
resources, Earth processes, and historical geology.

34 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Curriculum Outcomes
STSE Skills Knowledge
Students will be expected to Students will be expected to Students will be expected to
Nature of Science and Technology
311-4 examine some of the
Initiating and Planning
catastrophic events, such as
109-7 identify different 208-2 identify questions to earthquakes or volcanic
approaches taken to answer investigate arising from practical eruptions, that occur on or near
questions, solve problems, and
problems and issues Earth’s surface
make decisions
110-1 provide examples of ideas Performing and Recording 311-5 analyse data on the
and theories used in the past to geographical and chronological
209-1 carry out procedures
explain natural phenomena distribution of catastrophic
controlling the major variables
events to determine patterns and
110-4 describe examples of how
209-4 organize data, using a trends
scientific knowledge has evolved
in light of new evidence format that is appropriate to the
311-1 explain the processes of
task or experiment
Relationships between Science mountain formation and the
and Technology 209-6 use tools and apparatus folding and faulting of Earth’s
safely surface
111-2 provide examples of
technologies used in scientific Analysing and Interpreting 311-6 develop a chronological
research model or time scale of major
210-1 use or construct a
events in Earth’s history
Social and Environmental classification key
Contexts of Science and 310-2a classify minerals based
Technology 210-6 interpret patterns and
on their physical characteristics
trends in data, and infer and
112-3 explain how society’s by using a dichotomous key
explain relationships among the
needs can lead to developments 310-1 describe the composition
variables
in science and technology
of Earth’s crust
112-7 provide examples of how 210-12 identify and evaluate
science and technology affect potential applications of findings 310-2b classify and describe
their lives and their community rocks on the basis of their
Communication and Teamwork
method of transformation in the
112-12 provide examples of rock cycle
211-3 work co-operatively with
Canadian contributions to
science and technology team members to develop and
311-2 explain various ways rocks
carry out a plan, and
113-1 identify some positive and can be weathered
troubleshoot problems as they
negative effects and intended and arise 310-3 classify various types of
unintended consequences of a
soil according to their
particular science or 211-4 evaluate individual and
technological development characteristics, and investigate
group processes used in planning,
ways to enrich soils
113-7 suggest solutions to problem solving, decision
problems that arise from making, and completing a task 311-3 relate various
applications of science and meteorological, geological, and
technology, taking into account biological processes to the
potential advantages and formation of soils
disadvantages

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 35

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Geological Plate Tectonics and Time Scale

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Many students are intrigued and fascinated by earthquakes and
volcanoes. Unlike most geological processes, earthquakes and volcanoes
• compare some of the generally occur over a short period of time and are readily observable.
catastrophic events, such as This unit can begin with a general discussion about these phenomena.
earthquakes and volcanic Opening questions such as “Do we experience volcanoes and
eruptions, that occur on or earthquakes in our region?” and “Is there evidence for these types of
near Earth’s surface (311-4) geological process in our region?” allow for an assessment of students’
prior knowledge, as well as motivate the students to begin considering
these topics in light of their immediate environment. Students can view
videos or use computer software to see actual scenes of volcanoes and
earthquakes in the process of occurring, and discuss the effects that they
have on local environments.

• organize and analyse data on Information-processing skills can be addressed in an activity in which
the geographical and students research the location and dates of major earthquakes and
chronological distribution of volcanoes in recorded history. This information can then be recorded
earth quakes and volcanoes to on a world map. In this way, students can construct a global map of
determine patterns and trends catastrophic geological events such as volcanoes and earthquakes, and
(209-4, 210-6, 311-5) then examine the relationship between the location of these events and
the major geological plates. Students can explore the fit of the
continents, using a jigsaw puzzle approach, with continents serving as
pieces.

• describe how plate tectonic The concept that continents have moved relative to one another (called
theory has evolved in light of continental drift) and the early evidence that led to the development of
new geological evidence the plate tectonic theory came to light at the beginning of the 1900s.
(110-4) Students should come to appreciate that mounting evidence from a
variety of sources led to our present theory of plate tectonics.
Paleogeographic evidence, structure and rock-type evidence, evidence
from glaciation, and evidence from paleoclimates (that is, the formation
of coal deposits in Antarctica), as well as other types of evidence are
used in arguments for continental drift. A study of mid-ocean ridges
also provides evidence for this theory.

Once students understand what happens at plate boundaries they can

begin to investigate why this happens. Students may develop a
conceptual model of Earth’s crust and core which explains the role of
convection currents in plate movement.

• provide examples of ideas and Different cultures throughout history have had ideas and theories about
theories used in the past to the origins and causes of volcanic and earthquake activity and
explain volcanic activity, mountain formation. Students can be challenged to investigate a
earthquakes, and mountain particular group or culture in order to learn about peoples’ ideas about
building (110-1) these events in the past. . . . continued

36 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Geological Plate Tectonics and Time Scale

Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

Pages 314-316 Sec 11-1
• Complete a self- and group- assessment based on the task of (311-4)
modelling the action of plate tectonics. (110-4, 211-4, 311-4) Pages 326-329 Sec 11-2
(311-4)
Paper and Pencil Pages 330-331 INV 11-C
(209-4, 210-6,
• Pretend that you are the science reporter for a newspaper. Write a 311-5)
newspaper report/article that compares volcanoes and earthquakes for Pages 352-357 Sec. 12-3
your readers. (311-4) (110-4)
Pages 344-346 Sec 12-1
• In pairs, research the location and type of famous volcanoes and (110-1)
earthquakes and, as a class, locate these events on a world map. Is Pages 347-351 Sec 12-2
(110-1)
there a pattern regarding the location of the earthquakes and/or
volcanoes? (209-4, 210-6, 311-5)
AV
“Plate Tectonics” - Film ID
• Prepare a time line that illustrates the evolution of our understanding #704628, VH
of plate tectonic theory. (110-4) (311-4, 311-5, 110-4)

• Investigate how people in the past explained catastrophic events such

as volcanoes and earthquakes. (110-1)

Presentation

• Prepare a poem or a song in which volcanoes and earthquakes are

compared and contrasted. (311-4)

• Create a multimedia presentation on volcanic activity in your

province or a neighbouring province. (311-4)

• Prepare a mural of ancient stories that are associated with volcano

and mountain building. (110-1)

• Prepare a recording or short dramatization that illustrates how a

certain culture explained volcanic or earthquake activity. (110-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 37

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Geological Plate Tectonics and Time Scale (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Some possible research ideas might include:

- Pele (Hawaiian goddess who makes the mountains shake and lava
flow at Kilauea, Hawaii)
- Glooscap (Mi’kmaq legend about the Sugarloaf Mountains)
- Ovid (Roman poet who claimed that earthquakes occurred when the
earth became too close to the sun and trembled from the great heat)
- Anaxagoras (Greek who believed that volanic eruptions were caused
by great winds within the earth)
- René Descartes (French philosopher who believed incandescent earth
core was the source of volcanic heat)

• provide examples of Canadians Students should have the opportunity to learn about Canadian geolo-
and Canadian institutions that gists such as Tuzo Wilson and Joseph Tyrrell, as well as Canadian
have contributed to our under- institutions involved with geological research such as the Geological
standing of local, regional, and Survey of Canada. It is the work and research of these people and
global geology (112-12) institutions, as well as many others, that is the basis of our current
understanding of the earth and its geological history.

• explain the processes of moun- Mountain formation, folding, and faulting can be dealt with as local or
tain formation and the folding regional aspects of global plate tectonic movement. Students can
and faulting of the Earth’s observe maps of continents and ocean basins that contain ocean ridges
surface (311-1) and major structural features, as well as observe and interpret that the
puzzle pieces have natural boundaries formed by these features. Investi-
gation into how volcanic activity contributes to mountain building
should be a part of this study of these processes.

Various models and videos can be used so that students can explore and
understand these processes. Plasticine pieces of various colours can be
used to replicate layers of the Earth’s crust. Students can use straws to
simulate the taking of core samples which illustrate the composition
and thickness of the layers. Also, students can see what happens when
pressure builds, by pushing together the ends of the Plasticine, for
example. Models of faults can also be made in this way. It is important
that students use local examples of folding and faulting if at all possible.

• develop a chronological model Students should begin to appreciate the magnitude of time involved in
or geological time scale of most geological processes and events. Students can prepare and con-
major events in Earth’s history struct their own life time scale and compare it to a geological time scale.
(209-4, 311-6) Students should come to realize that geological time has been subdi-
vided into eras, periods, and further into epochs. Features that may be
included in a geological time scale are such things as fossils and periods
of mountain building. It is not intended that students memorize the
names of these subdivisions or their order.

