Science
Grade: 7
SCI 100 Integrated (Life/Physical) Science I
No graduation credit
5 days per week; 1 year
Taught in English
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This is a required course for all 7 grade students in the Mexican and/or U.S. diploma program. Major content areas in
the Life Science domain include reproduction and genetics, cell processes, respiratory systems and ecosystems. Major
content areas in the Physical Science domain include structure of the atom and the periodic table, combining of atoms,
states of matter, electricity and magnetism, and the oceans. Students will learn to use the scientific method to solve
problems.
Textbook: Biggs, Daniel, et.al. Science (Level Green). Glencoe/McGraw/Hill (2003 Edition)
Benchmark Code-Subject: Science = S
Strand 1: Life Science
Strand 2: Chemistry
Strand 3: Earth Science
Strand 4: Physics
Benchmark Code - Subject.Grade.Strand letter.Standard#.Benchmark#
Example: S.7.1.3.13 – Science, Grade 8, Strand 1, Standard 3, Benchmark 13
Strand 1: Life Science
Standard 1: The student differentiates between sexual and asexual reproduction.
Benchmark Code
Benchmark
S.7.1.1.1
The student will identify the process of reproduction as a common
characteristic that distinguishes living organisms.
S.7.1.1.2
The student will analyze the main differences and similarities between
sexual and asexual reproduction.
S.7.1.1.3
The student will recognize the importance of sexual reproduction as a
source of variation in organisms.
Standard 2: The student analyzes the adaptations of an organism through reproduction and their
relationships with the environment.
Benchmark Code
Benchmark
S.7.1.2.1
The student will explain the diversity of traits in the reproduction of
living organisms through graphical means.
S.7.1.2.2
The student will relate mitosis with an organism’s cell division and its
development.
S.7.1.2.3
The student will compare the processes of mitosis and meiosis in
terms of the type of cells that carry them out.
Standard 3: The student compares the characteristics of cellular divisions and the formation of
gametes: mitosis and meiosis.
Benchmark Code
Benchmark
S.7.1.3.1
The student will relate mitosis with cell division of an organism and
its development.
S.7.1.3.2
The student will compare the mitosis and meiosis processes in terms
of the types of cells that carry them and their products.
S.7.1.3.3
The student will recognize the relationship between meiosis with
gamete formation and sexual reproduction.
Standard 4: The student understands the relationships between phenotype, genotype,
chromosomes.
Benchmark
Benchmark Code
S.7.1.4.1
S.7.1.4.2
The student will establish the difference between phenotype and
genotype.
The student will identify chromosomes as cellular structures that
contain genetic information.
S.7.1.4.3
The student will recognize the role of chromosomes and genes in the
transmission of an organism’s biological characteristics.
Standard 5: The student explores the historical development of manipulation methods.
Benchmark
Benchmark Code
S.7.1.5.1
The student will identify the close relationship between scientific
knowledge and technology in the advances of genetic manipulation.
S.7.1.5.2
The student will manifest informed openness and skepticism through
participation in debates related with the ecological, ethical and social
implications of genetic manipulation.
Standard 6: The student compares different respiratory structures of living organisms.
Benchmark Code
Benchmark
S.7.1.6.1
The student will identify the main respiratory structures of plants and
animals.
S.7.1.6.2
The student will analyze differences and similarities between the
respiratory structures of different living organisms.
S.7.1.6.3
The student will recognize that adaptations in respiration of living
organisms are a product of millions of years of evolution.
Standard 7: The student compares and contrasts anaerobic and aerobic respiration.
Benchmark
Benchmark Code
S.7.1.7.1
The student will explain the main differences between anaerobic and
aerobic respiration in relation to the type of organisms.
S.7.1.7.2
The student will compare the characteristics of anaerobic organisms
and the environments in which they develop.
S.7.1.7.3
The student will recognize the importance of cheese, bread and wine
as technical processes that predate the discovery of anaerobic
respiration.
S.7.1.7.4
S.7.1.7.5
S.7.1.7.6
The student will compare breathing and respiration.
The student will describe the mechanism of inhalation and exhalation.
The student will identify the most common respiratory diseases and
disorders.
Standard 8: The student determines the relationship of respiration and photosynthesis using the
carbon cycle.
Benchmark
Benchmark Code
S.7.1.8.1
The student will relate the processes of respiration and photosynthesis
with oxygen and carbon dioxide interaction in the atmosphere.
S.7.1.8.2
The student will recognize the importance of respiration and
photosynthesis processes in ecosystem dynamics.
S.7.1.8.3
The student will represent and explain the carbon cycle through
graphical and tridimensional models.
Standard 9: The student discovers how materials move through the body.
