Prince Edward Island

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Skills available for Prince Edward Island grade 7 science curriculum

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Prince Edward Island Curriculum: Grade 7 Prince Edward Island Curriculum: Grade 7

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Interactions within Ecosystems

LS1 Explain how different parts of an ecosystem interact and affect each other.
- Identify and describe examples of local ecosystems.
- Identify and explain the roles of producers, consumers and decomposers in an ecosystem and how they interact with one another.
- Use instruments (thermometer, pH meter) safely, effectively and accurately to observe and measure biotic and abiotic factors in a local ecosystem.
- Explain how abiotic factors can affect biotic factors in an ecosystem.
  - Identify ecosystems (7-N.2)
  - Describe ecosystems (7-N.3)
LS2 Illustrate and analyse how food chains and food webs can be used to visualize the transfer of energy in an ecosystem.
- Distinguish between a food chain and a food web.
- Illustrate how energy is supplied to, and how it flows through, food chains and food webs.
- Examine food chains and food webs to explain the interdependence and interactions among producers, consumers and decomposers in a particular ecosystem.
- Predict what would happen if one or more organisms were removed from a food web.
  - Use food chains to predict changes in populations (7-O.4)
- Discuss the strengths and limitations of models in science and then apply these criteria to analyse a diagram showing the flow of energy in an ecosystem.
LS3 Propose actions to reduce the impact of human activities on a specific ecosystem.
- Identify factors that are critical for healthy ecosystems.
- Describe the process of succession in ecosystems.
  - Investigate primary succession on a volcanic island (7-O.6)
- Analyse how natural events (e.g., storms, floods) and human activities (e.g., urbanization, agriculture, forestry, pollution, open-pit mining) impact ecosystems.
  - Coral reef biodiversity and human uses: explore a problem (7-P.1)
  - Coral reef biodiversity and human uses: evaluate solutions (7-P.2)
- Research individuals or groups at local, national and global levels that focus on protecting the environment.

Mixtures and Solutions

PS1 Distinguish between pure substances and mixtures using the particle theory of matter.
- Identify physical properties of a variety of objects and materials.
- Record qualitative (e.g., colour, texture and state of matter) and quantitative (e.g., density, melting point and freezing point) physical properties in a chart or data table.
- Use a graphic organizer to distinguish between pure substances, heterogeneous mixtures and homogeneous mixtures (solutions).
  - Identify mixtures (8-H.1)
- Classify common substances found in the home as pure substances, heterogeneous mixtures or homogeneous mixtures (solutions).
PS2 Describe the characteristics and application of solutions.
- Distinguish among solutes, solvents and solubility.
  - Compare concentrations of solutions (7-H.1)
- Describe the concentration and solubility of substances qualitatively and quantitatively.
  - Compare concentrations of solutions (7-H.1)
- Design and carry out procedures to study the effect of temperature, surface area and stirring on solubility/solubility rates and explain the results.
PS3 Design and conduct experiments to explore methods of separating mixtures and solutions, and extend the impact of those methods on society and the environment.
- Use laboratory equipment safely to demonstrate different methods (e.g., sorting, filtration, evaporation, distillation) to separate a variety of mixtures and solutions.
- Describe the scientific principles underlying a technology designed to separate mixtures (e.g., petroleum refining, sewage treatment plant, recycling station, combine harvester).
- Identify and explain examples of mixtures and solutions that have an impact on science, technology and the environment (e.g., salt on roads in winter, agricultural sprays, bleach, battery acids).
- Identify new questions and problems that arise from what was learned about mixtures and solutions (e.g., Can some mixtures not be separated? Does the concentration of a pollutant affect its impact on the environment? How is oil removed from ocean water? What is the best way to sort garbage?).