38 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Geological Plate Tectonics & Time Scale (continued)

Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 355 (112-12)
• Complete a webquest on the topics of volcanoes, earthquakes, and
mountain building, using Canadian Earth Science Internet sites. *choose carefully from Pages
(112-12, 311-1, 311-4) 288, 301, 305, 363 and 368-
369*
• Create a layered cross-section of the Earth’s crust out of soft (112-12)
styrofoam sheets and demonstrate faulting and folding. (311-1)
Pages 334-336 Sec 11-3
Journal (311-1)
Pages 358-363 Sec 12-4
• Write a newspaper article that announces the development and (209-4, 311-6)
explanation of plate tectonic theory. (311-1) Pages 372-373 Unit Project
(209-4, 311-6)
Paper and Pencil
AV
“Faulting and Folding” - Film ID
• Research and prepare a report that compares and contrasts the #704619, VH
dominant animals and plants in each era of geologic time. (311-6) (311-1)

• Produce a chronological time scale of some major events in human “Earth Essentials - History of
history and compare it to Earth’s history. (209-4, 311-6) Earth” Kinectic
#705415, VH
• In a written report, describe the relationships among plate (209-4, 311-6)
boundaries, mountain building, and trenches. (311-1)

• Research Tuzo Wilson and report on his contribution to the theory of

plate tectonics. (112-12)

Presentation

• Create a three-dimensional model of a volcano to illustrate how it can

become a mountain. (311-1, 311-4)

Portfolio

• Create a timeline that illustrates the development of the theory of

plate tectonics. (110-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 39

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Rocks and Minerals

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students should be involved in using a dichotomous key, using such
physical characteristics as streak, colour, lustre, and hardness. Students
• classify minerals on the basis of can for example test a variety of minerals to determine whether they
their physical characteristics by provide a streak or not. Some more unique traits may include magnetic
using a dichotomous key quality and double diffraction.
(210-1, 310-2a)

• work co-operatively with team Research teams can use print and non-print sources to research topics
members to plan how to related to rocks and minerals such as specific types of rocks and
determine a geological profile minerals native to the local area, mining activity in the province,
of a land mass by using technology used in geological surveys, and /or uses of minerals.
simulated core sampling
techniques (211-3) Students can construct or be given fictitious two-dimensional or three-
dimensional geological profiles. Using layers of various coloured
modelling clay, for example, students can construct a model of the
earth’s crust. Students can also use books, binders, and notebooks to
simulate various layers of rock and other materials in the earth’s crust.
Paper straws and strips of paper may be used to simulate core sampling.
• evaluate the individual and By placing the straws or strips of paper beside the modules and
group processes in planning recording the various thicknesses of the layers on the straws or strips of
how to determine a geological paper, students will see how core samples can be used to help determine
profile of a land mass using a geological profile of the earth’s crust.
simulated core sampling in
geological models (210-12, Students can be challenged to graph the profile of their model or
211-4) another group’s model. Students can also attempt to build a two-
dimensional or three-dimensional model, using the simulated core
samples (straws and/or strips of paper) from another group. Students
should evaluate individual and group/team processes during and after
this activity.

• describe the composition of Actual core samples from a mining company or university geology
Earth’s crust and some of the department can be examined and discussed. A well-drilling contractor
technologies which have can be invited to class to talk about drilling through different soil and
allowed scientists to study rock layers when looking for water.
geological features in and on
the earth’s crust (109-7, 111-2, Students should learn that Earth’s crust is composed of a variety of
310-1) rocks and minerals in a multitude of combinations and forms. They
should have exposure to the ways in which geologists investigate and
explore Earth’s crust by looking at some of the technologies used in
gathering the data about Earth’s crust. Students can investigate
technologies such as satellite imaging, seismographs, remote sensing,
magnometers, and core sampling.

40 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Rocks and Minerals

Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

Pages 280-285 Sec 10-1
• Complete a self- and group evaluation of the group processes used in INV 10-A
planning how to determine a geological profile of a land mass. (210-1, 310-2A,
(210-12), (211-3), (211-4) 210-12, 211-3,
211-4)
Performance Pages 315, 337-338 and 352-353
(109-7, 111-2,
• Use streak plates to determine the streaks left by mica, quartz, calcite, 310-1)
and so on, and produce a table that communicates your findings.
(210-1, 310-2a) AV
“Bill Nye: Science Guy Earth’s
• Using a number of minerals with which to do scratch tests, determine Crust/Rock and Soil” - Magic
#704835, VH
the relative hardness of the minerals, using the Mohs’ scale. (210-1,
(109-7, 208-2, 209-6)
310-2a)

• Create a dichotomous key that classifies minerals by their physical

characteristics. (210-1, 310-2a)

• Produce a graph to show the composition and thickness of layers in a

model core sample. (210-12, 211-4)

• You are given these pictorial representations of five core samples that
were taken at equal intervals over a 100-metre distance (straight line).
Draw the geological profile of the earth’s crust for that 100-metre
distance. (310-1)

Paper and Pencil

• Given several pairs of minerals that look similar, write a note to

another student describing several tests that may help differentiate
them. (210-1, 310-2a)

Presentation

• Research and write a report on a technology used to study geological

features and resources. (109-7, 111-2, 310-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 41

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

The Rock Cycle

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students can be asked to bring in one or more samples of local rocks
and examine them in order to identify any similarities and differences
• identify questions to investigate in them. Students should examine common rock types such as
arising from the study of the sandstone, shale, basalt, granite, gneiss, and slate. Students can be asked
rock cycle (208-2) to compare the sample rocks and attempt a personal classification based
on their differences and similarities. Students should be encouraged to
propose questions that could lead to investigations about how the main
rock types form. Questions such as “How do the crystals or minerals
form in a rock?” or “Why do some rocks have layers?” can be
investigated in a variety of activities.

• use tools and apparatus safely Students can simulate the formation of the three basic rock types
when modelling or simulating (igneous, sedimentary, and metamorphic) through a series of hands-on
the formation of rock types activities. They may also investigate factors which affect the type of
(209-6) rock produced.

• classify rocks on the basis of Students can, for example, simulate and examine the effect of cooling
their characteristics and rate on crystal size, using stearic acid or epsom salts, and associate this
method of formation: with the formation of crystals and igneous rocks. Students may also
- sedimentary simulate and examine the effects of heat and temperature on the
- igneous formation of metamorphic rocks. The baking of “rock” cookies,
- metamorphic (310-2b) consisting of chocolate chips and other foods that melt and deform
when heated, can help students understand what happens to mineral
crystals in rocks under great heat and pressure. Students should see that
minerals are the constituents of rocks and that rocks are the parent
material of soil. Students may simulate the creation of several rock types
in the rock cycle, using shavings from coloured wax crayons. Students
can put different coloured shavings in aluminium-foil sandwiches and
apply various amounts of pressure to simulate the creation of
sedimentary rocks (pressed between the hands) and metamorphic rocks
(lots of pressure, placing a board on the sandwich and standing on it).
Shavings are placed in a cup shaped with aluminium foil and heated
(carefully) on a hot plate as a demonstration to simulate rocks under
great heat. They should also see that the relationship of the formation
of rocks can be depicted in a rock cycle. Students can be challenged to
associate the characteristics of a particular rock with its method of
formation.

• explain how society’s needs led Much of the exploration of Earth’s crust is done for economic reasons.
to developments in Some types of minerals, ores, and rocks are sought and exploited.
technologies designed to use Students can investigate commercial or other human uses of rocks and
rocks (112-3) how that usage relates to the properties of rock. Granites, because they
are very hard and stable, are used in the construction industry. Pumice,
a relatively soft rock, is used as a skin cleanser.

42 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

The Rock Cycle

Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 289-294 Sec 10-2
• Create an observation checklist to assess how students use materials, INV 10-B
including stearic acid, to simulate crystal growth under various (208-2, 209-6,
conditions. (209-6) 310-26)

• Keep a scrapbook of pictures or sketches showing how we use rocks AV

in or as various technologies. (112-3) “The Rock Cycle” - Film ID
#704630, VH
Journal (209-6, 310-2b, 311-2)

• Questions I could ask in order to investigate differences in rocks are

... (208-2)

• The three rock types are ... I learned that they formed ... (310-2b)

Paper and Pencil

• Explain how crystal size and/or shape in rocks may help to describe
their origin. (310-2b)

• Using a concept-mapping technique, illustrate what occurs during

the rock cycle. (208-2, 310-2b)

• Create an illustration that depicts the formation of an igneous rock, a

metamorphic rock, and a sedimentary rock. (310-2b)

• Create sketches or drawings of the crayon shavings before and after

pressure and heat were applied. (209-6)

Presentation

• Write a tourist guide brochure or booklet describing how the rocks in

your region were formed. (310-2b)

• Research the uses of rocks and minerals in your region. Report on

their uses to the class. (112-3)

• Draw a series of sketches that demonstrate what happens to the

mineral crystals in sedimentary and igneous rocks when they are
subjected to great heat and pressure. (310-2b)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 43

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Weathering
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students should be encouraged to consider and propose questions
related to the break-up or weathering of rocks on or near the earth’s
• explain various ways in which surface. Weathering and erosion (concepts introduced in the elementary
rocks can be weathered: grades) are important components of the rock cycle. Questions such as
- mechanical “Are there different ways in which rocks can be weathered?” and “How
long does it take to weather some types of rocks?” could be used to
- chemical (311-2)
further investigate the phenomena of weathering.

Teacher Information: Weathering is the mechanical and chemical

breakdown of rock. Erosion is the process that loosens and moves sediments
and weathered rocks over the earth’s surface. Rocks that are created by
magma or lava, sedimentation, or metamorphic processes are all exposed to
the forces of weathering when at or near the surface of the earth.

In mechanical weathering, rocks are simply broken into smaller

fragments. The most important type of mechanical weathering is frost
action or ice wedging. Students should be encouraged to think of
examples where they have seen the action of ice and frost produce
broken rocks. Local cliff or seashore embankments are good locations
to find this type of mechanical weathering.

When the surface layers of rock bodies are removed by erosion, pressure
is released, and rocks tend to expand. Large horizontal fractures may
occur this way within these rocks. The movement of plants (roots) and
animals (worms, rodents, ants) move rock and soil particles about.

In chemical weathering, chemical reactions that create new substances

occur within rocks. Students can investigate the effect acids (acid rain)
have on some rocks such as chalk. In the first stage of chemical
weathering, solutions made with water are created. Salt, gypsum and
limestone are all soluble, to some extent, in water. The acidic action of
some organisms such as lichens that live on rocks can cause chemical
weathering. Students may be able to describe rocks or headstones in
their community that are being weathered in this way. Students may
investigate how rocks have been or are removed and used from local
quarries. Gypsum and salt deposits in local areas can provide the
context for investigating how and why these rocks are mined. Students
can explore how local construction materials and styles have been
determined by the availability of construction materials such as
quarried rock or stone.

