Alberta

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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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Alberta Program of Studies: Heat and Temperature Alberta Program of Studies: Heat and Temperature
Alberta Program of Studies: Interactions and Ecosystems Alberta Program of Studies: Interactions and Ecosystems
Alberta Program of Studies: Planet Earth Alberta Program of Studies: Planet Earth
Alberta Program of Studies: Plants for Food and Fibre Alberta Program of Studies: Plants for Food and Fibre
Alberta Program of Studies: Structures and Forces Alberta Program of Studies: Structures and Forces

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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
    - Label Earth layers (7-S.1)
  - 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.2.a distinguish between rocks and minerals
    - Identify rocks and minerals (7-R.1)
  - E.STS-K.2.b describe characteristics of the three main classes of rocks—igneous, sedimentary and metamorphic—and describe evidence of their formation (e.g., describe evidence of igneous rock formation, based on the study of rocks found in and around volcanoes; describe the role of fossil evidence in interpreting sedimentary rock)
  - E.STS-K.2.c describe local rocks and sediments, and interpret ways they may have formed
    - Classify rocks as igneous, sedimentary or metamorphic (7-R.3)
    - How do rock layers form? (7-R.4)
  - E.STS-K.2.d investigate and interpret examples of weathering, erosion and sedimentation
- E.STS-K.3 Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them
  - E.STS-K.3.a investigate and interpret patterns in the structure and distribution of mountain formations (e.g., describe and interpret mountain formations of the North American cordillera)
    - Label Earth features at tectonic plate boundaries (7-S.2)
    - Describe tectonic plate boundaries around the world (7-S.3)
  - E.STS-K.3.b interpret the structure and development of fold and fault mountains
    - Describe tectonic plate boundaries around the world (7-S.3)
  - E.STS-K.3.c describe evidence for crustal movement, and identify and interpret patterns in these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific Rim; identify evidence of the movement of the Pacific plate relative to the North American plate)
    - Label Earth features at tectonic plate boundaries (7-S.2)
    - Describe tectonic plate boundaries around the world (7-S.3)
  - E.STS-K.3.d identify and interpret examples of gradual/incremental change, and predict the results of those changes over extended periods of time (e.g., identify evidence of erosion, and predict the effect of erosional change over a year, century and millennium; project the effect of a given rate of continental drift over a period of one million years)
- 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)
    - Compare fossils to modern organisms (7-K.1)
    - Compare ages of fossils in a rock sequence (7-K.2)
  - 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.1.a identify questions to investigate (e.g., How are rocks formed?)
    - Identify the experimental question (7-B.3)
    - Understand an experimental protocol about evaporation (7-B.7)
  - E.S.1.b define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)
    - Identify the experimental question (7-B.3)
    - Identify questions that can be investigated with a set of materials (7-B.4)
  - E.S.1.c state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based on observations at nearby sites)
  - E.S.1.d formulate operational definitions of major variables and other aspects of their investigations (e.g., define hardness by reference to a set of mineral samples, or by reference to the Mohs' scale of hardness)
- 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.2.a carry out procedures, controlling the major variables
  - E.S.2.b estimate measurements (e.g., estimate the thickness of sedimentary layers)
    - Choose units of distance, mass and volume (7-V.1)
  - E.S.2.c research information relevant to a given question (e.g., research information regarding the effect of acid rain on the rate of rock weathering)
  - E.S.2.d select and integrate information from various print and electronic sources or from several parts of the same source (e.g., demonstrate proficiency in uploading and downloading text, image, audio and video files)
  - E.S.2.e organize data, using a format that is appropriate to the task or experiment (e.g., use diagrams to show the shape and thickness of different layers in a rock outcrop)
- 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)
    - Evaluate tests of engineering-design solutions (7-C.2)
    - Use data from tests to compare engineering-design solutions (7-C.3)
  - 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)

Alberta

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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.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.2.a distinguish between rocks and minerals

E.STS-K.2.c describe local rocks and sediments, and interpret ways they may have formed

E.STS-K.2.d investigate and interpret examples of weathering, erosion and sedimentation

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

E.STS-K.3.a investigate and interpret patterns in the structure and distribution of mountain formations (e.g., describe and interpret mountain formations of the North American cordillera)

E.STS-K.3.b interpret the structure and development of fold and fault mountains

E.STS-K.3.c describe evidence for crustal movement, and identify and interpret patterns in these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific Rim; identify evidence of the movement of the Pacific plate relative to the North American plate)

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

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.1.a identify questions to investigate (e.g., How are rocks formed?)

E.S.1.b define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)

E.S.1.c state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based on observations at nearby sites)

E.S.1.d formulate operational definitions of major variables and other aspects of their investigations (e.g., define hardness by reference to a set of mineral samples, or by reference to the Mohs' scale of hardness)

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.2.a carry out procedures, controlling the major variables

E.S.2.b estimate measurements (e.g., estimate the thickness of sedimentary layers)

E.S.2.c research information relevant to a given question (e.g., research information regarding the effect of acid rain on the rate of rock weathering)

E.S.2.d select and integrate information from various print and electronic sources or from several parts of the same source (e.g., demonstrate proficiency in uploading and downloading text, image, audio and video files)

E.S.2.e organize data, using a format that is appropriate to the task or experiment (e.g., use diagrams to show the shape and thickness of different layers in a rock outcrop)

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)