Benchmark
Benchmark Code
S.7.1.9.1
S.7.1.9.2
S.7.1.9.3
The student will compare and contrast arteries, veins, and capillaries.
The student will explain how blood moves through the heart.
The student will identify the functions of the pulmonary and systemic
circulations systems.
S.7.1.9.4
S.7.1.9.5
The student will identify the parts and functions of blood.
The student will explain why blood types are checked before a
transfusion.
S.7.1.9.6
The student will give examples of diseases of blood.
S.7.1.9.7
The student will describe the functions of the lymphatic system.
S.7.1.9.8
The student will identify where lymph comes from.
S.7.1.9.9
The student will explain how lymph organs help fight infections.
Standard 10: The student describes the parts of the digestive system.
Benchmark
Benchmark Code
S.7.1.10.1
The student will distinguish the differences between mechanical
digestion and chemical digestion.
S.7.1.10.2
The student will identify the organs of the digestive system and what
takes place in each.
S.7.1.10.3
The student will explain how homeostasis is maintained in digestion.
Standard 11: The student analyzes the importance of ecosystems.
Benchmark
Benchmark Code
S.7.1.11.1
The student will identify places where life is found on Earth.
S.7.1.11.2
The student will define Ecology.
S.7.1.11.3
The student will observe how the environment influences life.
S.7.1.11.4
The student will identify methods for estimating population sizes.
S.7.1.11.5
The student will explain how competition limits population growth.
S.7.1.11.6
The student will list factors that influence changes in population size.
S.7.1.11.7
The student will describe how organisms obtain energy for life.
S.7.1.11.8
The student will explain how organisms interact.
S.7.1.11.9
The student will recognize that every organism occupies a niche.
Strand 3: Earth Sciences
Standard 1: The student investigates the relationship of the planets to the sun in the solar system.
Benchmark
Benchmark Code
S.7.3.1.1
The student will compare the Sun-centered and Earth-centered models
of the solar system.
S.7.3.1.2
The student will describe current models of the formation of the solar
system.
S.7.3.1.3
The student will list the inner planets in their relative order from the
Sun.
S.7.3.1.4
The student will describe important characteristics of each inner
planet.
S.7.3.1.5
The student will compare and contrast Venus and Earth.
S.7.3.1.6
The student will describe the major characteristics of Jupiter, Saturn
and Neptune.
S.7.3.1.7
The student will explain why Pluto is not classified as a planet any
longer and its differences from the other outer planets.
S.7.3.1.8
The student will describe where comets come from and how a comet
develops as it approaches the Sun.
S.7.3.1.9
The student will distinguish among comets, meteoroids, and asteroids.
Standard 2: The student determines how the oceans and waves are affected by external factors.
Benchmark
Benchmark Code
S.7.3.2.1
S.7.3.2.2
S.7.3.2.3
S.7.3.2.4
S.7.3.2.5
S.7.3.2.6
S.7.3.2.7
The student will identify the origin of the water in Earth’s oceans.
The student will explain how dissolved salts and other substances get
into seawater.
The student will describe the composition of seawater.
The student will explain how winds and the Coriolis effect surface
currents.
The student will discuss the temperatures of coastal waters.
The student will describe density currents.
The student will describe wave formation.
S.7.3.2.8
The student will distinguish between the movement of water particles
in the wave and the movement of the wave.
S.7.3.2.9
The student will explain how ocean tides form.
Standard 3: The student analyzes the cause and effect of atmospheric pollution: global warming
and the increase of the greenhouse effect.
Benchmark Code
Benchmark
S.7.3.3.1
The student will analyze the main causes of atmospheric pollution and
its effects on air quality.
S.7.3.3.2
The student will identify carbon dioxide as one of the main
greenhouse gases and the risks of its accumulation in the atmosphere.
S.7.3.3.3
The student will recognize the social importance of several
innovations that favor air quality.
Strand 4: Physics
Standard 1: The student develops his/her own meaningful questions to conduct careful
investigations for the understanding of scientific concepts.
Benchmark Code
Benchmark
S.7.4.1.1
The student will select and use appropriate tools and technology
(including calculators, computers, balances, spring scales
microscopes, and binoculars) to perform tests, collect data, and
display data.
S.7.4.1.2
S.7.4.1.3
S.7.4.1.4
S.7.4.1.5
The student will use a variety of print and electronic resources
(including the World Wide Web) to collect information and evidence
as part of a research project.
The student will communicate the logical connections among
hypothesis, science concepts, collected test-conducted data, and
conclusions drawn from scientific evidence.
The student will construct scale models, maps, and appropriately
labeled diagrams to communicate scientific knowledge (e.g., motion
of the Earth’s Plates and cell structure).
The student will communicate the steps and results from an
investigation in written reports and oral presentations.