It is important that students differentiate between the terms weathering

(process of wearing structures down) and erosion (moving weathered
material). Local examples of water as both a weathering and erosion
agent allow students to better understand water as the most powerful of
geological forces. Gravity, glaciers, vegetation, and wind can be looked
at as agents of weathering and erosion.

44 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Weathering
Tasks for Instruction and/or Assessment Resources

Paper and Pencil Science PowerTM 7

Pages 295-299 Sec 10-2
• Identify examples of weathering and erosion in your community. INV 10-C
(311-2) (311-2)

Interview AV
“Weathering” - Film ID
• What is the difference between weathering and erosion? (311-2) #704633, VH
(311-2)
Presentation

• Research and report on how some structures made of rocks

(pyramids, statues, gravestones) are changed by weathering and
erosion. (311-2)

Portfolio

• Imagine you are writer for a scientific magazine. Write a short article
describing how a mountain can be weathered and eroded and how
the sediments can create new sedimentary rocks. (311-2)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 45

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Soil

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Rocks and minerals become components of soil through weathering
and erosion. These processes can be destructive to soils in certain
situations. Farmers and others who have a stake in sustaining good,
fertile soils must be aware of what our activities and technologies can
do to enhance and harm soils. This section can focus on the context of
agricultural practices as they relate to the use and/or abuse of our soils.

• design and conduct a fair test While much of this unit has focussed on global or regional aspects, this
of soil properties (209-1) topic can have more of a local context. Students may construct local,
regional and/or provincial maps which identify soil type. They should
also investigate and classify soils as to their basic types (clay, silt, sand)
and relate the soil type to other factors such as the location in which it
was found. Students will design and conduct fair tests of soil porosity
and permeability. Porosity, which is the proportion of empty space in a
soil or rock, is directly proportional to the permeability of the soil or
rock. Permeability is defined as a measure of the ease with which liquids
and gases pass through a soil or a rock. Students can determine, for
example, how much water is required to saturate the soil and drip
through a given amount of time. Using local types of soils permits
students to associate the types of vegetation growing in it.

The students can be asked to identify examples of soil erosion in the

community. It can be as simple as the wearing away of the shoulders of
roads or as costly and complex as the erosion of topsoil from
agricultural land. Students should be encouraged to identify the
positive and negative aspects of erosion in various contexts.

• classify various types of soil Soils differ in organic matter, parent soil material, and the amount of
according to their air and water they contain. Students should recognize that the
characteristics, and investigate classification of soils is generally based on the textured qualities or how
ways to enrich soils: they “feel.” It is also important to realize that there is a wide variety of
- coarse-textured (sandy/ soils owing to the great possibility of percentage compositions of the
gravel) soil soils. Students should be able to classify and describe sandy/gravel soils,
- medium-textured (loamy) loamy soils, and clay soils. Coarse-textured soils feel gritty, and students
soil might be able to identify the small grains, using the naked eye. Clay
- fine-textured (clay) soil soils feel “greasy” with very little texture, especially when wet. A loamy
(310-3) soil is a soil composed of sand, silt, and clay in nearly equal
proportions, and it has various textures depending on the percentages
of its composite parts. A farmer or soil-management technician can be
invited to class to discuss ways in which soils are enriched.

. . . continued

46 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Soil

Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

Pages 302-304 INV 10-D
• Teacher observation of laboratory procedures in the fair test of soil (209-1)
properties. (209-1) Pages 305-306 (310-3)

Observation/Performance

• Create a rubric, with the help of students, to assess the procedures

and efforts to conduct a fair test of porosity and permeability of
various soil samples. (209-1)

Performance

• Given a variety of soil types, classify them as closely as possible, in the

three main types. (310-3)

Presentation

• Create a poster illustrating how soils have been created in your area.
(310-3)

• Research and write a report on how soils are maintained and fertilized
in your region. (310-3)

Portfolio

• Interview a farmer or agricultural technician to find out about the

soil types in your region and what grows best in them. (310-3)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 47

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Soil (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Weathering and erosion are important processes in the formation and
development of soils. Students should come to understand that
• relate various meteorological, weathered and eroded rocks form the parent material of soils. Organic
geological, chemical, and material provides the nutrient base for a variety of soil ecosystems.
biological processes to the
formation of soils: Students should also investigate local soil profiles in order to appreciate
- rain and wind the fact that soil is not of one type and a transition from parent material
- glaciers and gravity to nearly pure humus exists. Students should be able to locate the
- plants and acidic action position of the soil component and the parent material component.
(311-3)

• identify some positive and Composts, manure, and chemical fertilizers may be addressed when
negative effects and intended looking at ways to enrich soils. Students who have composters at home
and unintended consequences can describe what they do with the composted material. It is not
of enriching soils (113-1) necessary to delve into the chemical nutrients of soils and the various
soil deficiencies. It is sufficient to note that some of the organic
material is either leached out or utilized by other living things such as
plants and soil-living organisms.

Students should investigate and discuss various positive and negative

effects and intended and unintended consequences of enriching soils.
For example, fertilizer usage on lawns and gardens can encourage
growth of certain plant species, but it can also discourage the growth of
other plants that some organisms rely on. Enriching soils with
commercial chemical fertilizers may help produce larger crop fields in
the short term, but may also harm the soil if used at the expense of
regular crop rotation which naturally enriches the soils and provides
humus to keep it more stable. A person using fertilizer to help crops to
grow does not intend to have fish killed if the fertilizer is washed out of
the soil and into a stream after a heavy rain.

• provide examples of how Our ability to enrich soils with a variety of fertilizers to grow more food
science and technology than ever can be addressed. The energy expenditures required to enrich
associated with soil enrichment soils can be explored. Farmers using organic and chemical methods to
affects their lives (112-7) enrich soils can be invited to class to talk about their methods and
procedures.

• suggest solutions to problems Students should be encouraged to investigate, debate, and discuss the
or issues related to soil use and use and misuse of soil in their region or in the context of agricultural
misuse (113-7) use and forestry practices. Students should learn to appreciate the
delicate nature of soils when they are not used wisely or safeguarded
from abusive practices. Students should come to realize that the loss of
soil has an impact on humans in any given ecosystem.

48 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

Soil (continued)
Tasks for Instruction and/or Assessment Resources

Presentation Science PowerTM 7

Pages 300-306 (311-13)
• Create a mural illustrating the various intended and unintended
consequences of enriching soils. (113-1) Pages 305-308 (113-1, 112-7,
113-7)
• Identify examples of misuse of soil in your community. Present a
sketch of the situations to your class. (113-7) AV
“Our Soil” - NRCAN
• Research and role-play various stakeholders in an environmental/ #705845, VH
economic impact meeting concerning forest or agricultural land as it (113-1, 112-7)
relates to soil. (113-7)
“Soil Erosion” - NBDA
Paper and Pencil #701412, VH
(113-7)
• Research which foods are able to be grown in your region because of
our ability to enrich soils. (112-7)

• Write to an organization that is involved with the care and use of soils
to find out what we can do to preserve soils in our region. (113-7)

• Match and be able to explain the processes below:

- rain and wind a. chemical
- glaciers and gravity b. meteorological
- plants and acidic action c. geological (311-3)

Portfolio

• Imagine you are a farmer. What measures would you employ to help
reduce soil erosion? (113-7)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 49

GRADE 7 EARTH AND SPACE SCIENCE: EARTH’S CRUST

50 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

HEAT
Unit 3:
Heat
GRADE 7 PHYSICAL SCIENCE: HEAT

Unit Overview
Introduction Heat is a form of energy that is part of students’ lives and that of their
communities. Students should have an opportunity to explore the
properties of heat and how they are related to the measurement of
temperature. The particle theory and the kinetic molecular theory help
students explain their observations and understand both the
relationship between heat and temperature and the concept of heat
capacity on a qualitative level.

Matter is composed of tiny particles in constant motion. This constant

motion of particles demonstrates that they possess energy (kinetic). The
average kinetic energy of these particles is directly related to how we
perceive how hot something is, that is, its temperature. One can cause
the motion of these particles to increase by adding more energy by
hitting a nail with a hammer, rubbing our hands together, or plugging
in a kettle of water, for example. The temperature of an object is the
measure of the average kinetic energy per particle of a substance.
Teachers should help students to develop a conceptual understanding of
what the particles would be like in each state of matter. Students should
have the opportunity to make drawings or use other representations to
demonstrate the motion of the particles in solids, liquids, and gases.

Focus and Context The focus of this unit is on problem solving and design technology.
Students, for example, will plan and design air thermometers as well as
qualitatively evaluate the heat capacities of some common materials.
The context of this unit is on exploring heat and temperature in the
immediate environment and life of the student.

Science In grade 2, students study a unit entitled “Liquids and Solids” in which
they describe the characteristics of the three states of water and predict
Curriculum Links
changes from one state to another. They also investigate the reversibility
of these states of matter.

In grade 5, students study a unit called “Properties and Changes of

Materials” during which they have the opportunity to group materials
as solids, liquids, or gases, according to their properties.

Later, in grade 10, students illustrate how factors such as heat can affect
chemical reactions in a unit called “Chemical Reactions.”

