Seventh Grade (Grade 7) Science Worksheets, Tests, and Activities. Print our Seventh Grade (Grade 7) Science worksheets and activities, or administer them as online tests. Our worksheets use a variety of high-quality images and some are aligned to Common Core Standards.
Unit 1: Pure Substances and Mixtures |
Unit 2: Heat |
Unit 3: Structural Strength and Stability |
Unit 4: The Earth's Crust |
Unit 5: Interactions Within Ecosystems |
Unit 6: Skills Handbook |
UNIT 1: PURE SUBSTANCES AND MIXTURES Unit Overview Getting Started: What Are Things Made Of? |
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1.1 | Inquiry Investigation: Classifying Substances |
1.2 | Pure Substances and Mixtures |
1.3 | Inquiry Investigation: Filtering Mechanical Mixtures |
1.4 | Inquiry Investigation: Are All Solvents Alike? |
1.5 | How Do Solutions Form? |
1.6 | Case Study: Flaky Baking |
1.7 | Inquiry Investigation: The Rate of Dissolving |
1.8 | Saturated or Unsaturated? |
1.9 | Inquiry Investigation: Solubility and Saturation |
1.10 | Inquiry Investigation: Separating Mixtures |
1.11 | Using Gases |
1.12 | Products for Raw Materials |
1.13 | Design Investigation: Concrete for Construction |
1.14 | Inquiry Investigation: Solvents in the Laundry |
1.15 | The Importance of Water |
1.16 | Testing Water Quality |
1.17 | Inquiry Investigation: How Hard is the Water? |
1.18 | Household Hazardous Waste |
1.19 | Explore an Issue: Cleaning Up Our Water |
1.20 | Career Profile: Wetlands Preservation |
1.21 | Water Additives |
Design Challenge: Design and Build a System that Separates or Purifies Materials | |
Summary | |
Review |
UNIT 2: HEAT Unit Overview Getting Started: Thinking about Heat and Temperature |
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2.1 | Inquiry Investigation: Identifying Temperatures |
2.2- 2.3 | Inquiry Investigation: Heating and Cooling |
2.4-2.5 | Measuring Temperature |
2.6-2.7 | Case Study: Temperature and the Tomato |
2.8-2.9 | Temperature, Heat, and the Particle Theory |
2.10 | Inquiry Investigation: Ice to Water to Steam |
2.11 | The Particle Theory and Changes of State |
2.12 | Inquiry Investigation: Heat and Convection |
2.13 | Heat and Weather Patterns |
2.14 | Design Investigation: Heat and Conduction |
2.15 | Career Profile: At the Scene of the Crime |
2.16 | Inquiry Investigation: Radiation |
2.17 | Heat and the Water Cycle |
2.18 | Heating Homes |
2.19 | Explore an Issue: Wasting Heat |
2.20 | Inquiry Investigation: Controlling Heat Transfer |
2.21 | Inquiry Investigation: Heating Various Liquids |
2.22 | Comparing Heat Capacities |
Inquiry Investigation: Using Mechanical Ways to Produce Heat | |
Producing Heat | |
Case Study: Heat Pollution | |
Solar Heating | |
Design Challenge: Design and Build a Device that Controls or Uses Heat | |
Summary | |
Review |
UNIT 3: STRUCTURAL STRENGTH AND STABILITY Unit Overview Getting Started: Designing Products |
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3.1 | The Life Cycle of a Product |
3.2 | Product Testing |
3.3 | Case Study: Planning to Fly |
3.4 | Stability |
3.5 | Case Study: Stabilizing the Tower of Pisa |
3.6 | Career Profile: Building Sets for Television |
3.7 | Explore an Issue: Planned Obsolescence |
3.8 | Forces and Structures |
3.9 | Inquiry Investigation: Applying Force |
3.10 | Loads |
3.11 | Design Investigation: Determining Factor of Safety |
3.12 | Tension, Compression, Torsion, and Shear |
3.13 | Choosing Structures |
3.14 | Finding Stability in Symmetry |
3.15 | Inquiry Investigation: A Stronger Beam |
3.16 | Design Investigation: A Stronger Structure |
3.17 | Strengthening Structures |
3.18 | Design Investigation: Getting Under Foot |
3.19 | Case Study: Fasteners and Function |
3.20 | Design Investigation: Designing a Childproof Container |
3.21 | Making Bridges |
3.22 | Design Investigation: Bridging the Gap |
Design Challenge: Design and Build a Structure for Everyday Life | |
Summary | |
Review |
UNIT 4: THE EARTH'S CRUST Unit Overview Getting Started: Where Do Rocks Come From? |
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4.1 | Earth: A Layered Planet |
4.2 | Minerals: Building Blocks of Rocks |
4.3 | How Minerals are Mined and Processed |
4.4 | Inquiry Investigation: Mining Chocolate Chips |
4.5 | Explore an Issue: Mining for Minerals |
4.6 | Erosion and Weathering |
4.7 | Learning About Soil |
4.8 | Inquiry Investigation: Components of Soil |
4.9 | Soil and Plant Growth |
4.10 | Case Study: Farming and the Soil |
4.11 | Erosion: Carving the Landscape |
