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Skills available for Alberta grade 7 science curriculum

Objectives are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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A Interactions and Ecosystems

  • A.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

  • A.S Skill Outcomes

    • A.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

    • A.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

      • A.S.2.a research information relevant to a given problem or issue

      • A.S.2.b select and integrate information from various print and electronic sources or from several parts of the same source (e.g., compile information on a global environmental issue from books, magazines, pamphlets and Internet sites, as well as from conversations with experts)

      • A.S.2.c use tools and apparatus effectively and accurately for collecting data (e.g., measure factors, such as temperature, moisture, light, shelter and potential sources of food, that might affect the survival and distribution of different organisms within a local environment)

      • A.S.2.d estimate measurements (e.g., estimate the population of a given plant in a one square metre quadrat, and use this figure to estimate the population within an area of 100 square metres)

    • A.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

      • A.S.3.a identify strengths and weaknesses of different methods of collecting and displaying data (e.g., compare two different approaches to measuring the amount of moisture in an environment; analyze information presented by proponents on two sides of an environmental issue)

      • A.S.3.b compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a food web, based on observations made within a given environment)

      • A.S.3.c classify organisms found in a study plot

    • A.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

      • A.S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., present findings from an analysis of a local issue, such as the control of the beaver population in a nearby wetland)

      • A.S.4.b evaluate individual and group processes used in planning, problem solving, decision making and completing a task

      • A.S.4.c defend a given position on an issue, based on their findings (e.g., make a case for or against on an issue, such as: "Should a natural gas plant be located near a farming community?")

B Plants for Food and Fibre

  • B.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

    • B.STS-K.1 Investigate plant uses; and identify links among needs, technologies, products and impacts

      • B.STS-K.1.a illustrate and explain the essential role of plants within the environment

      • B.STS-K.1.b describe human uses of plants as sources of food and raw materials, and give examples of other uses (e.g., identify uses of plants as herbs or medicines; describe plant products, and identify plant sources on which they depend)

      • B.STS-K.1.c investigate trends in land use from natural environments (e.g., forests, grasslands) to managed environments s (e.g., farms, gardens, greenhouses) and describe changes

      • B.STS-K.1.d investigate practical problems and issues in maintaining productive plants within sustainable environments, and identify questions for further study (e.g., investigate the long-term effects of irrigation practices or fertilizer use)

    • B.STS-K.2 Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

      • B.STS-K.2.a describe the general structure and functions of seed plants (e.g., describe the roots, stem, leaves and flower of a common local plant)

      • B.STS-K.2.b investigate and interpret variations in plant structure, and relate these to different ways that plants are adapted to their environment (e.g., distinguish between plants with shallow spreading roots and those with deep taproots; describe and interpret differences in flower form and in the timing of flower production)

      • B.STS-K.2.c investigate and interpret variations in needs of different plants and their tolerance for different growing conditions (e.g., tolerance for drought, soil salinization or short growing seasons)

      • B.STS-K.2.d describe the processes of diffusion, osmosis, conduction of fluids, transpiration, photosynthesis and gas exchange in plants

      • B.STS-K.2.e describe life cycles of seed plants, and identify example methods used to ensure their germination, growth and reproduction (e.g., describe propagation of plants from seeds and vegetative techniques, such as cuttings; conduct a germination study; describe the use of beehives to support pollination)

    • B.STS-K.3 Analyze plant environments, and identify impacts of specific factors and controls

      • B.STS-K.3.a describe methods used to increase yields, through modifying the environment and by creating artificial environments (e.g., describe processes used in raising bedding plants or in vegetable production through hydroponics)

      • B.STS-K.3.b investigate and describe characteristics of different soils and their major component (e.g., distinguish among clayey soils, sandy soils and soils rich in organic content; investigate and describe particle sizes, compaction and moisture content of soil samples)

      • B.STS-K.3.c identify practices that may enhance or degrade soils in particular applications

      • B.STS-K.3.d describe and interpret the consequences of using herbicides, pesticides and biological controls in agriculture and forestry

    • B.STS-K.4 Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

      • B.STS-K.4.a investigate and describe the development of plant varieties through selective breeding, and identify related needs and problems (e.g., identify needs leading to the development of new grain varieties; identify problems arising from the development of new plant varieties that require extensive fertilization)

      • B.STS-K.4.b investigate and identify intended and unintended consequences of environmental management practices (e.g., identify problems arising from monocultural land use in agricultural and forestry practices, such as susceptibility to insect infestation or loss of diversity)

      • B.STS-K.4.c identify the effects of different practices on the sustainability of agriculture and environmental resources (e.g., identify positive and negative effects of using chemical fertilizers and pesticides and of using organic farming practices)

