CORRELATION TO Texas Essential Knowledge and Skills …freyscientific.com/FREY/media/downloads/cpo/curriculum/texas/... · CPO Texas • Grade 7 CORRELATION TO Texas Essential Knowledge

CPO Texas • Grade 7

CORRELATION TO

Texas Essential Knowledge and Skills for SCIENCE

112.19.B.01.A Scientific investigation and reasoning

The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:demonstrate safe practices during laboratory and field investigations as outlined in theTexas Safety Standards

0 Lab safety symbols and instructions are found in the investigation manual on the pages after TOC

5 Science safety practices and procedures

6 Science safety practices and procedures

7 Safety symbols and descriptions

8 Science safety quiz

9 Safety equipment

10 Safety contract

112.19.B.01.B Scientific investigation and reasoning

The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials

151 Benefits of composting

171 Importance of decomposers in recycling matter (#2)

328 Biofuels as an alternative to fossil fuels

72 Consider impact of disposal methods

112.19.B.02.A Scientific investigation and reasoning

The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

4 Qualitative and quantitative observations compared and contrasted

6 What is scientific inquiry?

7 Observation is a key part of scientific inquiry

9 Observation challenge

12 Observe brine shrimp behavior

13 Investigate ideal conditions for hatching brine shrimp

15 Modify the experimental design

16 Investigate how brine shrimp react to changes in their environment

21 Investigate what it means to be alive

CPO Science

Correlation to: Texas Essential Knowledge and Skills: Grade 7 Science

Texas Science Grade 7, 1st Edition

Standard DescriptionVolume 1

Student TextVolume 2

Investigation Manual

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plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology

10 Three types of investigations - descriptive, comparative, and experimental

12 Types of investigations discussed

12 Designing experiments

15 Design an experiment: Does meat turn into maggots?

113 Observing diffusion

137 Potato experiment - osmosis

164 Design an experiment - effects of a foreign population on succession

31 Investigate chemical changes

33 Investigate onion tissues

38 Investigate characteristics of protozoans

40 Investigate osmosis and diffusion

43 Investigate photosynthesis

46 Investigate at home - yeast experiment

47 Observing the cell cycle

53 Investigate the role of decomposers

60 Plan a comparative investigation of microclimates

61 Investigate how organisms are adapted to certain biomes

70 Design a fair test

79 Design an experiment to determine which type of soil will hold the most water

83 Investigate human traits

86 Design an experiment to test hypothesis about traits

91 Investigate the relationship among genes, chromosomes, and DNA

104 Design a turgor pressure experiment

105 Investigate how plants respond to stimuli

110 Planarian observations

114 Design and conduct the experiment

127 Investigate how kidneys use diffusion and osmosis to remove wastes

139 Investigate eye structure and function

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144 Design the experiment

112.19.B.02.B Scientific investigation and reasoning

The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology

4 Qualitative and quantitative observations compared and contrasted

7 Observation is a key part of scientific inquiry

12 Designing experiments

15 Design an experiment: Does meat turn into maggots?

26 Design and conduct an experiment

37 Design an experiment: Is the object alive?

117 Design an experiment to test your hypothesis

164 Design an experiment - effects of a foreign population on succession

14 Identify control and experimental variable

15 Modify the experimental design

16 Investigate how brine shrimp react to changes in their environment

17 How can you modify the experiment

69 Investigate human impact on groundwater and surface water

70 Design a fair test

73 Investigate impact of coastal erosion

79 Design an experiment to determine which type of soil will hold the most water



106 Compare experimental results to hypothesis

114 Design and conduct the experiment

123 Investigate how salt affects evaporation

144 Conduct your own reaction time experiment

112.19.B.02.C

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112.19.B.02.C

Scientific investigation and reasoning

The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers

7 Examples of quantitative observations

7 Examples of qualitative observations

132 Record observations

164 Conduct weekly observations

168 Ecosystem research project - construct a food chain

11 Sketch one single organism

22 Station observations

24 Draw sketches of leaf terms

32 Chemical change observations

34 Sketch onion tissues at different magnifications

36 Animal cell sketches

39 Sketch protozoans

40 Egg data

45 Experimental data

56 Draw a map of observed area

59 Field observation data

67 Record number of each type of organism

82 Meiosis data

88 Genotype and phenotype data

117 Distance, force, and work data

112.19.B.02.D

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112.19.B.02.D


The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:construct tables and graphs, using repeated trials and means, to organize data and identify patterns

