SCIENCE

GRADE LEVEL
CONTENT
EXPECTATIONS

SCIENCE

SEVENTH GRADE

v.1.09

Welcome to Michigans K-7 Grade Level Content Expectations

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of
creating Grade Level Content Expectations in response to the Federal No
Child Left Behind Act of 2001. This act mandated the existence of a set of
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
personal, social, occupational, civic, and quantitative literacy. Mastery of
the knowledge and essential skills defined in Michigans Grade Level Content
Expectations will increase students ability to be successful academically, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reecting best practices and current research, the Grade Level Content
Expectations provide a set of clear and rigorous expectations for all students,
and provide teachers with clearly defined statements of what students should
know and be able to do as they progress through school.

Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Todays
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.
Office of School Improvement

www.michigan.gov/mde

Michigans K-7 Scholar Work Group executed the intent of this statement
in the development of the core ideas of science...the big picture in this
document.

Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.

Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.

Preparing Students for Academic Success

In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigans students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.

Understanding the Organizational Structure

The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline
FM-Force and Motion Standard
02-Second Grade
34-Fourth Expectation in the Third Content Statement
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.

Why Create a 1.09 Version of the Expectations?

The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reects the feedback from educators
across the state during the past year.

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Middle School (5-7) Science Organizational Structure

Discipline 1

Discipline 2

Discipline 3

Discipline 4

Science Processes

Physical Science

Life Science

Earth Science

Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP)

Force and Motion (FM)

Inquiry Analysis
and Communication
(IA)

Force Interactions (2)

Reflection and Social

Implications (RS)

Organization of
Living Things (OL)

Earth Systems (ES)

Solar Energy (3)

Force (4)

Cell Functions (4)

Human

Speed (3)

Growth and

Consequences (2)

Development (2)

Seasons (2)

Kinetic and Potential

Animal Systems (2)

Weather and Climate

Energy (2)

Producers,

(4)

Waves and Energy (3)

Consumers, and

Energy Transfer (3)

Decomposers (2)

Energy (EN)

Solar Energy Effects

Water Cycle (2)

Solid Earth (SE)

Photosynthesis (3)

Soil (4)

Heredity (HE)

(2)
Properties of Matter
(PM)
Chemical Properties
(1)

Plate Tectonics (3)

Acquired Traits (2)

Magnetic Field of

Reproduction (2)
Evolution (EV)

Elements and

Species Adaptation

Compounds (4)

and Survival (4)

Changes in Matter
(CM)
Changes in State (2)
Chemical Changes (3)

Rock Formation (1)

Inherited and

Relationships Among

Earth (2)
Fluid Earth (FE)
Atmosphere (2)
Earth in Space and
Time (ST)

Organisms (1)
Ecosystems (EC)

Solar System (1)

Solar System Motion

Interactions of

(5)

Organisms (1)

Fossils (1)

Relationships of

Geologic Time (2)

Organisms (3)
Biotic and Abiotic
Factors (2)
Environmental
Impact of Organisms
(2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications
The seventh grade content expectations present the final opportunity for the middle school
learners to refine and develop their inquiry skills prior to the introduction of the high school
curriculum. Students should be able to recognize that different kinds of questions suggest
different approaches for scientific investigation. Students should be able to generate a variety
of questions through observation, sets of data, manipulation of variables, investigations, and
research. They further develop and sharpen their skills in measurement and the use of tools and
scientific equipment. They collect and organize their own sets of data into charts and graphs,
make sense of their findings, evaluate and analyze their own data as well as the data of others,
and evaluate the strengths and weaknesses of their findings and the claims of others. Students
recognize the importance of collaborative science discourse. Learners understand that science
investigations and advances may result in new ideas and areas of study generating new methods
and possibly resulting in new investigations.
Reection and social implications are the application of the students new knowledge and
affects their decision making and their perception of the effect humans, scientific discovery, and
technology have on society and the natural world.

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Physical Science: Energy, Properties of Matter, Changes in Matter

Seventh grade students continue their exploration into the concept of energy through
the exploration of light energy and solar energy effects. Students gain a greater
understanding of the role of the suns warming and lighting of the Earth, and how
light energy is transferred to chemical energy through photosynthesis. The transfer
of energy is studied through examples of waves (sound, seismic, and water) and how
waves transfer energy when they interact with matter.
Their earlier studies of properties of matter emphasized observable physical
properties. Seventh grade students explore a more in-depth study of physical
properties (boiling point, density, and color) and chemical properties of matter
(ammability, pH, acid-base indicators, and reactivity). Students are introduced to
organization of the Periodic Table of the Elements and recognize the atom as the
smallest component that makes up an element.
Seventh grade students draw upon their knowledge of properties of matter and use
evidence to describe physical and chemical change. They recognize that when a
chemical change occurs, a new substance is produced and that the new substance
has different physical and chemical properties than the original substance. Students
describe evidence of chemical change as a change in color, gas formation, solid
formation, and temperature change.