4.12 | Inquiry Investigation: Mountains to Molehills |
4.13 | Mountains to Rock |
4.14 | Fossils: Rock's Timekeepers |
4.15 | Case Study: Drifting Continents |
4.16 | Moving Plates |
4.17 | Inquiry Investigation: Earthquakes, Volcanoes, and Mountain Ranges |
4.18 | Career Profile: Cracking the Secrets of the Earth's Crust |
4.19 | Design Investigation: Preparing for Earthquakes |
4.20 | Mountains from Rocks |
4.21 | Igneous and Metamorphic Rocks |
4.22 | Volcanoes: Mountains from Magma |
Design Challenge: Design and Build a Model for Using the Earth Responsibly | |
Summary | |
Review |
UNIT 5: INTERACTIONS WITHIN ECOSYSTEMS Unit Overview Getting Started: Environmental Issues |
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5.1 | Bear Necessities |
5.2 |
The Organization of Life |
5.3 | Case Study: Adaptations for Survival |
5.4 | A Landfill Ecosystem |
5.5 | Inquiry Investigation: What Belongs in a Landfill? |
5.6 | Cycling of Matter |
5.7 | Microbes in Ecosystems |
5.8 | Inquiry Investigation: Nutrient Recycling and Plant Growth |
5.9 | Career Profile: Field Biologist |
5.10 | Ecological Pyramids |
5.11 | Case Study: Pesticides: Poisons in the Food Chain |
5.12 | The Water Cycle |
5.13 | Case Study: Choosing a Waste Disposal Site |
5.14 | Rethinking Before Recycling |
5.15 | Explore an Issue: Garbage and the Community |
5.16 | Acid in the Water Cycle |
5.17 | Inquiry Investigation: Environmental Models |
5.18 | The Carbon Cycle |
5.19 | Case Study: Solutions for Global Warming |
5.20 | Case Study: Succession |
5.21 | Logging Old Growth Forest |
Design Challenge: Design and Build a Solution to the Landfill Problem | |
Summary | |
Review |
Unit 6: SKILLS HANDBOOK Unit Overview Safety in Science & Technology |
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Process of Scientific Inquiry | |
2A |
Process of Scientific Inquiry |
2B | Asking a Question |
2C | Predicting and Hypothesizing |
2D | Identifying Variables and Controls |
Process of Design | |
3A | The Problem-Solving Cycle |
3B | Identifying a Problem |
3C | Selecting the Best Alternative |
3D | Planning a Prototype |
3E | Building a Prototype |
3F | Testing and Evaluating a Prototype |
3G | Patents, Trademarks, & Copyrights |
Researching | |
4A | Research Skills |
4B | Interviewing and Survey Skills |
4C | Critical Thinking |
Using Equipment in Science & Technology | |
5A | Using the Microscope |
5B | Working with Scales and Balances |
5C | Using Other Scientific Equipment |
5D | Using Technology Equipment |
5E | Fabrication Techniques |
Observing and Recording Data | |
6A | Obtaining Qualitative Data |
6B | Obtaining Quantitative Data |
6C | Scientific & Technical Drawing |
6D | Creating Data Tables |
Analyzing Results | |
7A | The Need to Graph |
7B | Reading a Graph |
7C | Constructing Graphs |
7D | Using Math in Science & Technology |
7E | Reaching a Conclusion |
7F | Reflecting on Your Work |
Communicating | |
8A | Writing a Report |
8B | Creating a Design Folder |
8C | Multimedia Presentations |
8D | Exploring an Issue |
Study Skills | |
9A | Setting Goals and Monitoring Progress |
9B | Good Study Habits |
9C | Using Your Computer Effectively |
9D | Working Together |
9E | Graphic Organizers |
Iris R.Weiss (Chair) is president of Horizon Research, Inc. (HRI) in Chapel Hill, North Carolina. Prior to establishing HRI in 1987, Dr. Weiss was senior research scientist at the Research Triangle Institute. Her activities have included directing national surveys of science and mathematics teachers; evaluating science and mathematics education projects and systemic reform efforts; and providing technical assistance to agencies and professional organizations such as the U.S. Department of Education, American Association for the Advancement of Science, Council of Chief State School Officers, National Council of Teachers of Mathematics, National Science Teachers Association, and Office of Technology Assessment. She is currently directing the design and implementation of an 80-project cross-site evaluation of National Science Foundation’s Local Systemic Change Initiative; the development of a database of materials for the professional development of mathematics and science teachers; and an observational study of a sample of more than 400 mathematics and science classes throughout the United States. Dr. Weiss has a B.S. in biology from Cornell University, a master’s in science education from Harvard University, and a Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill.