13 Worm data table and bar graph

22 Use data to construct a human population graph

42 Make a pie graph

47 Make a dichotomous key

55 Make a pie graph (percentage of total number of species)

92 Make a table of objects

146 Describe a pattern you see

154 Use the data to make a pie chart

164 Make a data table

198 Construct a bar graph

423 Draw a flow chart to trace the flow of blood through the body

12 Brine shrimp data table

48 Make a line or bar graph of data

60 Use a computer spreadsheet program

65 Create a chart for comparison

68 Create a graph of total organisms by category

71 Use created graph to explain impact of cleaning products

84 Make a bar graph of observable traits data

114 Procedure must be repeated

117 Conduct multiple trials

132 Make a line graph to show insulin and glucose levels

144 Repeat each trial three times

144 Create a data table

112.19.B.02.E

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112.19.B.02.E


The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends

4 Relationship between observation and inference explained

7 Distinguish between observation and inference

8 Observations and inferences

10 Incorrect explanation revised

13 Drawing conclusions

135 Use data to predict the effect of temperature on rate of diffusion

168 Ecosystem research project - display findings as a poster, diorama, or mobile

236 Analyze tornado trends (#10)

236 Explain effects of acid rain (#9)

278 Complete the chart - chromosomes in body cells vs. sex cells

279 Labrador offspring predictions

17 Thinking about what you observed

22 Make inferences from indirect observation

25 Use a dichotomous key to identify leaf samples

26 Infer why leaf shape is advantageous in snowy conditions

28 Predict the number of atoms

41 Predict what happens to mass of egg

41 Explain effect of placing eggs in vinegar

56 Use evidence to support predictions

71 Compare predicted and actual pH measurements

75 Predict what will happen to the coastline

76 Use stream table model to predict what happens to coastline

84 Compare class data to predictions

101 Compare prediction about number of generations needed to actual data

107 Propose an alternative conclusion

113 Infer why daphnia are used in caffeine experiments

117 Analyze effects of ramp length on work

120 At which position is mechanical advantage greatest?

130 Use data to explain your observations

112.19.B.03.A

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112.19.B.03.A


The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

10 Incorrect explanation revised

11 Maria's explanation revised based on observational evidence

14 Cell theory explains that all living organisms are made of cells

14 Theory defined

285 DNA and fossils provide evidence for change

286 Evidence of common ancestry from DNA sequences

301 Justify position in favor of or against punctuated equilibrium model

306 Critique early ideas about fossil formation (#1)

71 Compare results against hypothesis

84 Compare class data to predictions

106 Compare experimental results to hypothesis

117 Analyze effects of ramp length on work

112.19.B.03.B

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112.19.B.03.B


The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:use models to represent aspects of the natural world such as human body systems and plant and animal cells

4 Model defined

16 A lung model

18 Cell theory is a conceptual model

29 Cell models

64 Models of organic compounds

65 Model of glucose molecule

76 Modeling carbon compounds

104 Build a scale model of a cell

122 Model of photosynthesis and cellular respiration

232 Build a simple model of a house

258 Punnett square model

264 DNA model -double helix

304 Pedigree model

408 Baggie model for digestion

19 Flip card game

28 Building organic compounds

30 Build a DNA model

63 Building your creature


79 Create a tornado in a jar

81 Modeling mitosis

94 Modeling fertilization

116 Inclined plane model

133 Endocrine system model

134 Create a one-chambered heart model

112.19.B.03.C Scientific investigation and reasoning

The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:identify advantages and limitations of models such as size, scale, properties, and materials