  • B.S Skill Outcomes

    • B.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

    • B.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

      • B.S.2.a research information relevant to a given problem

      • B.S.2.b construct and test a prototype design to achieve a specific purpose (e.g., develop and test a device for watering house plants over a two-week absence)

      • B.S.2.c observe and record data, and create simple line drawings (e.g., describe plant growth, using qualitative and quantitative observations; draw and describe plant changes resulting from an experimental procedure)

      • B.S.2.d estimate measurements (e.g., estimate plant populations; estimate the surface area of a leaf)

    • B.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

      • B.S.3.a identify strengths and weaknesses of different methods of collecting and displaying data (e.g., compare two different ways to measure the amount of moisture in soil; evaluate different ways of presenting data on the health and growth of plants)

      • B.S.3.b use and/or construct a classification key (e.g., distinguish among several grain varieties, using a classification guide or key)

      • B.S.3.c compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., prepare a record of a plant's growth that charts its development in terms of height, leaf development, flowering and seed production)

      • B.S.3.d identify new questions and problems that arise from what was learned

    • B.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

      • B.S.4.a receive, understand and act on the ideas of others (e.g., adopt and use an agreed procedure for counting or estimating the population of a group of plants)

      • B.S.4.b communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., show the growth of a group of plants over time through a data table and diagrams)

      • B.S.4.c evaluate individual and group processes used in planning, problem solving, decision making and completing a task

C Heat and Temperature

  • C.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

    • C.STS-K.1 Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources

      • C.STS-K.1.a investigate and interpret examples of heat-related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines)

      • C.STS-K.1.b trace linkages between human purposes and the development of heat-related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing)

      • C.STS-K.1.c identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)

      • C.STS-K.1.d identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)

    • C.STS-K.2 Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models

    • C.STS-K.3 Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices

      • C.STS-K.3.a describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting)

      • C.STS-K.3.b describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine)

      • C.STS-K.3.c compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)

      • C.STS-K.3.d explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems)

      • C.STS-K.3.e describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)

      • C.STS-K.3.f investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire)

    • C.STS-K.4 Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability

      • C.STS-K.4.a identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)

      • C.STS-K.4.b compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products)

      • C.STS-K.4.c identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community

  • C.S Skill Outcomes

    • C.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

    • C.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

      • C.S.2.a identify data and information that are relevant to a given problem or issue

      • C.S.2.b select and integrate information from various print and electronic sources or from several parts of the same source (e.g., describe current solar energy applications in Canada, based on information from a variety of print and electronic sources)

      • C.S.2.c use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)

      • C.S.2.d carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)

    • C.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

    • C.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

      • C.S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)

      • C.S.4.b defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application)

D Structures and Forces

  • D.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

    • D.STS-K.1 Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; and identify materials from which they are made

      • D.STS-K.1.a recognize and classify structural forms and materials used in construction (e.g., identify examples of frame structures, such as goal posts and girder bridges, examples of shell structures, such as canoes and car roofs, and examples of frame-and-shell structures, such as houses and apartment buildings)

      • D.STS-K.1.b interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the designs (e.g., compare and evaluate different forms of roofed structures, or different designs for communication towers)

      • D.STS-K.1.c describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials and aesthetics (e.g., describe traditional designs of indigenous people and peoples of other cultures; compare classical and current designs; investigate the role of symmetry in design)

      • D.STS-K.1.d describe and interpret natural structures, including the structure of living things and structures created by animals (e.g., skeletons, exoskeletons, trees, birds' nests)

      • D.STS-K.1.e identify points of failure and modes of failure in natural and built structures (e.g., potential failure of a tree under snow load, potential failure of an overloaded bridge)

    • D.STS-K.2 Investigate and analyze forces within structures, and forces applied to them

      • D.STS-K.2.a recognize and use units of force and mass, and identify and measure forces and loads

      • D.STS-K.2.b identify examples of frictional forces and their use in structures (e.g., friction of a nail driven into wood, friction of pilings or footings in soil, friction of stone laid on stone)

      • D.STS-K.2.c identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail (e.g., identify tensile forces that cause lengthening and possible snapping of a member; identify bending forces that could lead to breakage)

      • D.STS-K.2.d analyze a design, and identify properties of materials that are important to individual parts of the structure (e.g., recognize that cables can be used as a component of structures where only tensile forces are involved; recognize that beams are subject to tension on one side and compression on the other; recognize that flexibility is important in some structures)