Heat

PS4 Conduct experiments to describe the effect of heat on different forms of matter.
- Explain how each state of matter reacts to changes in temperature using terms such as melting, boiling, freezing and evaporation.
  - Particle motion and changes of state (7-G.2)
- Graph a heating curve for water, using student-collected data, and identify the states of matter and changes of state.
- Use appropriate equipment safely, effectively and accurately for collecting temperature data when performing experiments on changes of states of matter.
  - Identify laboratory tools (7-A.2)
  - Laboratory safety equipment (7-A.3)
- Distinguish between heat and temperature.
  - Predict heat flow and temperature changes (7-F.1)
- Explain temperature using the concept of kinetic energy as it relates to the particle theory of matter.
- State a conclusion, based on experimental data and evidence, on how the addition of heat affects the volume of objects.
PS5 Explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases.
- Compare the three forms of heat transfer (conduction, convection, radiation) using the particle theory of matter and/or the movement of energy.
- Observe demonstrations and models to describe real-world examples of how heat is transferred by conduction, convection and radiation (e.g., ocean currents, warmth from the Sun, frying bacon on a stove, tea kettle).
  - Compare thermal energy transfers (7-F.2)
- Use experimentation to compare heat transmission in different materials (e.g., conduction of heat through different solids, convection currents in liquids or gasses, absorption of radiant heat by light/dark or shiny/dull surfaces).
  - Compare thermal energy transfers (7-F.2)
PS6 Create a prototype of a device that will provide a solution to a practical heating or cooling problem.
- Provide examples of heating and insulating technologies from the past to present.
- Identify and discuss the scientific principles of technologies designed to address practical problems regarding heating and cooling.
- Design, construct, evaluate and present a prototype of a device that will provide a solution to a practical problem related to heating or cooling (e.g., cooking food, keeping food warm or cool for an extended period, keeping a shelter warm or cool, keeping a person warm or cool).
- Describe how a home heating system and wall thermostat keep a house at a constant temperature.
- Evaluate similar materials and systems that maximize or minimize heat transfer (e.g., Thermos®, central heating, hair dryer, home insulation, microwave ovens).
- Compare the advantages and disadvantages of different home heating systems (e.g., forced air furnace, electric baseboard).

Earth's Crust

ESS1 Identify the characteristics and relationships between rocks and minerals.
- Classify minerals based on their physical properties.
- List the similarities and differences between rocks and minerals.
  - Identify rocks and minerals (7-R.1)
- Identify the three main types of rocks (igneous, metamorphic and sedimentary) and their relationships in the rock cycle.
ESS2 Explain how the Earth's crust undergoes gradual and sudden changes over time.
- Describe the composition of the Earth's crust and some of the technologies which have allowed scientists to study geological features in and on the Earth's crust.
  - Label Earth layers (7-S.1)
- Explain, using models or simulations, why earthquakes and volcanoes occur and how mountains are formed.
  - Label Earth features at tectonic plate boundaries (7-S.2)
  - Describe tectonic plate boundaries around the world (7-S.3)
- Describe how plate tectonic theory has evolved in the light of new evidence.
- Research catastrophic geological events (e.g., volcanoes, earthquakes, tsunamis) and predict the impact of future events on the environment, economy and society.
ESS3 Investigate the characteristics of soil and conditions that affect its formation and degradation.
- Discuss how soil is a component of the Earth's crust.
- Differentiate between weathering, erosion and deposition, and explain their effects on PEI's environment.
- Use tools safely and accurately to collect and examine samples of local soils to determine their physical properties (e.g., colour, texture, presence of organic matter, pore size and air and water holding capacity).
- Assess the environmental, societal and economic impacts of past and current land use practices in PEI (e.g., agriculture, urban development, recreation, road construction).
- Use the design process to create a prototype of a device or system to prevent soil erosion.

Prince Edward Island

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Interactions within Ecosystems

LS1 Explain how different parts of an ecosystem interact and affect each other.

Identify and describe examples of local ecosystems.

Identify and explain the roles of producers, consumers and decomposers in an ecosystem and how they interact with one another.

Use instruments (thermometer, pH meter) safely, effectively and accurately to observe and measure biotic and abiotic factors in a local ecosystem.

Explain how abiotic factors can affect biotic factors in an ecosystem.

LS2 Illustrate and analyse how food chains and food webs can be used to visualize the transfer of energy in an ecosystem.

Distinguish between a food chain and a food web.

Illustrate how energy is supplied to, and how it flows through, food chains and food webs.

Examine food chains and food webs to explain the interdependence and interactions among producers, consumers and decomposers in a particular ecosystem.

Predict what would happen if one or more organisms were removed from a food web.

Discuss the strengths and limitations of models in science and then apply these criteria to analyse a diagram showing the flow of energy in an ecosystem.

LS3 Propose actions to reduce the impact of human activities on a specific ecosystem.

Identify factors that are critical for healthy ecosystems.

Describe the process of succession in ecosystems.

Analyse how natural events (e.g., storms, floods) and human activities (e.g., urbanization, agriculture, forestry, pollution, open-pit mining) impact ecosystems.

Research individuals or groups at local, national and global levels that focus on protecting the environment.

Mixtures and Solutions

PS1 Distinguish between pure substances and mixtures using the particle theory of matter.

Identify physical properties of a variety of objects and materials.

Record qualitative (e.g., colour, texture and state of matter) and quantitative (e.g., density, melting point and freezing point) physical properties in a chart or data table.