4 Model defined

16 Model defined

18 Scientific models

22 Use data to construct a human population graph

29 Cell models

64 Models of organic compounds

65 Model of glucose molecule

258 Punnett square model

382 Use model to demonstrate differences in speed and force generated (part d)

430 Build a lung model

26 Limits of dichotomous keys

28 Building organic compounds

30 Build a DNA model

71 Use created graph to explain impact of cleaning products


138 Design and test a stethoscope

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112.19.B.03.D


The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content

20 Importance of ethics in medical research

21 Impact of research: Dr. Louis Cantilena

45 Contribution of Carolus Linnaeus

85 Robert Hooke contribution

85 Anton van Leeuwenhoek

85 contribution of Schleiden and Schwann

86 contribution of Rudolf Virchow

162 Benefits of vent research

240 Gregor Mendel contribution

256 Walter Sutton contribution

264 Watson and Crick contribution

267 Importance of sickle cell research

293 contribution of Darwin

349 Impact of brown fat research

112.19.B.04.A

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112.19.B.04.A


The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum

93 Electron microscope

128 Observing the cell cycle with a microscope

132 Digital or triple beam balance

132 Thermometers

164 Microscope

408 Graduated cylinder

13 Microscope


16 Use microscope to view brine shrimp

16 Beakers

31 Digital scale

35 Use microscope to compare plant and animal cells

38 Use microscope to view prepared slides

41 Use beakers to measure vinegar volume

53 Temperature probe

57 Measure wind speed

69 pH probe

71 Measure pH with probe

121 Stopwatch

121 Sling psychrometer

127 Digital scale

135 Stopwatch

145 Balance


147 Metric ruler

148 pH probe

149 Temperature probe

150 Timing devices

112.19.B.04.B

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112.19.B.04.B


The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fireblanket, and a fire extinguisher

0 Lab safety symbols and instructions are found in the investigation manual on the pages after TOC

7 Safety symbols and descriptions

9 Safety equipment

16 Safety goggles, apron

33 Safety goggles and lab apron

127 Safety goggles, apron

112.19.B.05.A Matter and energy

The student knows that interactions occur between matter and energy. The student is expected to:recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis

118 Solar cells and chloroplasts

120 Light is necessary for photosynthesis

130 Sunlight is the source of energy for most ecosystems

140 Role of the Sun in photosynthesis (cycle of energy) explained

143 Photosynthesis and energy

43 How do plants use sunlight to store energy?

43 Investigate photosynthesis

112.19.B.05.B

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112.19.B.05.B

Matter and energy

The student knows that interactions occur between matter and energy. The student is expected to:demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin

40 Nitrogen cycle described

140 Producer and consumers in a simple food chain

144 Energy roles in ecosystems - producers, consumers, decomposers

145 Producers are plentiful

150 The importance of decomposers in nutrient cycles

151 Benefits of composting

153 The carbon cycle explained

154 The water, oxygen, and carbon cycles interconnect

155 The nitrogen and phosphorus cycles

50 Producer, consumer, decomposer


112.19.B.05.C

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112.19.B.05.C

Matter and energy

The student knows that interactions occur between matter and energy. The student is expected to:diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids

140 Draw a food chain (#3a)

145 Energy transfer in ecosystems

145 Food chains explained

146 Energy pyramid defined

147 What is a food web?

148 Sketch an energy pyramid

148 A marine food web

148 Sketch simple food chains

149 Sketch a simple food chain (#3)

150 The flow of energy in ecosystems described

151 Energy flow and nutrient cycles

162 Food webs of the deep

167 Galveston Bay food web

168 Ecosystem research project - construct a food chain

177 Prairie ecosystem food web

49 Investigate the flow of energy through living systems - food web builder

50 Draw a food chain

51 Create an energy pyramid


64 Creating a food web

65 Sketch an energy pyramid for one food chain

112.19.B.06.A Matter and energy

The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur

60 Elements which comprise the human body discussed

62 Elements in living things

64 Carbon compounds in living things

64 Organic compounds

76 Carbon, the building block of life

76 Variety of carbon molecules

27 Investigate organic compounds

29 Organic compounds in food

112.19.B.06.B

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112.19.B.06.B

Matter and energy

The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:distinguish between physical and chemical changes in matter in the digestive system

60 Physical and chemical changes distinguished

69 Classify changes and physical and chemical

71 Evidence of a chemical change

83 Starch breaking down into sugar is a chemical change (#2)

391 Physical changes in digestion

392 Chemical changes in digestion

408 Chemical and physical changes during digestion

31 Investigate chemical changes

124 Investigate physical and chemical digestion

112.19.B.06.C Matter and energy

The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars

33 Cells are made of proteins and carbohydrates

60 Function of carbohydrates

65 Function of carbohydrates

65 Cells use carbohydrates to get and store energy

72 Plants store energy in carbohydrate molecules

73 Diagram - What happens to the starch

74 What is food made of?

83 Starch breaking down into sugar is a chemical change (#2)

27 What do organic compounds have in common?

29 Organic compounds in food

112.19.B.07.A

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112.19.B.07.A

Force, motion, and energy

The student knows that there is a relationship among force, motion, and energy. The student is expected to:contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

370 Definition of work

372 Calculate the work done by a force

116 Work is force multiplied by distance

116 Investigate how ramps help humans do work

117 Distance, force, and work data

112.19.B.07.B Force, motion, and energy

The student knows that there is a relationship among force, motion, and energy. The student is expected to:illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion

36 Energy transformations when eating a sandwich

65 Cells use carbohydrates to get and store energy

66 Cells make lipids to store energy

140 Energy flows within a cycle in ecosystems

143 Photosynthesis and energy

145 Energy transfer in ecosystems

148 Sketch an energy pyramid

150 The flow of energy in ecosystems described

151 Energy flow and nutrient cycles

393 Energy transformations within the body system described

43 Photosynthesis and cellular respiration

43 How do plants use sunlight to store energy?


112.19.B.07.C

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112.19.B.07.C

Force, motion, and energy

The student knows that there is a relationship among force, motion, and energy. The student is expected to:demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism

318 Tropism defined

319 Geotropism illustrated

320 Significance of central vacuole relative to turgor pressure and osmosis

361 Muscles create force

382 Use model to demonstrate differences in speed and force generated (part d)

436 Phototropism in plants

40 Investigate osmosis and diffusion

103 Observe osmosis in leaves


118 Investigate the function of human arm


112.19.B.08.A Earth and space

The student knows that natural events and human activity can impact Earth systems. The student is expected to:predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes

222 Effects of catastrophic events

224 Hurricane Katrina formation and effects

225 How tornadoes form

226 Effects of catastrophic flooding in Texas Hill County discussed

227 Effects of dust and sand storms

230 The Texas Dust Bowl discussed

232 Preparation for catastrophe

78 Investigate impact of catastrophic events on ecosystem

79 Create a tornado in a jar

112.19.B.08.B

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112.19.B.08.B

Earth and space

The student knows that natural events and human activity can impact Earth systems. The student is expected to:analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas

210 Comparing weathering and erosion

211 Soil is the result of weathering

212 Processes of mechanical weathering

214 Agents of chemical weathering

215 Factors that affect the rate of weathering

216 Effects of running water on river valley formation explained

216 Predict land features by location on Texas map

217 Erosion by gravity

218 Depositing and sorting sediment

218 Fast vs. slow water

220 Effects of weathering, erosion, and deposition on Texas ecoregions

226 River valley diagram

73 Investigate impact of coastal erosion

74 Coastal erosion observations

75 Predict what will happen to the coastline


112.19.B.08.C Earth and space

The student knows that natural events and human activity can impact Earth systems. The student is expected to:model the effects of human activity on groundwater and surface water in a watershed

203 Groundwater discussed

204 Effects of human activity on the water cycle

206 Effects of human activity on the water cycle - A water cycle tale

207 Importance of aquifers

208 Human impact on watersheds

69 Investigate human impact on groundwater and surface water

72 Consider impact of disposal methods

112.19.B.09.A

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112.19.B.09.A

Earth and space

The student knows components of our solar system. The student is expected to:analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere

38 Earth is "just right" for supporting life

39 Comparison of conditions on Mars, Venus, and Mercury to Earth

41 Comparing Earth's atmosphere to those of other planets

52 Earth's plants and animals are suited to its environment

112.19.B.09.B Earth and space

The student knows components of our solar system. The student is expected to:identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration

50 NASA's Extravehicular Mobility Unit

112.19.B.10.A

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112.19.B.10.A

Organisms and environments

The student knows that there is a relationship between organisms and the environment. The student is expected to:observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms

142 Pine forest ecosystem described

142 Relationship among organisms, populations, communities, and ecosystems

164 Conduct weekly observations

168 Ecosystem research project

170 Different types of biomes described

172 Microclimate defined

173 Characteristics of biomes

175 Map of Earth's biomes

176 Australian and South American rainforests

177 Texas parks and wildlife website - prairie ecosystems

179 Deserts

181 Grasslands described

182 Features of the Mediterranean woodland and scrub biome

184 Temperate deciduous forests described

185 Tropical rainforests

186 Temperate rainforests

187 The taiga

189 Tundra

194 Biome expedition activity

200 Ecoregion defined

219 Ecoregions discussed


66 Investigate organisms in your biome

67 Record number of each type of organism


112.19.B.10.B

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112.19.B.10.B


The student knows that there is a relationship between organisms and the environment. The student is expected to:describe how biodiversity contributes to the sustainability of an ecosystem

159 Biodiversity in ecosystems

177 The importance of biodiversity

185 Effects of deforestation on rainforest biodiversity

186 Biodiversity and sustainability

201 Biodiversity in prairie ecosystem



112.19.B.10.C Organisms and environments

The student knows that there is a relationship between organisms and the environment. The student is expected to:observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds

140 Primary and secondary succession described

157 Equilibrium and succession

158 Primary succession explained

159 Primary succession example illustrated

160 Secondary succession explained

164 Succession in a microhabitat

55 Investigate succession

56 Draw a map of observed area

112.19.B.11.A Organisms and environments

The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

44 Classification of common animals

46 Using a dichotomous key

47 Make a dichotomous key

48 Using dichotomous keys

25 Use a dichotomous key to identify leaf samples

26 Limits of dichotomous keys

112.19.B.11.B

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112.19.B.11.B


The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb

176 Adaptations of jackrabbits

181 Adaptations of large and small mammals in grasslands

190 Adaptations of animals in alpine tundra

190 Adaptations of plants in alpine tundra

300 Galapagos finch adaptations - beak size and shape

312 Plant adaptation - cuticle helps to retain water

314 Plant adaptations for support, protection, and obtaining nutrients described

326 Plant adaptation -attracting pollinators

340 Examples of vertebrate adaptations described -endotherms vs. ectotherms

340 Internal vs. external fertilization in vertebrates

342 Amphibian adaptations

343 Reptile adaptations

343 Bird adaptations

344 Adaptations of mammals

346 Examples of favorable adaptations described

347 Vertebrate and invertebrate adaptations discussed

348 Behavioral adaptations explained - hibernation and migration

349 Brown fat - a hibernation adaptation

349 Example of migration adaptation in monarch butterflies

65 Describe adaptations of creature

95 Investigate how environment influences traits

96 What is an adaptation?

102 Investigate plant adaptations

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112.19.B.11.C Organisms and environments

The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals

262 Influence of environmental factors on traits

262 Examples of inherited traits - eye color, skin color, height

282 Natural selection introduced

291 Identify relationship between adaptation and function (#1)

292 Darwin's observations of finches at Galapagos

293 Natural selection explained

294 Selective breeding defined

295 Darwin's theory of natural selection explained

296 The process of natural selection

296 Relationship between natural selection and adaptation of favorable traits explained

299 How a new species forms


95 Investigate how environment influences traits

98 Investigate selective breeding

100 Breeding for desired phenotypes

101 Compare prediction about number of generations needed to actual data


112.19.B.12.A Organisms and environments

The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants

291 Identify relationship between adaptation and function (#1)

292 Adaptations of Galapagos finches beaks


312 Plant adaptation - cuticle helps to retain water

340 Examples of vertebrate adaptations described -endotherms vs. ectotherms

352 Adaptations for survival described

65 Describe adaptations of creature

96 What is an adaptation?


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112.19.B.12.B Organisms and environments

The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

362 Structure and function of skeletal system

366 Structure and function of muscular system

368 Bone layer and function table (#3)

377 Structure and function of the integumentary system

379 Match structure of each part to its function (#2)

395 Structure and function of the excretory system

400 Endocrine system function discussed

402 Functions of endocrine glands explained

416 Describing the circulatory system

418 Function of blood vessels

424 Describing the respiratory system

436 Function of the cerebrum (#3)

445 Structure and function of the eye

450 Structure and function of the ear

451 Match structure and function of ear parts

118 Investigate the function of human arm


132 Identify parts which represent the endocrine system

133 Endocrine system model

134 Investigate the heart and blood flow

135 Investigate how heart and lungs help maintain stable conditions

139 Investigate eye structure and function

112.19.B.12.C

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112.19.B.12.C


The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms

33 Levels of organization

34 Five levels of organization in multicellular organisms

37 Levels of organization diagram (#3)

339 Vertebrate organ systems

18 Organizational levels for complex organisms

112.19.B.12.D

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112.19.B.12.D


The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

82 Function of cell membrane

87 Similarities among cells

88 Classifying cells - prokaryotes vs. eukaryotes

91 Animal cell organelles and functions

92 The cell membrane and nucleus

93 Organelles and their functions

93 Structure and function of mitochondria explained

94 Organelles and their functions

95 Plant cell organelles and their functions

96 Function of cell wall

96 Function of central vacuole

99 Protozoans have specialized organelles

108 Cell songs project

112 Structure and function of the cell membrane

116 Relationship between cell size and cell membrane structure

121 Cellular respiration occurs in mitochondria

124 Comparison of cell division process in cells with and without a nucleus

320 Significance of central vacuole relative to turgor pressure and osmosis

333 Animal cells lack cell walls

393 Significance of mitochondria to cellular energy production explained

34 Sketch onion tissues at different magnifications

35 Compare animal and plant cells

36 Animal cell sketches

37 Use observations to compare and contrast plant and animal cells



112.19.B.12.E

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112.19.B.12.E


The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:compare the functions of a cell to the functions of organisms such as waste removal