52 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Curriculum Outcomes
STSE Skills Knowledge
Students will be expected to Students will be expected to Students will be expected to

Nature of Science and Technology Initiating and Planning 308-1 compare various
instruments used to measure
109-4 provide examples of how 208-8 select appropriate temperature
technologies used in the past methods and tools for collecting
were developed through trial and data and for solving problems 308-3 explain how each state of
error matter reacts to changes in
Performing and Recording temperature
110-7 provide examples of
technologies used in the past to 209-1 carry out procedures 308-4 explain changes of state,
meet human needs controlling the major variables using the particle model of
matter
Relationships Between Science 209-3 use instruments effectively
and Technology and accurately for collecting data 308-2 explain temperature, using
the concept of kinetic energy and
111-5 describe the science Analysing and Interpreting the particle model of matter
underlying particular
technologies designed to explore 210-2 compile and display data, 308-5 compare transmission of
natural phenomena, extend by hand or computer, in a variety heat by conduction, convection,
human capabilities, or solve of formats, including diagrams, and radiation
practical problems flow diagrams, flow charts, tables,
bar graphs, line graphs, and 308-7 explain, using the particle
Social and Environmental scatter plots model of matter, differences
Contexts of Science and among heat capacities of some
Technology 210-10 identify potential sources common materials
and determine the amount of
112-1 describe how an error in measurement 308-6 describe how various
individual’s needs can lead to surfaces absorb radiant heat
developments in science and 210-11 state a conclusion, based
technology on experimental data, and
explain how evidence gathered
112-9 identify science- and supports or refutes an initial idea
technology-based careers in their
community 210-12 identify and evaluate
potential applications of findings
113-4 analyse the design of a
technology and the way it 210-13 test the design of a
functions on the basis of its constructed device or system
impact on their daily lives
Communication and Teamwork

211-2 communicate questions,

ideas, intentions, plans, and
results, using lists, notes in point
form, sentences, data tables,
graphs, drawings, oral language,
and other means

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 53

GRADE 7 PHYSICAL SCIENCE: HEAT

Temperature
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to This unit can begin by providing an opportunity for students to think
about temperature and discuss how we use the term in everyday
language. This discussion can then be related to the scientific meaning
developed in this unit. The need for standardizing a way to measure
temperature can be introduced. Students can discuss topics such as
what they consider to be “comfortable temperatures” and why some
people are cold when others feel warm. Students can try to measure
with their hands the temperatures of pans of warm and cold water to
demonstrate that some ways of measuring temperature are very
subjective. The need in science to have a standardized method to
measure temperature led to the development of a variety of
thermometers.

• select appropriate methods and Students can be asked if they have had any experience with inflatable
tools in order to construct and objects (balls, bicycle tires, for example) at warm and cold
test an air thermometer (208-8, temperatures. Two balloons can be inflated to the same size at room
210-13) temperature and then stored in warm and cold locations until next
class, at which time they can be examined and compared. Students
• compile and display data
should be presented with the problem of how to measure temperature
collected in the test of the
in the classroom using air as a temperature indicator. Supply the basic
design of an air thermometer
components needed to construct an air thermometer, such as a clear
(210-2)
flask, water pan, and water, or a balloon, flask, and water, or have
• compare various instruments students brainstorm to develop a plan to build an air thermometer.
used to measure temperature: Students can also follow the steps to design and test an air thermometer
- liquid-in-glass thermometers constructed from a closed pipette with a small amount of coloured
- digital thermometers water. Students can construct, calibrate, and test their own air
- thermocouples thermometers. This type of activity may lead into an examination of the
- computer probes (308-1) historical development of the thermometer to show its evolution over
time.

• use and read a thermometer Students should have the opportunity to explore and examine a variety
safely and properly (209-3) of instruments used to measure temperature. Centres that highlight the
various types of thermometers can be set up in the classroom, and
groups of students can rotate through centres, using the thermometers
in a variety of activities. They may also do research on the various types
of thermometers. Most students have had some experience with liquid
in glass thermometers and/or digital thermometers used to take the
body’s temperature. The alcohol thermometer should be introduced,
and students should learn to use the thermometer to measure
temperature. Computer temperature probes, if available, may be
utilized to take temperature readings. Students should be able to relate
the various types of thermometers to their particular uses.

• provide examples of Students should learn how to use thermometers safely. Particular
temperature-measuring attention should be placed on the careful use of glass thermometers.
technologies used in the past Non-mercury glass thermometers should be used. A survey of the early
(110-7) thermometers such as the Galileo thermoscope, Boyle’s thermometer,
and early liquid-filled thermometers, will illustrate that a variety of
temperature-measuring technologies have developed over time.

54 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Temperature
Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 190-191 INV 7A
• Construct a scoring rubric for the air thermometer activity. *Alternate to Air
Thermometer*
FOUR Activity is complete and planning is evident. Data are Pages 187-189 Sec 7-1
complete and neatly presented. There is evidence of (209-3)
careful planning and organization. Pages 192-193 INV 7-B
(209-3)
THREE Activity fulfils the requirements of outcomes. Pages 187, 189, 195, 196 and
197
TWO Activity is completed in basic form. (308-1)
Pages 187-189 (110-7)
ONE Insufficient work is completed; evaluation is not possible.
(208-8)

• Read the temperature of thermometers in order to calibrate an air

thermometer and report them in an appropriate format. (209-3)

Paper and Pencil

• Compare a modern digital thermometer with a liquid thermometer

in terms of safe use when taking the temperature of young children.
(308-1)

• What materials were used in the early types of thermometers?

(110-7)

Presentation

• Prepare a poster illustrating the steps in designing, testing, and

calibrating an air thermometer. (208-4, 208-8, 210-13)

Portfolio

• Compare various temperature-measuring technologies found in your

house. Make a pictorial essay. (308-1)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 55

GRADE 7 PHYSICAL SCIENCE: HEAT

Temperature and Matter

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Computer or video simulations showing the effect of temperature on
kinetic motion are excellent visual aids which can assist students in
• explain how each state of better understanding this concept. Situations which involve the
matter reacts to changes in application of the particle model of matter provide a good opportunity
temperature (308-3) for students to begin to develop their understanding before they move
on to distinguish between temperature and heat. Useful questions or
scenarios include explaining why air pressure in tires increases during a
car trip, and why footballs or soccer balls deflate when they are taken
outside on a cold day and reinflate when they are taken back inside a
warm environment. Students can experience the effect of temperature
change on metals, such as a ball and ring apparatus or a bimetallic strip.
Reflection on the effect that temperature has on air, as demonstrated in
the construction of an air thermometer, will help students
conceptualize what is happening at the particle level in gases. At this
point students can determine the general relationship between
temperature changes and volumes of solids, liquids, and gases.

• explain changes of state, using Students have had many everyday experiences, especially with water,
the particle model of matter where temperature has had an impact on the state of matter. Having ice
(308-4) cubes melt in their soft drinks, watching water boil in a pot on the
stove, and seeing the formation of ice-covered ponds are all common
experiences. Demonstrations, activities, and discussion of common
experiences will reinforce the concept that a temperature change has an
effect on matter. Holding three tennis balls in your hand can represent,
for example, particles in a solid state. Rolling the three balls in your
hand can demonstrate particle movement in a liquid. Tossing the tennis
balls to others can represent particle motion in a gas. These activities
will permit students to move towards a more abstract understanding
and explanation of these experiences, using the particle model of
matter.

• explain temperature, using the Through activities or demonstrations, students should experience that
concept of kinetic energy and it takes more energy to raise the temperature of a larger mass of a
the particle model of matter substance than it does to raise the temperature to the same level using a
(308-2) smaller mass of the same substance. Students should realize, for
example, that a large bucket of water with a temperature of 28 °C has
more energy (thermal energy or heat) in it than a small cup of water at
the same temperature. Teacher Information: Temperature is the average
kinetic energy of the particles of a substance and not a measure of the total
kinetic energy of the particles within a substance. At this level, students
should come to understand that temperature is a relative measure of
energy that is transferred from one object to another.

It is important that students have many varied opportunities to witness

the effects that temperature changes have on different materials and
states of matter. These experiences will help the students to better relate
what they see and experience to the concept of kinetic energy and the
particle model of matter. Students can be challenged to develop
scenarios, using themselves as particles, to represent solids, liquids, and
gases at different temperatures.

56 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Temperature and Matter

Tasks for Instruction and/or Assessment Resources

Paper and Pencil Science PowerTM 7

Pages 214-220 Sec 8-1
• In essay form, using illustrations if desired, explain how each state of INV 8-A
matter reacts to changes in temperature, using the particle model of (308-3)
matter. (308-2)
Pages 228-231 Sec 8.3
• In a series of drawings, explain what is happening to a substance INV 8-D
when it is warmed, using the particle model of matter. (308-2) (308-3)

• Write an article for grade 4 or 5 students that would help them to Pages 199-201 Sec 7.2
understand the difference between temperature and heat. (308-3) (308-2)

• On the following heat-curve graph, indicate: Pages 205-206 Sec 7.3

(308-2)
- the melting/freezing point of water
- the boiling point of water
Pages 250-253 Sec 9.2
- 50 ºC (308-3)
(308-2)

Pages 234-236 (308-4)

AV
Temperature (C)

Gas warming “Changes of State” - Kinetic

#705418, VH
Liquid boiling (308-3, 308-4)
Liquid warming

Solid melting
Solid warming

Time (min)

Presentation

• Simulate changes in matter at the particle level when the temperature

changes by using yourselves to represent particles of a substance.
(308-2)

• Demonstrate, through a musical composition or performance, how

particles might be acting in the various states of matter. (308-4)

Portfolio

• Create a graphical presentation that illustrates how each state of

matter reacts to changes in temperature. (308-3)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 57

GRADE 7 PHYSICAL SCIENCE: HEAT

Heat Transfer
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Activities in which students are engaged with heat transfer should be
part of this unit. Students should experience how thermal energy is
transferred from one object to another.