William Browder is a professor of mathematics at Princeton University and a member of the National Academy of Sciences. After teaching at the University of Rochester and Cornell Univer-
sity, he joined the Princeton Mathematics Department in 1963, and served as chairman from 1971–73. He served as an editor of the Annals of Mathematics from 1969–81. Among the many visiting positions he has held are appointments at the universities of Oxford, Paris, Chicago, Northwestern, Aarhus, as well as the Institute for Advanced Study and the Max Planck Institute in Bonn. He was chairman of the Office of Math Sciences of the National Research Council from 1978–84. In this position, he organized the David Committee Study on the health of the mathematical sciences, as well as serving as chairman of the briefing panel for mathematics for the White House Office of Science and Technology Policy. Dr. Browder has been elected to many offices in the American Mathematical Society including a member of the Council and vice president, and served as president from 1989–91. Dr. Browder received his undergraduate degree from MIT, and a Ph.D. from Princeton.
Gail Burrill is a senior program officer and director of the Mathematical Sciences Education Board at the National Research Council. She was a secondary teacher and department chair in suburban Milwaukee, Wisconsin, for over 25 years and spent time as an associate researcher at the University of Wisconsin-Madison. She is a past president of the National Council of Teachers of Mathematics. As an instructor for Teachers Teaching with Technology, she conducts workshops around the country on using technology in the classroom. Her honors include the Presidential Award for Excellence in Teaching Mathematics and the Wisconsin Distinguished Educator Award. She was elected a fellow of the American Statistical Association and was awarded an honorary doctorate degree from Rose-Hulman Institute of Technology. She was on the National Board for Professional Teaching Standards, is currently a member of the Advisory Board of the Woodrow Wilson National Fellowship Foundation, and a director of the senior high school component of the Park City Mathematics Institute. The
author of numerous books and articles on statistics and mathematics education, she has spoken nationally and internationally on issues in mathematics education. She has an undergraduate degree in mathematics from Marquette University and a master’s in mathematics from Loyola University of Chicago.
Maria Alicia Lopez Freeman is the executive director of the California Science Project and the director for the Center for Teacher Leadership in Language and Status Issues. She has taught chemistry and physics in large urban inner-city high schools and served as department chairperson. For the past 10 years, she has been working in science professional development, science education research, and educational change. She is currently involved in science education research primarily through the development of case studies focused on teachers and students of color in science programs. She served on the National Commission on Mathematics and Science Teaching for the 21st Century. She was twice elected the chairperson of the California Curriculum Development and Supplemental Materials Commission, an advisory body to the California State Board of Education. She was actively involved with the development of the National Science Education Standards as a member of the Working Group on Science Teaching Standards. She served as a member of the committee on Adolescence and Young Adulthood Science Standards for the National Board for Professional Teaching Standards. She was appointed to the Expert Panel in Mathematics and Science Education for the U.S. Department of Education and served on the board of directors of BSCS. Ms. Lopez Freeman has a degree in chemistry and physics and a master’s degree in educational leadership and change from Immaculate Heart College.
Michael Fullan is the dean of the Ontario Institute for Studies in Education of the University of Toronto. He has developed a number of partnerships designed to bring about major school
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improvement and educational reform. He participates as researcher, consultant, trainer, and policy advisor on a range of educational change projects with school systems, teachers’ federations, research and development institutes, and government agencies in Canada and internationally. Dr. Fullan is currently leading the evaluation team conducting a four-year assessment of England’s National Literacy and Numeracy Strategy. His most recent books are The New Meaning of Educational Change (3rd Edition) and Leading in a Culture of Change. He has a Ph.D. in sociology from the University of Toronto.