90 Comparing a cell to a cookie factory

92 The nucleus is the control center

112.19.B.12.F Organisms and environments

The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life

30 Characteristics of living things

31 Characteristics of organisms

32 Is a barnacle alive?

33 Cells discussed

84 Cells carry out the functions of life

86 The cell theory explained

18 Organizational levels for complex organisms

22 Observe characteristics of organisms

23 Processes of living organisms - reproduction, growth


39 Observe euglena, paramecium, and amoeba


112.19.B.13.A

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112.19.B.13.A


The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight

32 Barnacles respond to their environment

187 Animals migrate during freezing months

310 Plant responses to environment discussed

318 Growth responses in plants discussed

319 Phototropism and geotropism described

321 Plant response to gravity explained

323 Predict plant response to microgravity

378 Human body response to sweat described

436 Phototropism in plants

436 Fight or flight response

439 How your body responds to a stimulus

440 How a nerve impulse works

442 Response to stimuli - circadian rhythms

23 Example of response to stimulus


114 Investigate animal response to stimuli

115 Different types of taxes

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The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance

35 Examples of homeostasis - shivering and sweating

350 Immune system responses to disease or illness described

350 Example of homeostasis - thermoregulation

350 Fever and vomiting are adaptive responses to maintaining homeostasis

378 Human body response to sweat described

393 Relationship between thermal energy and human body homeostasis explained

395 Function of excretory system in terms of homeostasis explained

396 Kidneys maintain homeostasis

403 Feedback control systems described

403 Example of feedback control system failure and effects - diabetes

412 Describe the effects of disease

443 The myelin sheath and multiple sclerosis

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The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:define heredity as the passage of genetic instructions from one generation to the next generation

240 Heredity described

249 Trait defined

250 Gregor Mendel's experiments

251 Pea plant traits

253 Dominant and recessive alleles explained

254 Phenotype and genotype explained

256 How traits are passed to offspring

258 Predicting genotype and phenotype

259 Punnett squares and probability

260 Probability of male or female offspring

261 Incomplete dominance and codominance explained

263 Predict phenotypes and genotypes of offspring (#2)

279 Labrador offspring predictions

83 Investigate human traits

85 Dominant and recessive traits

86 Design an experiment to test hypothesis about traits

87 Investigate the role of chance in heredity


90 Make Punnett squares

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The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction

242 Asexual reproduction defined

242 Sexual reproduction defined

243 Meiosis explained

244 What happens during meiosis

245 Diploid, haploid, and fertilization

247 Compare asexual and sexual reproduction

251 Distinguish between self-pollination and cross-pollination

252 Mendel's experiment - cross pollination vs. self-pollination

257 Products of meiosis - haploid gametes

260 Probability of male or female offspring

272 Identical vs. fraternal twins

274 Chromosome square dance activity

324 Pollination described

326 Flowering plants reproduce by pollination

336 Asexual reproduction in sponges

337 Sexual reproduction in echinoderms

342 Reproduction and life cycle of amphibians explained

344 Reproduction in mammals

400 Sexual and asexual reproduction discussed

80 Compare asexual and sexual reproduction

82 Modeling meiosis

92 What is the diploid number

94 Modeling fertilization

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The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

67 DNA defined

125 Role of chromosomes in reproduction

240 DNA is the genetic material

249 Trait defined

250 Gregor Mendel's experiments

251 Pea plant traits

253 Dominant and recessive alleles explained

253 A gene determines traits

254 Phenotype and genotype explained

260 Sex chromosomes

261 Incomplete dominance and codominance explained

262 Inheritance - polygenic traits, multiple alleles

264 DNA structure

267 Mutations explained

297 The importance of mutations

302 Effects of red blood cell mutation - sickle cell disease

85 Dominant and recessive traits


91 Investigate the relationship among genes, chromosomes, and DNA

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CORRELATION TO Texas Essential Knowledge and Skills …freyscientific.com/FREY/media/downloads/cpo/curriculum/texas/... · CPO Texas • Grade 7 CORRELATION TO Texas Essential Knowledge