• compare transmission of heat Students can explore conduction by placing a number of different
by conduction, convection, objects of similar lengths that have butter on one end (for example, a
and radiation (308-5) stainless steel spoon, a wooden spoon, a plastic spoon, a copper rod) in
a container and adding hot water to the container to see which material
conducts the heat the fastest. Students should come to realize that
metals are some of the best conductors of heat. A common
misconception with regard to metals is that they are “colder” or have a
lower temperature than the surrounding environment (for example, a
metal tap in a washroom). It feels colder because heat from our hands is
quickly conducted to the metal, thereby lowering the temperature of
our fingers at point of contact. Insulators, such as a rug or carpet,
conduct heat very poorly away from the body and do not feel cold.
Students can be encouraged to investigate various technologies that
reduce heat transfer, such as Thermos bottles, Styrofoam, and
insulation bats in homes, in order to learn about their insulating
properties. Students should come to understand that conduction can
occur in all three states of matter but decreases in efficiency from solids
to liquids to gases. Students simulating the various phases of matter,
using themselves as particles, can investigate and propose reasons why
conduction of heat energy would be more efficient in solids.

Students can investigate convection of heat by observing coloured chalk

dust placed into a beaker of boiling water. Convection currents in the
water carry the particles up and down. Some students may refer to
similar convection currents in a pot of soup on the stove. Placing a light
object next to a radiator or heating source in the classroom will provide
proof of convection currents in air. Students may be able to relate
experiences of “drafts” at home that are caused by convection currents
in the air. Convection can occur in liquids and gases.

Radiant energy is heat energy that is transmitted by electromagnetic

waves that do not need matter in order to travel. Unlike conduction
and convection, radiant energy can travel through a vacuum (no
particles). Students have had experiences with radiant energy when they
felt the warmth of the sun on their bodies or sat close to a fireplace or
stove. Radiant energy from the sun is the source of energy for much of
the conduction and convection of heat energy on earth.

. . . continued

58 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Heat Transfer
Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 242-249 Sec 9-1
• Design a working model that would illustrate convection currents. (308-5)
(308-5)

Paper and Pencil

• How could one use a wood stove to explain the transmission of heat
by radiation, conduction, and convection? (308-5)

• Predict how convection currents form in your classroom when the

thermostat is turned up. Sketch your prediction. (308-5)

Interview

• Describe a food container that would keep a meal hot for a long trip.
(210-12, 308-5, 308-6)

Presentation

• Investigate how air currents, produced by heated air, help large birds
of prey to stay aloft for long periods of time. (308-5)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 59

GRADE 7 PHYSICAL SCIENCE: HEAT

Heat Transfer (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to The concept of heat transfer may be approached by having students
investigate methods of heating homes. This investigation may cover the
• describe the science underlying historical development of heating devices such as stoves and/or more
heat transfer in solar heating recent innovations such as solar heating and central heating systems.
systems and central heating The broad range of heating technologies studied will expose students to
systems in houses (111-5) examples of conduction, radiation, and convection. Student questions
about how each of these technologies works can provide direction for a
• describe how a technology series of activities which have students investigate the three types of heat
associated with heat has transfer and develop a working definition for each. Students can
affected lives (113-4) investigate technologies such as central heating systems or air
conditioners.

• compare, in qualitative terms, Different substances have different capacities for storing internal energy.
the heat capacities of some Students will probably be able to relate, to personal experiences of
common materials (308-7) biting into a hot apple pie that has been out of the oven for a period of
time and being able to touch a piece of aluminium foil almost
• carry out a procedure to immediately after it comes out of an oven. Groups of students can
investigate how various surfaces investigate the rates at which common liquids, such as water and
absorb radiant heat and control vegetable oil, increase in temperature as heat is added to them.
major variables (209-1) Students can conduct an experiment in which the same mass of water
and vegetable oil heat up over a given period of time. Please note that
• identify potential sources of vegetable oil and other oils should be heated in hot water baths and not
error in data while investigating directly on a stove or a hotplate. The longer a substance takes to heat up
how various surfaces absorb or cool down, the higher its heat capacity is. Teacher Information: The
radiant heat (210-10) rate of heat loss or heat gain also depends on the shape and surface area of
the substance. Students should come to understand that different
• identify, evaluate, and draw a substances often heat up and cool down at different rates.
conclusion about the
relationship between colour Have students conduct a fair test to determine the relationship between
and heat absorption in the colour of a material, such as construction paper, and the
materials (210-11, 210-12) temperature increase caused by radiation. Ice cubes, for example, may
be placed under paper or fabrics of different colours or on materials
• communicate results of that are reflective (mirrors, aluminium foil) and non-reflective materials
experiments and/or in direct light to see if colour will affect the rate of melting. Following
investigations related to colour this, students can be challenged to create a model solar house which
and heat absorption by using applies the results of their findings. This may be done as a form of
language and a variety of tables, problem-solving activity involving “Science Olympics.” Students
charts, and/or graphs (211-2) should come to realize that radiant heat, when absorbed by materials, is
transferred by conduction or convection.
• describe how various surfaces
absorb radiant heat:
- colour
- texture (308-6)

60 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Heat Transfer (continued)

Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 242-247 Sec 9-2
• Identify the controlled variables in a fair test to evaluate the (111-5)
relationships between colour and heat absorption. (209-1)
Pages 251-253 (111-5)
• Construct an appropriate graph to communicate the results of colour
versus heat absorption investigations. (211-2) Page 254 INV 9-B
(111-5)
• Observation checklist for the experiment to test the heat absorption
of various surfaces: (209-1) Page 259 (111-5)
Rarely Always
- Follows steps carefully. 1 2 3 4 Pages 222-226 Sec 8.2
- Identifies major variables. 1 2 3 4 INV 8-B
INV 8-C
- Works safely with materials. 1 2 3 4
(308-7)
- Works collaboratively with a partner. 1 2 3 4
- Records data effectively. 1 2 3 4
Pages 242-244 Sec 9-1
INV 9A
Paper and Pencil (209-1, 210-10,
210-11, 210-12,
• What are several potential sources for error in data in the experiment 211-2, 308-6)
to determine how various surfaces absorb heat? (210-10)
Pages 263-265 INV 9-D
• Write a lab report describing how you use a “fair test” to evaluate the (209-1, 308-6)
relationship between colour and heat absorption in materials.
(210-11), (210-12) Pages 260-261 (113-4)

• Place the following items in order of their ability to absorb radiant

heat. Explain your choices. (308-6)
- white paper - aluminium foil - black plastic
- brown cloth - red vinyl

• Make a list of things that you can eat that have a high heat capacity.
(308-7)

Presentation

• Create a chart that communicates the results of an experiment which

investigates how various surfaces absorb radiant heat. (211-2, 308-6)

• Research and present orally the heating technology used in your

school. Include references to conduction and convection. (111-5,
113-4)

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GRADE 7 PHYSICAL SCIENCE: HEAT

Technology, Temperature, and Heat

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to The context here and throughout the unit can be heat loss and personal
survival in a Canadian winter. Students have had numerous everyday
experiences with a variety of winter clothing, for example. Investigation
into why various materials are better insulators than others can be a
discussion starting point for this section.

• describe how our needs related Students may wish to research or investigate the development of certain
to heat can lead to types of clothes and the types of materials used in them. Students can
developments in science and compare, for example, wool sweaters and Gortex jackets. Some types of
technology (112-1) clothing have been developed to absorb the perspiration that is
produced by the body to keep it cool. Other types of clothing have
• identify examples of science- been developed to help reduce the amount of heat reaching the body
and technology-based careers (light-coloured clothes) or to permit heat to escape easily to prevent
that are associated with heat over- heating. Some students may wish to investigate the development
and temperature (112-9) of central heating by comparing and contrasting wood stoves and hot
air/water central heating systems.

• provide examples of insulating Students should have the opportunity to make links to everyday
technologies used in the past technologies that they use or come into contact with that are associated
that were developed through with temperature and heat. Students can create a “Temperature, Heat,
trial and error (109-4) and Technology” wall display or mural, and, over the course of the unit,
additions can be made to the display/mural. Included can be a section
designated to science- and technology- based careers associated with the
technologies identified and discussed in class. Examples may include
health care workers, furnace service technicians, lightbulb
manufacturers, and blacksmiths.

The evolution of insulating materials used in and around some

dwellings can be investigated. These may include straw, sawdust,
seaweed, fibreglass, and foam insulation. The foundations of many
homes in the Atlantic provinces were and still are insulated with straw
or seaweed. Students can interview seniors in their community to find
out if other materials were ever used and how some materials came to
be preferred insulators.

62 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: HEAT

Technology, Temperature, and Heat

Tasks for Instruction and/or Assessment Resources

Paper and Pencil Science PowerTM 7

Pages 202-203 INV 7-D
• In a short research project, describe the various technologies that (112-1, 109-4)
people in your community have used to heat their homes over the
past one hundred years. (112-1) Pages 258-262 (109-4, 112-1)

Presentation Pages 204, 215, 221, 247

(112-9)
• Create a display or mural illustrating the development of materials
and clothes used for insulation. (112-1)
AV
• Interview a person who has a science- and/or technology-based job “Old House, New House” - EH
associated with heat production and/or control (furnace repair #700329, VH
(109-4)
person, home insulation representative, styrofoam package
manufacturer, for example). Report to the class. (112-9)
“Science PowerTM 7” - MGH
available Sept. 2002
• Compare various home designs and their heating/cooling systems. (112-1, 112-9)
Indicate why they are useful designs in their given environments.
(112-1, 109-4)

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GRADE 7 PHYSICAL SCIENCE: HEAT

64 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

MIXTURES AND
SOLUTIONS
 Unit 4:
Mixtures and Solutions
GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Unit Overview
Introduction Working with and discussing mixtures and solutions allows students to
make use of their emerging understanding of the particulate nature of
matter. Students will increasingly see that many mixtures and solutions
are extremely useful and directly related to their lives.

