TEKS for Science Grade 7

(7.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations;

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(7.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
• The Scientific Method: How We Know What We Know
  http://www.beyondbooks.com/lif71/1f.asp
  

(B) collect data by observing and measuring;

(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;

(D) communicate valid conclusions;

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

(7.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

Students can use the content from Beyond Books science programs to help achieve this standard.


(B) draw inferences based on data related to promotional materials for products and services;

(C) represent the natural world using models and identify their limitations;

Students can use the content from Beyond Books science programs to help achieve this standard.


(D) evaluate the impact of research on scientific thought, society, and the environment;

Students can use the content from Beyond Books science programs to help achieve this standard.


(F) connect Grade 7 science concepts with the history of science and contributions of scientists.

Students can use the content from Beyond Books science programs to help achieve this standard.

(7.4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:

(A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses;

(B) collect and analyze information to recognize patterns such as rates of change.

(7.5) Science concepts. The student knows that an equilibrium of a system may change. The student is expected to:

(A) describe how systems may reach an equilibrium such as when a volcano erupts.
• The Water Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/3.asp
  
• Ocean Basins
  http://www.beyondbooks.com/ear81/4e.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/5c.asp
  
• Stratosphere: The Ozone Zone
  http://www.beyondbooks.com/ear81/6c.asp
  
• Earth's Climate AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/7.asp
  
• How's the Weather? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/8.asp
  
• Volcanoes: Part 1 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/4.asp
  
• Volcanoes: Part 2 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/5.asp
  
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  

(B) observe and describe the role of ecological succession in maintaining an equilibrium in an ecosystem.
• Ecology: Organisms and Their Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/9.asp
  
• Ecological Succession
  http://www.beyondbooks.com/lif72/9d.asp
  

(7.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

A) demonstrate basic relationships between force and motion using simple machines including pulleys and levers;

(B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force.

• The Spin We're In
  http://www.beyondbooks.com/ear81/2a.asp
  

(C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings.
• Support and Movement
  http://www.beyondbooks.com/lif72/8a.asp
  
• Circulatory and Respiratory Systems
  http://www.beyondbooks.com/lif72/8d.asp
  
• The Nervous System
  http://www.beyondbooks.com/lif72/8e.asp
  

(7.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A)identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood;

(B) describe physical properties of elements and identify how they are used to position an element on the periodic table;

(C)recognize that compounds are composed of elements.

• Atoms and Molecules
  http://www.beyondbooks.com/lif71/3a.asp
  
• It Starts With a Little Chemistry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/3.asp
  

(7.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water;
• The Water Cycle
  http://www.beyondbooks.com/ear81/3.asp
  
• Evaporation
  http://www.beyondbooks.com/ear81/3a.asp
  
• Condensation
  http://www.beyondbooks.com/ear81/3b.asp
  
• Surf's Up! All About Waves
  http://www.beyondbooks.com/ear81/4b.asp
  
• Seismic Measurement
  http://www.beyondbooks.com/ear82/3c.asp
  
• Earthquake Effects
  http://www.beyondbooks.com/ear82/3d.asp
  

(B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis.
• Here Comes the Sun
  http://www.beyondbooks.com/ear81/1c.asp
  
• Lakes, Swamps, and Marshes
  http://www.beyondbooks.com/ear81/5a.asp
  
• There's Something in the Air
  http://www.beyondbooks.com/ear81/6a.asp
  
• Metabolism
  http://www.beyondbooks.com/lif71/1b.asp
  
• Energy for Life AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/6.asp
  

(7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A)identify the systems of the human organism and describe their functions;
• Human Biology
  http://www.beyondbooks.com/lif72/8.asp
  

(B)describe how organisms maintain stable internal conditions while living in changing external environments.
• Response to Environment
  http://www.beyondbooks.com/lif71/1e.asp
  
• Regulation
  http://www.beyondbooks.com/lif72/7c.asp
  

(7.10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring;
• Reproduction
  http://www.beyondbooks.com/lif71/1c.asp
  
• Growth and Reproduction AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/7.asp
  

(B) compare traits of organisms of different species that enhance their survival and reproduction;
• Reproduction
  http://www.beyondbooks.com/lif71/1c.asp
  
• Bacteria and Viruses AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/2.asp
  
• Protists, Fungi, and the Origin of Multicellularity AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/3.asp
  
• Plants: Energy Converters AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/4.asp
  
• Invertebrate Animals: Rulers of the Animal Kingdom AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/5.asp
  
• Vertebrate Animals AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/6.asp
  
• Mammals 'R' Us AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/7.asp
  
• Human Biology AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/8.asp
  

(C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.
• Genetics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/8.asp
  

(7.11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli;

(B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.