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Margaret Goertz is a professor of education policy and a co-director of the Consortium for Policy Research in Education (CPRE) at the Graduate School of Education, University of Pennsylvania, where she directs the CPRE research program in education policy and governance. Over the past 20 years, she has studied education finance systems, with particular attention to education policy and intergovernmental relations, and to fiscal and programmatic equity and students with special needs. Her current research focuses on how states, school districts, schools, and teachers implement federal and state standards, assessment, and accountability policies. Dr. Goertz recently completed a study for the U.S. Department of Education of accountability policies in all 50 states and their interface with Title I policies, and a more in-depth study of how teachers, schools, and school districts implement state standards, assessment, and accountability policies in eight states and 23 school districts. She has published five books and more than three dozen chapters, articles, and monographs on education policy and education finance. Dr. Goertz has a Ph.D. in social science from the Maxwell School of Syracuse University.
Karen S.Hollweg is senior program officer and directs the Committee on Science Education K-12 at the National Research Council. Prior to joining the NRC, she worked as a public school
science teacher and district administrator and directed community-based education projects. As the principal investigator of many National Science Foundation grants, she has led the design, implementation, and dissemination of informal science education, teacher enhancement, and curriculum development projects. Ms. Hollweg has authored many books and articles about urban ecosystem education, scientist-teacher collaborations, and team-based professional development. She has served on advisory committees and boards of many national education projects and organizations, and has been a consultant on environmental education projects internationally. Ms. Hollweg has a B.A. in biology and a M.A. in science education from Stanford University.
Michael S.Knapp is currently professor and chair, Educational Leadership and Policy Studies, at the University of Washington, and also director of the Center for the Study of Teaching and Policy, a national Research and Development Center supported by the U.S. Department of Education. Dr. Knapp’s teaching and research focuses on educational policy-making and policy implementation, the connections between policy and classroom practice or school improvement, and the ways education serves various populations, especially disenfranchised groups. Dr. Knapp’s research pays special attention to the influence of leadership and policy environments on the quality of teaching, the teacher workforce, and the development of teachers’ capacities. In both his working experience as a junior high school science teacher and as a policy researcher, Dr. Knapp’s work has often focused on mathematics and science education, and how it can be improved. Dr. Knapp has written extensively about his research, including several recent books, Teaching for Meaning in High-Poverty Classrooms and Paths to Partnership: University and Community as Learners in Interprofessional Education. Dr. Knapp received a Ph.D. in sociology of education from Stanford University.
Paul LeMahieu is Hawaii’s State Superintendent. In the past, Dr. LeMahieu served as principal investigator for the Delaware Statewide Systemic Initiative for the reform of mathematics and science education, and served for 11 years as director of research, evaluation, and student assessment for the Pittsburgh (Pennsylvania) Board of Public Education. He has received major awards for his contributions to educational theory and practice from the American Educational Research Association, Evaluation Research Society, Buros Institute of Measurement, National Association of Test Directors, and Association for Supervision and Curriculum Development. Dr. LeMahieu has served as president of the National Association of Test Directors and vice president of the American Educational Research Association. He has degrees from Yale College (A.B., 1974), Harvard University (Ed.M., 1977), and the University of Pittsburgh (Ph.D., 1983).
Mari Muri is a mathematics consultant for the Connecticut State Department of Education. Ms. Muri has been a co-principal investigator for Connecticut’s National Science Foundation State Systemic Initiative Award, the co-author of Mathematics Activities for Elementary School Teachers: A Problem Solving Approach, 4th Edition, and a member of the National Council of Teachers of Mathematics writing team of Assessment Standards for School Mathematics, 1995. She has taught at the elementary school level and since 1985 at the postsecondary school level. Her awards include the Robert A. Rosenbaum Award for Excellence in Serving the Connecticut Mathematics Community from the Association of Teachers of Mathematics in Connecticut; Connecticut 1994 Educational Leader of the Year; and Who’s Who in American Education, 1993. She was a member of the Association of State Supervisors of Mathematics Executive Board from 1995–99, and its president from 1996–98. She has also been on the executive board of the Association of Teachers of Mathematics in Connecticut from 1988 to the present. Ms. Muri is a member of the National Educational Honor Societies and the
Mathematical Sciences Education Board. She has been active in professional workshops, activities, presentations, and community service. She has a master’s degree in education from Eastern Connecticut State University and a Sixth-year Certificate in Educational Leadership from the University of Connecticut.