Students have explored and investigated physical properties and

changes in previous grades. They have also had an introduction to
distinguishing between physical and chemical changes in their everyday
environment. In this unit students will explore and investigate the
similarities and differences between general mixtures and solutions, as
well as a variety of ways to separate the component parts of these
materials. Students will not be expected to distinguish and differentiate
suspensions, emulsions, and colloids at this level.

Focus and Context The focus in this unit is on inquiry, with an emphasis on making
observations. Students should have opportunities to make and examine
various types of solution (solid in a liquid, liquid in a solid, liquid in a
liquid, for example) and devise activities for separating them according
to their physical properties. The concept development of the particle
model of matter with regard to pure substances and mixtures is one of
the key components of this unit. Exploring common and easily made
mixtures in the students’ environment should be the focus of this unit.
Students can use various common materials and technologies to help
them separate the component parts of mixtures and solutions.

Science Students have experiences exploring the world around them in grade 1
Curriculum Links in a unit entitled “Materials, Objects, and Our Senses.” In grade 2,
students investigate “Air and Water in the Environment” as well as
“Liquids and Solids.” In grade 5, students explore and investigate the
“Properties and Changes in Materials.” This unit provides the
opportunity for students to gain an elementary understanding and
appreciation of solutions. This is addressed again in greater detail in the
grade 10 unit called “Chemical Reactions” in which the understanding
of concentration and how heat and surface area affects chemical
reactions is developed.

66 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Curriculum Outcomes

STSE Skills Knowledge

Students will be expected to Students will be expected to Students will be expected to
Nature of Science and Initiating and Planning 307-1 distinguish between pure
Technology 208-1 rephrase questions in a substances and mixtures, using
testable form and clearly define the particle model of matter
109-4 provide examples of how
technologies used in the past practical problems 307-2 identify and separate the
were developed through trial and 208-6 design an experiment and components of mixtures
error identify major variables
307-3 describe the characteristics
109-7 identify different Performing and Recording of solutions, using the particle
approaches taken to answer model of matter
209-1 carry out procedures
questions, solve problems, and controlling the major variables 307-4 describe qualitatively and
make decisions
209-3 use instruments effectively quantitatively the concentration
109-10 relate personal activities and accurately for collecting data of solutions
in formal and informal settings to
209-6 use tools and apparatus 307-5 describe qualitatively the
specific science disciplines
safely factors that affect solubility
109-14 explain the importance
209-7 demonstrate a knowledge
of using precise language in
of WHMIS standards by using
science and technology proper techniques for handling
Relationships Between Science and disposing of lab materials
and Technology Analysing and Interpreting
111-5 describe the science 210-4 predict the value of a
underlying particular variable by interpolating or
technologies designed to explore extrapolating from graphical data
natural phenomena, extend
210-7 identify, and suggest
human capabilities, or solve explanations for, discrepancies in
practical problems data
Social and Environmental 210-9 calculate theoretical values
Contexts of Science and of a variable
Technology
210-16 identify new questions
112-7 provide examples of how and problems that arise from
science and technology affect what was learned
their lives and their community
113-1 identify some positive and
negative effects and intended and
unintended consequences of a
particular scientific or
technological development

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 67

GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Mixtures
Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to This unit can begin with a discussion about how we make sure we have
clean drinking water. Students can be asked if they have ever opened a
tap and noticed unclean water. Questions and discussion about the
ways in which water is made fit for human consumption can provide an
opportunity to access students’ understanding of some techniques used
in the separation of mixtures and solutions.

• relate the formation and Have students try to identify various mixtures that are separated in or
separation of everyday mixtures around their homes. For example, flour sifters, colanders, and cheese-
and solutions to disciplines cloth are sometimes found in kitchens. These technologies and the
such as chemistry and mixtures associated with them can be associated with food science.
engineering (109-10) Water softeners can be associated with chemistry. Oil, gas, and air filters
in various engines help to keep impurities out of the mixtures required
to run the engines may be related to the physical sciences and
engineering. A student-generated bulletin-board display of mixtures
and how they can be separated using such techniques as settling, sifting,
filtering, and distillation can be developed during the unit.

• safely using tools and This unit can open with an activity or series of activities which engage
apparatus, identify and separate students in separating mixtures. The intent of the following activities is
the components of a variety of to expose students to different mechanisms of separation and to have
mixtures, using (209-6, 307-2) them conclude that some mechanisms which may be successful in some
- mechanical sorting cases may not be successful in others. This activity will result in the
- filtration identification of new questions and will lay the groundwork for future
- evaporation concept development relating particle size to the type of mixture.
- distillation Students should be exposed to a variety of materials (both pure
- paper chromatography substances and mixtures) as well as a variety of types of mixture (solid
with a solid, solid with a liquid, liquid with a liquid, for example).
Some separation activities may include using filter-lined funnels for
sand and water, boiling salt water, evaporating salt water, using magnets
to separate iron filings and sand, removing bits of copper from salt by
hand, and using the property of attraction of water in paper
chromatography.

• identify new questions and Students should come to realize that matter is generally categorized into
problems about mixtures that two main groups: substances (one kind of material such as sugar), and
arise from what is learned mixtures (a combination of two or more substances). Gold (substance)
(210-16) can be separated from gravel (mixture) by a type of mechanical sorting
with the help of gravity, for example, when one pans for gold. A salad
spinner could also be examined as another way to separate mixtures.
Encourage students to identify, on the basis of their introductory
investigations and discussions, new questions and problems that arise
from what is learned, such as “Are there mixtures that cannot be
separated?”

68 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Mixtures
Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

• Observation checklist for assessment of separation of mixtures: Pages 163-168 Sec 6.3
Rarely Always INV 6-C
1. Follows safety rules. 1 2 3 4 (109-10)
2. Stays on task. 1 2 3 4
3. Carefully observes and Pages 128-129 INV 5A
records observation. 1 2 3 4 (209-6, 307-2)
4. Distinguishes between
observations and inferences. 1 2 3 4 Pages 180-181 Unit Project
(209-6, 307-2) (209-6, 210-16,
307-2)
Performance

• Give students a choice of mixtures (for example, sand and water, salt AV
water, oil and water). Separate the component substances. (209-6, “Separating Mixtures” - C-Video
307-2) #705265, VH
(109-10, 209-6, 307-2)
Journal

• Identify any questions or thoughts concerning the activity in which a

variety of mixtures was separated. (210-16)

• Some mixtures that we sometimes separate are ... (109-10)

Paper/Pencil

• Research how different industries separate mixtures, and present your

findings to the class, using diagrams, pictures, or demonstrations to
illustrate; for example, extraction of salt from water, separation of
aluminium cans, cardboards, and so forth at a recycling depot.
(307-2, 112-7)

• Create an illustrated children’s book that describes how salt is

obtained in different places and cultures. (307-2)

Interview

• What types of mixture cannot be separated by separation techniques

such as settling, sifting, filtering, and distillation? Explain why.
(307-2)

Presentation

• Make a poster of various mixtures and the industries/services that

might be associated with them. (109-10)

• Students research how salt is obtained in various places or cultures

and prepare a drama, for younger children, that illustrates these
methods of separation. (307-2, 112-7)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 69

GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Solutions

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students can be given a known set of solutions and non-solutions in
order to compare and contrast them. A list of characteristics can be
• distinguish between pure developed to describe the solutions in the set. To help develop the
substances and mixtures, using concept of the particle model of matter, students can dissolve a number
the particle theory of matter: of solids (coloured sugar crystals into a drop of water, for example or
- pure substances versus watch a piece of soft candy dissolve in warm water) and observe what
mixtures happens to the sugar, using light scopes or dissecting scopes. Students
- heterogeneous mixtures may then be encouraged to explain what they believe is happening to
- homogeneous mixtures the sugar at the particle level. The concept of simple dissociation is as
(solutions) (307-1) far as one needs to go at this level. The use of Styrofoam balls, marbles,
and sand in clear containers may help students gain an emergent
• describe the characteristics of understanding of the characteristics of solutions, using the particle
solutions, using the particle model of matter. Teachers or students may want to investigate the
model of matter and the terms: different types of non-solutions such as dispersions, emulsions, and
- solute colloids if students’ discussion leads to this differentiation and if time
- solvent permits; however, these concepts are not core to this unit.
- dissolving
- soluble (109-14, 307-3) The students themselves can be used in an activity to illustrate the
difference between homogeneous and heterogeneous mixtures. Using
pinnies or different jerseys from the gym, have one colour represent the
solvent and the other colour to represent the solute. In a heterogeneous
mixture, have different-sized groups (4–5) of solute particles (students)
link arms together and mix unevenly around the solvent particles. This
activity can also be used to illustrate the characteristics of solutions. A
demonstration illustrating the reduction in volume of a solution of
water and alcohol when equal amounts of each are mixed together helps
to solidify the understanding of homogeneous mixtures. Equal amounts
(volumes) of marbles and sand help students to visualize and
conceptualize this phenomenon. Students can, themselves, represent a
homogeneous mixture if the same number of males and females occupy
the same area and move randomly from one place to another.

It is important that the students properly use the terms associated with
solutions in their discussions and writings. In most cases the solute is
the smaller quantity in the solution. This may not always be true,
however, as in the case of concentrated solutions of sugar and water.

The Tyndall Effect is a phenomenon that one can use to help

distinguish between a solution and what appears to be a solution. If you
shine a narrow beam of light directly through a mixture and you do not
see the beam in the mixture, it is probably a solution. If you observe a
light beam or light scattering, this is the Tyndall Effect, which indicates
that there are particles that are not dissolved and the light is being
scattered by them. The Tyndall Effect cannot be used to distinguish a
solution from a pure liquid. Both will allow light to pass through
unobstructed. The Tyndall Effect is used to distinguish a suspension
from a solution.