• Response to Environment
  http://www.beyondbooks.com/lif71/1e.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  

(7.12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A) identify components of an ecosystem;
• Ecosystems = Organized Energy Exchange
  http://www.beyondbooks.com/lif71/2a.asp
  
• Ecology: Organisms and Their Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/9.asp
  

(B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources;
• Ecosystems = Organized Energy Exchange
  http://www.beyondbooks.com/lif71/2a.asp
  
• Ecology: Organisms and Their Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/9.asp
  

(C) describe how different environments support different varieties of organisms;
• Ecology: Organisms and Their Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/9.asp
  
• Oceanography
  http://www.beyondbooks.com/ear81/4.asp
  
• Oceanic Layers and Composition
  http://www.beyondbooks.com/ear81/4a.asp
  
• Ocean Basins
  http://www.beyondbooks.com/ear81/4e.asp
  
• Oceanic Ice
  http://www.beyondbooks.com/ear81/4f.asp
  
• Lakes, Swamps, and Marshes
  http://www.beyondbooks.com/ear81/5a.asp
  
• Surface Water Systems and Society
  http://www.beyondbooks.com/ear81/5e.asp
  
• Climate Zones
  http://www.beyondbooks.com/ear81/7a.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• Early Earth History
  http://www.beyondbooks.com/ear82/10d.asp
  
• Middle to Recent History
  http://www.beyondbooks.com/ear82/10e.asp
  
• Abiotic Factors
  http://www.beyondbooks.com/lif71/5.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  

(D) observe and describe the role of ecological succession in ecosystems.
• Ecological Succession
  http://www.beyondbooks.com/lif72/9d.asp
  

(7.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day;
• Here Comes the Sun
  http://www.beyondbooks.com/ear81/1c.asp
  
• The Spin We're In
  http://www.beyondbooks.com/ear81/2a.asp
  
• Night and Day
  http://www.beyondbooks.com/ear81/2b.asp
  
• The Reasons for Seasons
  http://www.beyondbooks.com/ear81/2d.asp
  
• Temperature Factors
  http://www.beyondbooks.com/ear81/7b.asp
  
• Solar Effects
  http://www.beyondbooks.com/ear81/9b.asp
  

(B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon.
• Fly Me to the Moon
  http://www.beyondbooks.com/ear81/1e.asp
  
• Tidal Force
  http://www.beyondbooks.com/ear81/2c.asp
  

(7.14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:

(A) describe and predict the impact of different catastrophic events on the Earth;

(B) analyze effects of regional erosional deposition and weathering;

• Runoff
  http://www.beyondbooks.com/ear81/3g.asp
  
• Continental Margins
  http://www.beyondbooks.com/ear81/4d.asp
  
• Rivers and Streams
  http://www.beyondbooks.com/ear81/5b.asp
  
• Weathering and Soils
  http://www.beyondbooks.com/ear82/8.asp
  
• Weathering Processes
  http://www.beyondbooks.com/ear82/8a.asp
  
• Rivers
  http://www.beyondbooks.com/ear82/9c.asp
  

(C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.
• Human Impact on the Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/10.asp
  
• Precipitation
  http://www.beyondbooks.com/ear81/3d.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/3e.asp
  
• Runoff
  http://www.beyondbooks.com/ear81/3g.asp
  
• Continental Margins
  http://www.beyondbooks.com/ear81/4d.asp
  
• Oceanic Ice
  http://www.beyondbooks.com/ear81/4f.asp
  
• Surface Water Systems AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/5.asp
  
• There's Something in the Air
  http://www.beyondbooks.com/ear81/6a.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• Climatic Change
  http://www.beyondbooks.com/ear81/7d.asp
  
• The Nitrogen Cycle
  http://www.beyondbooks.com/ear82/11a.asp
  
• The Carbon Cycle
  http://www.beyondbooks.com/ear82/11b.asp
  
• The Oxygen Cycle
  http://www.beyondbooks.com/ear82/11c.asp
  
• Our Role in Earth's Future AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/12.asp