Use a graphic organizer to distinguish between pure substances, heterogeneous mixtures and homogeneous mixtures (solutions).

Classify common substances found in the home as pure substances, heterogeneous mixtures or homogeneous mixtures (solutions).

PS2 Describe the characteristics and application of solutions.

Distinguish among solutes, solvents and solubility.

Describe the concentration and solubility of substances qualitatively and quantitatively.

Design and carry out procedures to study the effect of temperature, surface area and stirring on solubility/solubility rates and explain the results.

PS3 Design and conduct experiments to explore methods of separating mixtures and solutions, and extend the impact of those methods on society and the environment.

Use laboratory equipment safely to demonstrate different methods (e.g., sorting, filtration, evaporation, distillation) to separate a variety of mixtures and solutions.

Describe the scientific principles underlying a technology designed to separate mixtures (e.g., petroleum refining, sewage treatment plant, recycling station, combine harvester).

Identify and explain examples of mixtures and solutions that have an impact on science, technology and the environment (e.g., salt on roads in winter, agricultural sprays, bleach, battery acids).

Identify new questions and problems that arise from what was learned about mixtures and solutions (e.g., Can some mixtures not be separated? Does the concentration of a pollutant affect its impact on the environment? How is oil removed from ocean water? What is the best way to sort garbage?).

Heat

PS4 Conduct experiments to describe the effect of heat on different forms of matter.

Explain how each state of matter reacts to changes in temperature using terms such as melting, boiling, freezing and evaporation.

Graph a heating curve for water, using student-collected data, and identify the states of matter and changes of state.

Use appropriate equipment safely, effectively and accurately for collecting temperature data when performing experiments on changes of states of matter.

Distinguish between heat and temperature.

Explain temperature using the concept of kinetic energy as it relates to the particle theory of matter.

State a conclusion, based on experimental data and evidence, on how the addition of heat affects the volume of objects.

PS5 Explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases.

Compare the three forms of heat transfer (conduction, convection, radiation) using the particle theory of matter and/or the movement of energy.

Observe demonstrations and models to describe real-world examples of how heat is transferred by conduction, convection and radiation (e.g., ocean currents, warmth from the Sun, frying bacon on a stove, tea kettle).

Use experimentation to compare heat transmission in different materials (e.g., conduction of heat through different solids, convection currents in liquids or gasses, absorption of radiant heat by light/dark or shiny/dull surfaces).

PS6 Create a prototype of a device that will provide a solution to a practical heating or cooling problem.

Provide examples of heating and insulating technologies from the past to present.

Identify and discuss the scientific principles of technologies designed to address practical problems regarding heating and cooling.

Design, construct, evaluate and present a prototype of a device that will provide a solution to a practical problem related to heating or cooling (e.g., cooking food, keeping food warm or cool for an extended period, keeping a shelter warm or cool, keeping a person warm or cool).

Describe how a home heating system and wall thermostat keep a house at a constant temperature.

Evaluate similar materials and systems that maximize or minimize heat transfer (e.g., Thermos®, central heating, hair dryer, home insulation, microwave ovens).

Compare the advantages and disadvantages of different home heating systems (e.g., forced air furnace, electric baseboard).

Earth's Crust

ESS1 Identify the characteristics and relationships between rocks and minerals.

Classify minerals based on their physical properties.

List the similarities and differences between rocks and minerals.

Identify the three main types of rocks (igneous, metamorphic and sedimentary) and their relationships in the rock cycle.

ESS2 Explain how the Earth's crust undergoes gradual and sudden changes over time.

Describe the composition of the Earth's crust and some of the technologies which have allowed scientists to study geological features in and on the Earth's crust.

Explain, using models or simulations, why earthquakes and volcanoes occur and how mountains are formed.

Describe how plate tectonic theory has evolved in the light of new evidence.

Research catastrophic geological events (e.g., volcanoes, earthquakes, tsunamis) and predict the impact of future events on the environment, economy and society.

ESS3 Investigate the characteristics of soil and conditions that affect its formation and degradation.

Discuss how soil is a component of the Earth's crust.

Differentiate between weathering, erosion and deposition, and explain their effects on PEI's environment.

Use tools safely and accurately to collect and examine samples of local soils to determine their physical properties (e.g., colour, texture, presence of organic matter, pore size and air and water holding capacity).

Assess the environmental, societal and economic impacts of past and current land use practices in PEI (e.g., agriculture, urban development, recreation, road construction).

Use the design process to create a prototype of a device or system to prevent soil erosion.