. . . continued

70 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Solutions
Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 98-106 Sec 4.1
• Using a “Draw” application or illustrations by hand, highlight the INV 4-A
differences between (307-1)
- pure substances and mixtures
- heterogeneous mixtures and homogeneous mixtures (307-1) Pages 107-110 Sec 4.2
INV 4-B
• Using Styrofoam balls, marbles, and sand, demonstrate an (307-1)
understanding of the characteristics of substances and mixtures, using
the particle theory of matter. (307-3) Pages 112-115 Sec 4.3
(307-1)
Journal
Pages 122-125 Sec 5.1
(109-14, 307-1)
• “It is important to use the terms solute and solvent properly when
creating or separating solutions because ...”
Pages 128-130 INV 5-A
(307-1)
Paper and Pencil
Pages 148-150 (307-1, 307-3)
• Explain/illustrate what happens to both the solute and the solvent in
a solution. (307-3) Pages 152-157 Sec 6.2
INV 6-A
• Using the diagram below as the first step, sketch what the solution (307-1, 307-3)
might look like when thoroughly mixed. Indicate the particles
resenting the solute and the solvent.

Portfolio

• In an advice column about science projects in a school newspaper,

explain the importance of knowing what the following words mean
when doing a related science activity:
- solute - solvent
- dissolving - soluble (109-14)

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GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Solutions (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to By doing a teacher-led demonstration, students can observe and
describe simple distillation apparatus such as the boiling of water in a
• describe the science underlying pot and allowing the water vapours to rise to a suspended plate with ice
a distillation apparatus (111-5) in it. The condensing water vapour drips off the edges of the plate. A
commercial distillation apparatus can also be used if available. It is
important that students do not do activities that involve the use of
boiling or boiled water owing to safety considerations. Students should
come to understand that the solvent and the solute are separated and
both can be reclaimed by the evaporation and the subsequent
condensation of the solvent.

A class demonstration to show a distillation apparatus can involve a tub

with 3 cm of dirty water in it. Put a heavy pot in the middle of the tub.
Cover the tub with plastic wrap, and put a stone on the wrap so it is
positioned in the middle. This will make an indentation on the plastic
wrap. Water will condense on the plastic wrap and drip down into the
pot. A challenge for students can be to extract as much salt as they can
from a variety of salt solutions and determine the amount of solute.

• demonstrate a knowledge of Students should understand the importance of recognizing and safely
WHMIS standards by using products labelled with WHMIS caution, warning, and danger
recogizing and following symbols. Students can be asked to identify and report on household
warning labels symbols products that have these symbols on mixtures and substances in order
(209-7) to make a classroom display.

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 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Solutions (continued)

Tasks for Instruction and/or Assessment Resources

Paper and Pencil Science PowerTM 7

Pages 126-137 Sec 5.2
• Given the following materials, write the directions for a survival INV 5-A
manual to put together a distillation apparatus: INV 5-B
- cup (111-5)
- plastic sheet
- large bowl (111-5) Pages 160 and 492
(209-7)
• Draw a distillation apparatus and describe the function of each part
from the point of view of the distillation process. (111-5)

• Apply the following terms to the water cycle, using a labelled

diagram, cartoons of water drops, or in a paragraph:
- evaporation - precipitation
- cooling - filtration
- condensation (111-5)

• Using the following diagram, explain how water could be purified.

(111-5)

• Make a list of 15-20 solutions and mixtures that you encounter in a

day and identify those that may pose safety risks. (209-7)

Portfolio

• Create a booklet of labels from household products which are

mixtures. Identify all WHMIS references. (209-7)
Rock

Bowl

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 73

GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Concentration of Solutions

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to A continued exploration and investigation into the particle model of
matter as it relates to mixtures and particularly solutions can be
• describe the concentrations of accomplished with opportunities for students to explore the
solutions qualitatively, using concentrations of solutions both qualitatively and quantitatively.
the terms dilute, concentrated, Students can create solutions of varying concentrations of food
saturated, and unsaturated colouring and water and quantitatively and qualitatively describe the
(307-4) solutions they create.

Discussion of common everyday experiences related to the terms dilute

and concentrated such as “orange concentrate” and “weak coffee” can
allow for a better appreciation of the students’ understanding of the
terms before formal investigations and learning activities. Coloured
pinnies on students may be used to illustrate the terms dilute and
concentrated. In dilute solutions, there will be very few “solute”
students moving about the “solvent” students. This is a good
opportunity to dispel a popular misconception that concentrated means
more solute by keeping the same number of “solute” students and
removing (evaporating) some “solvent” students. The terms saturated
and unsaturated can be used and discussed after these experiences.

• identify different ways that Students can investigate more quantitative descriptions of
concentrations can be concentrations by noting or bringing to class various commercial
demonstrated for various product labels and/or newspaper articles in which the concentrations
substances (109-7) are indicated. Examples of concentrations described in ppm (parts per
million) and percentage by mass will permit students to see that
concentrations can be described in various ways.

• calculate concentrations of Using data collected from various procedures, students can problem-
solutions in g/L (210-9) solve in order to determine a method to calculate the concentrations
determined in the procedures in g/L. This is an opportunity to provide
a math link to science. Students can add different amounts of solute to
varying volumes of solvent and then determine a way to compare the
results. In this way, students should come to realize that a common
volume of solute would be required to make comparisons. If students
find that a particular substance has a solubility of 60 g/100mL, they
should be able to devise and use a method to express the solubility in
g/L.

• rephrase questions related to Students should be encouraged to develop testable questions and also to
solubility in a testable form and recognize and control the major variables in any of the tests carried out.
clearly define practical By collecting and recording data observed during the procedures, and
problems (208-1) organizing the data in the forms of graphs, for example, students
should be able to make predictions regarding the amount of solute that
can be dissolved in a particular solvent. . . . continued

74 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Concentration of Solutions

Tasks for Instruction and/or Assessment Resources

Observation Science PowerTM 7

Pages 138-141 Sec 5.3
• Prepare and describe a solution of a certain concentration. (Observe INV 5-C
their technique.) (307-4) (307-4)

Paper and Pencil Pages 148-150 (109-7, 208-1,

210-9)
• How might a person make maple syrup from maple sap without
boiling? (307-4)

• Given a concentration of 4 g/50 mL, calculate the concentration of

the solution in g/L. (109-7, 210-9)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 75

GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Concentration of Solutions (continued)

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to The temperature versus the amount of solute being dissolved should be
highlighted here. It should be noted that the relationship between
temperature and solubility is not simple. The solubility of some solutes
goes down as temperature rises (calcium acetate), whereas the solubility
of some others is relatively unaffected by increased temperatures of the
solute (sodium chloride and calcium carbonate). Other solutes
(potassium chloride, sugar) have increased solubility with an increasing
temperature. Working with computer spreadsheets will enable students
to organize data and to possibly create graphs from which to predict the
value of a variable such as the amount of solute in a solvent.

• design and carry out Many students have had experiences with soft drinks and the effects
procedures to study the effect pressure has on the solubility of carbon dioxide in the water. When
of temperature on solubility students open a bottle or can of pop, the gas solute comes out of
(208-6, 209-1) solution due to a decrease in pressure. Students can be challenged to
investigate the impact increased temperature has on the solubility of
gases in pop. Many students have experienced tasting flat pop after a
• identify and suggest bottle of pop is left open for a period of time or is warm. The solubility
explanations for discrepancies of sugar in water as temperature changes can be investigated. Through
in data after carrying out exploration and investigation, students should be able to qualitatively
procedures designed to study describe the relationships between temperature and solubility and
the effect of temperature on pressure and solubility. In most cases, as the temperature or pressure
solubility (210-7) rises, so does solubility.

• predict the solubility of a solute Students should use solubility graphs to interpolate and extrapolate
by interpolating or solubility rates at various temperatures. Math outcomes from Data
extrapolating from graphical Management can be addressed in this type of activity.
data
(210-4) The preparation of simulated maple sap using water, sugar, and vanilla,
or a visit to a sugar bush camp also permits students to observe and
• describe qualitatively the collect data on the effect heat has on the various concentrations of sap.
factors that affect solubility: Students will see that various concentrations of sap create maple butter,
- temperature maple cream, and hard maple sugar. Students must be given the
- pressure opportunity to observe and use hydrometers (commercial and/or
(307-5) student-made) in their explorations, in order to experience how this
simple technology permits one to determine the concentrations of
various solutions. The construction, using a lump of clay and a straw,
• use a commercial or student- and calibration of a hydrometer also permits the students to carry out
made hydrometer effectively and control major variables in their tests. Students can interview the
and accurately for collecting Foods Technology teacher to find out how and why hydrometers are
data (209-3) used in the preparation of some foods.

