Newfoundland and Labrador

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Skills available for Newfoundland and Labrador 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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Unit 1 Interactions Within Ecosystems

Unit 2 Heat

  • Describing Temperature

  • Measuring Temperature

    • provide examples of temperature measuring technologies used in the past, including: Galileo's air thermometer and early liquid thermometers

    • select appropriate methods and tools in order to construct and test a thermometer

    • compile and display data collected in the test of the design of the constructed thermometer

    • describe various instruments used to measure temperature, including: liquid-in-glass thermometer, thermocouple, resistance thermometer, bimetallic strip (thermostat) and infrared thermometer

  • Temperature and Matter

  • Heat Transfer

  • Heat Transfer – Home Heating Technologies

    • provide examples of heat technologies used past and present to heat homes in Newfoundland and Labrador, including: wood stove, electric heat, oil furnace, air to air heat pump, hot water radiation, geothermal and solar

    • identify different approaches taken to solve the problem of heating homes during cold times of the year

    • make informed decisions about the various technologies used to hear our homes, taking into account potential advantages and disadvantages

    • provide examples of how the technologies used to heat homes have improved over time

    • provide examples of how our understanding of evaporation and condensation of liquids resulted in the development of heat pumps

  • Heat Transfer – Conductors and Insulators

    • provide examples of insulating technologies used today and in the past, including: animal fur, sod, fibreglass and thermos

  • Temperature Versus Heat – Specific Heat Capacity

    • compare, in qualitative terms, the specific heat capacities of some common materials

  • Temperature, Heat, and Technology

    • describe how our needs related to heat can lead to developments in science and technology

    • identify examples of science and technology-based careers that are associated with heat and temperature

Unit 3 Mixtures and Solutions

  • Mixtures and Pure Substances – The Particle Theory

  • Homogeneous and Heterogeneous Mixtures

    • distinguish between heterogeneous (mechanical) and homogeneous (solution) mixtures using the particle theory of matter

  • Solutions

  • Concentration of Solutions

  • Solutions and Solubility

    • state a hypothesis based on background information or an observed pattern of events

    • identify and delimit questions and problems to facilitate investigation

    • identify the line of best fit and interpolate or extrapolate based on the line of best fit

    • develop a testable hypothesis on the effect of temperature on solubility

    • carry out procedures controlling the major variables to study the effect of temperature on solubility

    • describe qualitatively the factors that affect the solubility of a solid and a gas, including: temperature and pressure

  • Separating Mixtures

    • using apparatus safely, identify and separate the components of a variety of mixtures

    • identify common separation techniques used to separate the components of a variety of mixtures, including: straining spaghetti in a colander; skimming fat off soup; drying clothes (separating water from fabric); window screens allowing air in while keeping insects out and making coffee using ground coffee beans

  • Distillation

    • describe the science underlying a distillation apparatus, using the following terms: boiling, evaporation, condensation

    • carry out procedures controlling the major variables to answer questions arising from practical problems

    • use tools and instruments safely and accurately when carrying out procedures and collecting data

    • answer new questions that result from the mixture separation activities

    • using distillation as an example show how refining and separation techniques have evolved, including: simple distillation and fractional distillation

  • Applications of Mixture – Science

    • provide examples of how science, related to mixtures and solutions, affect our lives

    • identify some positive and negative effects and intended and unintended consequences of using salt on highways

    • describe how our understanding of the properties of solutions has resulted in better road de-icing technologies

    • make an informed decision about the use of road salt as our main road de-icing chemical taking into account the environmental, social, and economic advantages and disadvantages

Unit 4 Earth's Crust

  • Rocks and Minerals

    • classify minerals based on their physical properties

    • use a mineral classification key to investigate questions arising from practical problems

    • select appropriate methods and tools for collecting and organizing data to identify minerals

    • using a classification key, identify common minerals, including: quartz, calcite, magnetite, mica, pyrite, galena, gypsum, talc, feldspar and hematite

  • Classification of Rocks

  • Rock Cycle

  • Structure of the Earth

  • Plate Tectonics Theory

    • describe how plate tectonic theory has evolved in light of new geological evidence

    • provide examples of Canadian contributions to our understanding of local, regional, and global geology

    • describe how our explanations of how the Earth has changed over time are based on the collection of evidence and finding relationships between various observations in imaginative ways

    • describe how our understanding of the forces that shaped our Earth have changed over time as new evidence was collected

    • identify the theory of continental drift as one early explanation for how our Earth changed over time

    • identify the theory of plate tectonics as an example of a major shift in our world view

  • Earthquakes, Volcanos and Mountains

    • examine some of the catastrophic events that occur on or near Earth's surface, including: earthquakes and volcanic eruptions

    • organize and analyze data on the geographical distribution of earthquakes and volcanoes to determine patterns and trends

    • provide examples of theories used in the past to explain volcanic activity, earthquakes, and mountain building

    • explain the processes of mountain formation

  • Geological Time Scale

    • develop a chronological model or geological time scale of major events in Earth's history

  • Weathering and Erosion

    • explain various ways in which rocks can be weathered and eroded to form soils

  • Soil

    • classify various types of soil according to their characteristics, including: coarse-textured (sandy/gravel) soil, medium-textured (loamy) soil and fine-textured (clay) soil

    • carry out procedures controlling the major variables to answer questions arising from practical issues

    • use instruments effectively and accurately for collecting data

    • compile, organize, and display data, using a tabular format

    • interpret patterns and trends in data, and infer and explain relationships among the variables

    • state a conclusion, based on experimental data, and explain how the data gathered supports or refutes an initial idea