Patrick M.Shields is director of the Center on Education Policy at SRI International. Dr. Shields is also currently director of research for Teaching and California’s Future, an examination of the status of the teaching workforce in the state and is co-director of the evaluation of the Pew Network for Standards-Based Reform. In these positions, he has had the opportunity to examine issues surrounding standards, teacher professional development, and assessment. Dr. Shields’ career has been devoted to research on efforts to improve schooling, especially for students at risk of failure. His most recent publications include When Theory Hits Reality: Standards-Based Reform in Urban Districts and The Status of the Teaching Profession 2000. Dr. Shields serves on the National Council of Mathematics Standards Impact Research Group. He holds a Ph.D. in educational policy from Stanford University.
Judith Sowder is professor emerita of mathematical sciences at San Diego State University. She taught mathematics to elementary, middle, secondary, and college classes before earning a doctorate in 1976. Since then, she has focused on preparing teachers and graduate students in mathematics education and on research on learning and teaching mathematics. Dr. Sowder has received awards for teaching and research, most recently a Lifetime Achievement Award from the National Council of Teachers of Mathematics. She has published over 40 papers in journals and proceedings, 20 book chapters, and four books, all on topics of mathematics learning and teaching. Dr. Sowder is the past editor of the Journal for Research in Mathematics Education, is currently co-principal investigator on an IERI grant on integrating mathematics and pedagogy, and is co-
director of a newly established professional development collaborative. She has served on many national and international committees and advisory boards. Most recently, she served on the writing team of the new Conference Board of Mathematical Sciences book on the preparation of mathematics teachers, and now serves on the board of directors for the National Council of Teachers of Mathematics. Dr. Sowder has directed numerous projects funded by the National Science Foundation and the U.S. Department of Education. She received her doctorate from the University of Oregon.
Elizabeth K.Stage is director of mathematics and science professional development, educational outreach in the University of California Office of the President, responsible for grants to higher education campuses throughout the state. She has been a local and statewide director for some of these programs; has worked on state and national standards and assessments in mathematics and science; conducted research, program evaluation, and curriculum development at the Lawrence Hall of Science, University of California, Berkeley; and has taught at the elementary and middle school levels and at the graduate level at Berkeley and Harvard. Throughout these activities, she has been guided by a vision of high quality mathematics and science education for all students. She has an Ed.D. in science education from Harvard University.
Kendall Starkweather is executive director of the International Technology Education Association (ITEA). As executive director, Dr. Starkweather is involved in activities designed to advance ITEA’s mission of promoting technological literacy in U.S. K-12 schools. He currently oversees the development of standards for technology education in ITEA’s Technology for All Americans project and is publisher of the association’s two journals, The Technology Teacher and Technology and Children. He has served as a member of the Board on Engineering Education at the National Research Council. His background includes high school teaching
experience and nearly a decade of college-level preservice teacher education work. His efforts have been directed toward development of educational materials on problem-solving and technology and the impacts of technology on people and the environment. He holds a Ph.D. from the University of Maryland.
P.Uri Treisman is professor of mathematics and director of the Charles A. Dana Center at The University of Texas at Austin. He serves as executive director of the National Science Foundation-funded Texas Statewide Systemic Initiative and is president of the board of the Consortium for Mathematics and Its Applications. For his research at the University of California at Berkeley on the factors that support high achievement among minority students in calculus, he received the 1987 Charles A. Dana Award for Pioneering Achievement in American Higher Education. In 1992, he was named a MacArthur Fellow and in December 1999, he was named as one of the outstanding leaders in higher education in the 20th century by the magazine Black Issues in Higher Education. Dr. Treisman serves on many national committees, boards, and commissions concerned with mathematics education. He has served on the National Research Council’s Coordinating Council for Mathematics, Science and Engineering Education and currently serves on the Committee on a Strategic Education Research Plan for the United States. He is an advisor to national groups including the Department of Defense’s Secondary Education Transition Study, which examines the consequences of high mobility among high-school-aged students in military families. He received his Ph.D. at the University of California at Berkeley in 1985.
Marc Tucker is president of the National Center on Education and the Economy, a nonprofit organization based in Washington, DC. Mr. Tucker serves as co-director of New Standards, a national program to create internationally benchmarked academic standards and matching performance examinations for the schools. He served
as staff director of the group that created the National Board for Professional Teaching Standards and as the Board’s first president. Mr. Tucker is co-author of Thinking for a Living: Education and the Wealth of Nations and of Standards for Our Schools: How to Set Them, Measure Them, and Reach Them. Mr. Tucker chairs the standards, assessment, and certification policy committee of the National Skill Standards Board. Prior to forming the National Center on Education and the Economy, Mr. Tucker served as associate director of the National Institute of Education, where he directed the Institute’s policy research program. Mr. Tucker holds an A.B. degree from Brown University.