76 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Concentration of Solutions (continued)

Tasks for Instruction and/or Assessment Resources

Performance Science PowerTM 7

Pages 154-156 INV 6-A
• Design an experiment to determine the mass of a given amount of (208-6, 209-1,
solute (salt, sugar) it takes to dissolve at different temperatures. 307-5)
(208-1, 208-6, 209-1)
Page 160 (208-6, 209-1,
• Determine the concentration of a solution, using a hydrometer. 307-5)
(209-3)
Pages 158-159 INV 6-B
• Create a graph from the data collected in the activity and give several (210-7, 307-5)
possible values by interpolating information on the graph. (210-4)
Outcomes 210-4 and 209-3 can
Journal be accomplished using other
sources.
• Identify reasons why data collected during investigations into
temperature and solubility may differ from group to group. (210-7)

• How does an increase in temperature usually affect the solubility of

- a gas in a liquid? - a solid in a liquid? (307-5)

• a) How many grams of solute can be dissolved at 15 ºC?

b) How many grams of solute do you predict would dissolve at
60 °C? (210-4)

Interview

• What would a solubility curve look like for a substance that has
decreased solubility as temperature increases? (210-4)

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GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Mixtures, Solutions and the Environment

Outcomes Elaboration–Strategies for Learning and Teaching

Students will be expected to Students should be encouraged to bring forth and discuss various
examples of how the knowledge and use of mixtures and solutions
• provide examples of how affect our lives. Examples such as the use of road salt on our highways
science and technology, related and salt to make ice cream enable students to see the utility and
to mixtures and solutions, application of the science involved with mixtures and solutions. In
affect our lives (112-7) addition, students can investigate the positive and negative and
intended and unintended consequences of applying road salt to
• identify some positive and highways, for example. Discussing the positive safety aspects of
negative effects and intended improved driving conditions and the negative effects that salt water
and unintended consequences solutions have on roadside vegetation and the metal in cars give
of a particular scientific or students the occasion to bring out the positive and negative effects of
technological development using science and technology to solve problems.
related to mixtures and
solutions (113-1)

• provide examples showing the A study of how solutions and other types of mixtures are separated in
evolution of refining and sewage filtration and treatment plants and/or home septic systems can
separation techniques (109-4) be undertaken. Town engineers and environmental waste specialists
may be invited to class to talk about the methods used to safely recycle
and dispose of various solutions and other mixtures.

Some students may have water softeners in their homes. A discussion/

investigation on the use of these technologies will help students see the
connection between science and technology in their everyday
environment.

A field trip to a local water treatment plant can be undertaken. An

official from the local water utility or a representative for water softener
technology companies can be invited to speak to the students.

Students can investigate mixtures such as agricultural sprays and

identify their benefits to society and the potential harm they can have if
not used carefully and safely. Other common mixtures and solutions
that may be discussed or investigated are bleaches, battery acids, and
drain cleaners.

Many of the technologies and techniques associated with the creation

and separation of mixtures and solutions have been developed through
trial and error. Some students may want to investigate the following
examples of evolving technologies:
- seepage beds to septic tank systems

78 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7

 GRADE 7 PHYSICAL SCIENCE: MIXTURES AND SOLUTIONS

Mixtures, Solutions and the Environment

Tasks for Instruction and/or Assessment Resources

Journal Science PowerTM 7

Pages 163-171 Sec 6.3
• A farmer once said that the earth is one of nature’s filtration systems. INV 6-D
Explain what he might have meant by this? (109-4, 113-1) (112-7, 109-4)

Paper and Pencil

• Interview a construction worker or house builder about the

differences between seepage beds as used by many rural people in the
past, and modern septic tank systems. (109-4)

• Research a specific mixture/solution and report on its importance to

people/society. (112-7)

Presentation

• Create a mural that illustrates the mixtures and solutions you

encounter in everyday life. (112-7)

• Research and report on the positive and negative effect of applying

salt to highways in the winter. (113-1)

• In a series of illustrations, drawings, or pictures, show how a

particular separation technique has changed and developed over time.
(113-1)

• Prepare a photo essay on the development of distillation apparatus.

(109-4)

Portfolio

• Create a “Day in the Life of ...” in which the main character

encounters and describes mixtures and solutions in a typical day.
(112-7)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 7 79

PATHWAYS
 Sample Pathways
This section contains Sample Pathways of resource material to be used by teachers as they work through the
curriculum guide. These are provided as a suggested way to help cover as many outcomes as possible in an
allotted time frame that spans approximately 20 lessons per unit. For example, if a teacher has a class of
science 3 times a week they can follow the 20 suggested lessons (7-8 weeks) and is assured of covering a vast
majority of the prescribed outcomes listed in this curriculum guide. A lesson can vary from half a class period
to several periods. Some teachers may have an opportunity to cover some of the alternative text sections if
they have science more frequently or if they feel those sections cover outcomes better.

Though the sample pathways provided are specific to a resource, teachers are always encouraged to use
additional/alternative resources to help address a specific outcome. The blank Pathway sheets are provided so
that teachers can photocopy and design their own “pathways” and lesson time-lines. A 7-9 week period is
suggested to cover a particular unit of science content.

Teachers are encouraged to use the Pathways in order to allow time for Science Fairs, Science Olympics, and
other science related activities that are an important component in helping students develop scientific literacy.
Sample Unit 1
Critical Pathway (Life Sciences: Interactions within Ecosystems – Grade 7)
Text Section(s) OR Alternative Text Section(s)
Lesson Outcome(s)

208-2, 208-3, 109-12, 109-

1 Intro. Sec 1.1, pages 6/8 Inv 1A, page 9
13

2 Sec 1.2, pages 11/12 306-3

Sec 1.3, Inv 1C, pages 16- 208-2, 208-3, 209-3, 209-4,
3 18
Inv 1B, page 13
304-1, 109-1, 111-6, 304-3
210-1, 109-12, 210-2, 210-
4 Sec 2.1, pages 38-40
3, 306-1, 111-6

5 Inv 2-A, page 41 304-2, 210-1

210-1, 109-12, 210-2, 210-

6 Sec 2.1, pages 42-43
3, 306-1, 111-6

7 Inv 2-B, pages 44/45 306-2, 210-12

109-12, 109-13. 304-2.

8 Sec 2.1, pages 46/47
210-1

9 Sec 2.3, pages 51-53 210-2, 210-3, 306-4

10 Sec 2.4, pages 53-54 306-4

11 Inv 2C, pages 56-57 306-4

12 Page 68 for Photosynthesis 109-12

13 Sec 3.3, pages 77-79 208-5

113-11, 211-5, 113-10,

14 A project on protecting Habitat or Species can address
112-1, 112-8, 209-5
Sample Unit 2
Critical Pathway (Earth and Space Science Earth’s Crust – Science 7)
Text Section(s) OR Alternative Text Section(s)
Lesson Outcome(s)

1 Intro. Activity, page 279 Inv 10-A, pages 284-285 210-1, 310-2A

2 Sec 10.2, page 289 208-2, 310-2B

3 Inv 10-B, pages 290-291 208-2, 209-6, 310-2B

4 Sec 10.2, pages 292-294 208-2, 310-2B

Sec 10.2, pages 295-
5 297/299
311-2
311-2, 211-3, 210-12, 211-
6 Inv 10-C, page 298
14
7 Sec 10.3, pages 300-301 311-3

8 Inv 10-D, pages 302-304 209-1, 310-3

9 Sec 10.3, pages 305-307 113-1, 112-7, 113-7

Sec 11.1, pages 314-316 or
10 Intro. Pages 312-313
Sec 11.2, pages 326-329
311-4

11 Inv 11-C, pages 330-331 209-4, 210-6, 311-5

12 Sec 11.3, pages 334-336 311-1

13 Sec 12.1, pages 344-345 110-1

14 Sec 12.2, pages 347-351 110-4

15 Sec 12.3, pages 352-357 110-4, 112-12

16 Sec 12.4, pages 358-362 209-4, 311-6

17 Activity page 363 209-4, 311-6

Sample Unit 3
Critical Pathway (Physical Science: Heat – Grade 7)
Text Section(s) OR Alternative Text Section(s)
Lesson Outcome(s)

1 Sec 7.1, pages 186-189 209-3, 308-1, 110-7

2 Inv 7A – pages 190-191 Make air thermometer 208-8, 210-13, 210-2

3 Inv 7B, pages 192-193 209-3

4 Sec 7.2, pages 199-201 308-2

5 Inv 7D, pages 202-203 112-1, 109-4

6 Sec 7.3, pages 205-206 308-2

Sec 8.1, pages 214-215 &
7 218
308-3
Inv 8A, part A only, page
8 216
308-3

9 Activity, page 220 308-3

10 Sec 8.2, page 222 308-7

11 Inv 8B, page 223 Inv 8C, page 224 308-7

12 Inv 8D, pages 228-229 Inv 8E, page 230 308-3

13 Sec 8.4, pages 234-236 308-4

Sec 9.1, pages 242-243, 308-5, 209-1, 210-10, 210-
14 245-247 11, 210-12, 211-2, 308-6
15 Inv 9A, page 244 308-5

16 Sec 9.2, page 251-253 Inv 9B, page 254-255 111-5, 308-2

17 Inv 9D, page 263-265 Pages 260-262 113-4, 209-1, 308-6

Sample Unit 4
Critical Pathway (Physical Science: Mixtures and Solutions – Grade 7)
Text Section(s) OR Alternative Text Section(s)
Lesson Outcome(s)

1 Intro. Activity page 99 307-1

2 Sec 4.1, pages 100-103 307-1

3 Inv. 4A, pages 104-105 307-1

4 Inv 4B, pages 108-109 307-1

5 Sec 4.3, pages 112-115 307-1

6 Sec 5.1, pages 122-125 109-14, 307-1

7 Inv 5A, pages 128-130 111-5, 209-6, 307-2

8 Pages 180-181 210-16, 209-6, 307-2

9 Sec 5.3, pages 138-139 Sec 6.3, pages 163-165 307-4, 109-10

10 Inv 5C, pages 140-141 Inv 6C, page 166 307-4, 109-10
109-7, 208-1, 210-9, 307-1,
11 Sec 6.1, pages 148-151
307-3
12 Sec 6.2, pages 152-153 307-1, 307-3
208-6, 209-1, 307-1, 307-3,
13 Inv 6A, pages 154-156
307-5
14 Pages 160-161 208-6, 209-1, 307-5
Sample Unit
Critical Pathway ( )
Text Section(s) OR Alternative Text Section(s)
Lesson Outcome(s)

1
2

10

11

12

13

14

15

16

17

18

19

20