      • D.STS-K.2.e infer how the stability of a model structure will be affected by changes in the distribution of mass within the structure and by changes in the design of its foundation (e.g., infer how the stability of a structure will be affected by increasing the width of its foundation)

    • D.STS-K.3 Investigate and analyze the properties of materials used in structures

      • D.STS-K.3.a devise and use methods of testing the strength and flexibility of materials used in a structure (e.g., measure deformation under load)

      • D.STS-K.3.b identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of different types of joints for the particular application (e.g., fixed jointing by welding, gluing or nailing; hinged jointing by use of pins or flexible materials)

      • D.STS-K.3.c compare structural properties of different materials, including natural materials and synthetics

      • D.STS-K.3.d investigate and describe the role of different materials found in plant and animal structures (e.g., recognize the role of bone, cartilage and ligaments in vertebrate animals, and the role of different layers of materials in plants)

    • D.STS-K.4 Demonstrate and describe processes used in developing, evaluating and improving structures that will meet human needs with a margin of safety

  • D.S Skill Outcomes

    • D.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

      • D.S.1.a identify practical problems (e.g., identify a problem related to the stability of a structure)

      • D.S.1.b propose alternative solutions to a practical problem, select one, and develop a plan (e.g., propose an approach to increasing the stability of a structure)

      • D.S.1.c select appropriate methods and tools for collecting data to solve problems (e.g., use or develop an appropriate method for determining if the mass of a structure is well distributed over its foundation)

      • D.S.1.d formulate operational definitions of major variables and other aspects of their investigations (e.g., define flexibility of a component as the amount of deformation for a given load)

    • D.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

    • D.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

    • D.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

      • D.S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., produce a work plan, in cooperation with other team members, that identifies criteria for selecting materials and evaluating designs)

      • D.S.4.b work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

E Planet Earth

  • E.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

    • E.STS-K.1 Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials

      • E.STS-K.1.a investigate and interpret evidence that Earth's surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)

      • E.STS-K.1.b interpret models that show a layered structure for Earth's interior; and describe, in general terms, evidence for such models

      • E.STS-K.1.c identify and explain the purpose of different tools and techniques used in the study of Earth (e.g., describe and explain the use of seismographs and coring drills, as well as tools and techniques for the close examination of rocks; describe methods used in oil and gas exploration)

      • E.STS-K.1.d explain the need for common terminology and conventions in describing rocks and minerals, and apply suitable terms and conventions in describing sample materials (e.g., use common terms in describing the lustre, transparency, cleavage and fracture of rocks and minerals; apply the Mohs' scale in describing mineral hardness)

    • E.STS-K.2 Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks

    • E.STS-K.3 Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them

    • E.STS-K.4 Describe, interpret and evaluate evidence from the fossil record

      • E.STS-K.4.a describe the nature of different kinds of fossils, and identify hypotheses about their formation (e.g., identify the kinds of rocks where fossils are likely to be found; identify the portions of living things most likely to be preserved; identify possible means of preservation, including replacement of one material by another and formation of molds and casts)

      • E.STS-K.4.b explain and apply methods used to interpret fossils (e.g., identify techniques used for fossil reconstruction, based on knowledge of current living things and findings of related fossils; identify examples of petrified wood and bone)

      • E.STS-K.4.c describe patterns in the appearance of different life forms, as indicated by the fossil record (e.g., construct and interpret a geological time scale; and describe, in general terms, the evidence that has led to its development)

      • E.STS-K.4.d identify uncertainties in interpreting individual items of fossil evidence; and explain the role of accumulated evidence in developing accepted scientific ideas, theories and explanations

  • E.S Skill Outcomes

    • E.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

    • E.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

    • E.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

      • E.S.3.a use or construct a classification key (e.g., apply a classification key to identify a group of rocks from a local gravel yard)

      • E.S.3.b interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret example graphs of seismic data, and explain the lag time between data received at different locations)

      • E.S.3.c predict the value of a variable, by interpolating or extrapolating from data (e.g., determine, in a stream table study, the quantity of sediment carried over a half-hour period, then extrapolate the amount that would be carried if the time were extended to a day, month, year or millennium)

      • E.S.3.d identify and suggest explanations for discrepancies in data (e.g., suggest explanations for an igneous rock being found in a sedimentary formation)

      • E.S.3.e identify new questions and problems that arise from what was learned (e.g., identify new questions that arise after learning about plate tectonics)

    • E.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

      • E.S.4.a work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., each group member is assigned a task to investigate a particular mineral, and the results are pooled in a common data table)

      • E.S.4.b evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate the relative success and scientific merits of an Earth science field trip organized and guided by themselves)