BioEYES Standards Alignment
— 7th Grade

Maryland State Science Curriculum

The Maryland state science curriculum is in the process of being phased out in favor of the Next Generation Science Standards (NGSS). NGSS is planned to be fully implemented statewide by the 2017-18 school year. Until then, the following standards may still be in effect. [Source]


Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.
  1. Constructing Knowledge

    1. Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.

      1. Develop the ability to clarify questions and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations.
      2. Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
      3. Use mathematics to interpret and communicate data.


  2. Applying Evidence and Reasoning

    1. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.

      1. Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.
      2. Describe the reasoning that lead to the interpretation of data and conclusions drawn.


  3. Communicating Scientific Information

    1. Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.

      1. Organize and present data in tables and graphs and identify relationships the reveal.
      2. Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depends on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering.
      3. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.


  4. Technology

    1. MAKING MODELS: Analyze the value and the limitations of different types of models in explaining real things and processes.

      1. Explain that the kind of model to use and how complex it should be depends on its purpose and that it is possible to have different models used to represent the same thing.
      2. Explain, using examples, that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous.
      3. Explain that models may sometimes mislead by suggesting characteristics that are not really shared with what is being modeled.

Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
  1. Diversity of Life

    1. Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them – these include external and internal structures (features) and processes.

      1. Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms.

        • Closed/open circulatory systems
        • Respiration (lungs/gills/skin)
        • Digestion


  2. Cells

    1. Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions.

      1. Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs, and cells.

    2. Recognize and provide examples that human beings, like other organisms, have complex body systems of cells, tissues, and organs that interact to support an organism’s growth and survival.

      1. Describe and explain that the complex set of systems found in multicellular organisms are made up of different kinds of tissues and organs which are themselves composed of differentiated cells.
      2. Select several body systems and explain the role of cells, tissues, and organs that effectively carry out a vital function for the organism, such as

        • Obtaining food and providing energy (digestive, circulatory, respiratory)
        • Reproduction (reproductive, endocrine, circulatory)
        • Waste removal (excretory, respiratory, circulatory)
        • Breathing (respiratory, circulatory)


  3. Genetics

    1. Explain the ways that genetic information is passed from parent to offspring in different organisms.

      1. Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent.
      2. Investigate and explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent, that multiplies to form the complete organism composed of about a trillion cells, each of which contains the same genetic information.
      3. Use information about how the transfer of traits from parent or parents to offspring occurs, to explain how selective breeding for particular traits has resulted in new varieties of cultivated plants and domestic animals.
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