Life Science: Organization of Living Things and Heredity

Seventh grade students expand their investigations of living things to include the study
of cells. They demonstrate that all organisms are composed of cells and that multicellular organisms and single cellular organisms exist in ecosystems. The seventh
grade study of cells includes how cells make up different body tissues, organs, and
organ systems and are specialized in their functions. Cell division is explored to help
the students describe growth and development. Seventh grade students have the fine
motor skills and conceptual development to use a light microscope and accurately
interpret what they see. This enhances their introduction to cells and microorganisms,
establishing a foundation for molecular biology at the high school level.
In the seventh grade content expectations, students expand their knowledge to include
how characteristics of living things are passed on through generations, both asexually
and sexually. Seventh grade students are able to understand that genetic material
carries information. They compare and contrast the advantages of sexual vs. asexual
reproduction, and recognize that reproduction is a characteristic of all living things and
necessary for the continuation of every species.

Earth Science: Earth Systems and Fluid Earth

The primary focus of the Earth science content expectations is understanding the
relationship between the suns warming of the Earth, the water cycle, and weather
and climate. In the sixth grade Earth science curriculum, students studied the rock
cycle and physical and chemical weathering. The seventh grade units of study explore
another Earth cycle in the context of the water cycle and the composition of the
atmosphere. Students investigate the suns warming of the atmosphere, land, and
water, and how it affects the movement of water through the atmosphere, weather,
and climate. Their knowledge of weather goes beyond the more basic observations of
weather from the elementary curriculum to include the frontal boundaries, major air
masses, and the jet stream. The reection of their knowledge is applied to how human
activities have changed the land, oceans, and atmosphere, and the implications of
pollution, climate change, and threatening or endangering species.

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Seventh Grade Science Standards, Statements, and Expectations

Note: The number in parentheses represents the number of expectations.

Discipline 1: Science Processes (S)

Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (9)
Discipline 2: Physical Science (P)
Standard: Energy (EN)
Waves and Energy (3)
Energy Transfer (1)
Solar Energy Effects (2)
Standard: Properties of Matter (PM)
Chemical Properties (1)
Elements and Compounds (4)
Standard: Changes in Matter (CM)
Chemical Changes (3)
Discipline 3: Life Science (L)
Standard: Organization of Living Things (OL)
Cell Functions (4)
Growth and Development (2)
Photosynthesis (3)
Standard: Heredity (HE)
Reproduction (2)
Discipline 4: Earth Science (E)
Standard: Earth Systems (ES)
Solar Energy (3)
Human Consequences (2)
Weather and Climate (4)
Water Cycle (2)
Standard: Fluid Earth (FE)
Atmosphere (2)

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SCIENCE PROCESSES Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and
reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.07.11 Generate scientific questions based on observations,
investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter
sticks and tapes, models, hand lens, thermometer, models,
sieves, microscopes, hot plates, pH meters) appropriate to
scientific investigations.
S.IP.07.14 Use metric measurement devices in an investigation.
S.IP.07.15 Construct charts and graphs from data and observations.
S.IP.07.16 Identify patterns in data.

Inquiry Analysis and Communication

K-7 Standard S.IA: Develop an understanding that scientific inquiry and
investigations require analysis and communication of findings, using
appropriate technology.
S.IA.M.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
S.IA.07.11 Analyze information from data tables and graphs to answer
scientific questions.
S.IA.07.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse.
S.IA.17.13 Communicate and defend findings of observations and
investigations.
S.IA.07.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation to draw conclusions.
S.IA.07.15 Use multiple sources of information to evaluate strengths and
weaknesses of claims, arguments, or data.

Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence
for their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of the
importance of reection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.
S.RS.M.1 Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting on knowledge
requires careful analysis of evidence that guides decision-making
and the application of science throughout history and within society.

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S.RS.07.11 Evaluate the strengths and weaknesses of claims,

arguments, and data.
S.RS.07.12 Describe limitations in personal and scientific
knowledge.
S.RS.07.13 Identify the need for evidence in making scientific
decisions.
S.RS.07.14 Evaluate scientific explanations based on current
evidence and scientific principles.
S.RS.07.15 Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and
activities.
S.RS.07.16 Design solutions to problems using technology.
S.RS.07.17 Describe the effect humans and other organisms have
on the balance of the natural world.
S.RS.07.18 Describe what science and technology can and cannot
reasonably contribute to society.
S.RS.07.19 Describe how science and technology have advanced
because of the contributions of many people
throughout history and across cultures.

PHYSICAL SCIENCE

Energy
K-7 Standard P.EN: Develop an understanding that there
are many forms of energy (such as heat, light, sound,
and electrical) and that energy is transferable by convection,
conduction, or radiation. Understand energy can be in motion,
called kinetic; or it can be stored, called potential. Develop an
understanding that as temperature increases, more energy
is added to a system. Understand nuclear reactions in the
sun produce light and heat for the Earth.
P.EN.M.3 Waves and Energy-Waves have energy and
transfer energy when they interact with matter. Examples
of waves include sound waves, seismic waves, waves on
water, and light waves.
P.EN.07.31 Identify examples of waves, including sound waves,
seismic waves, and waves on water.
P.EN.07.32 Describe how waves are produced by vibrations in
matter.
P.EN.07.33 Demonstrate how waves transfer energy when they
interact with matter (for example: tuning fork in
water, waves hitting a beach, earthquake knocking
over buildings).
P.EN.M.4 Energy Transfer- Energy is transferred from a
source to a receiver by radiation, conduction, and
convection. When energy is transferred from one system to
another, the quantity of energy before the transfer is equal
to the quantity of energy after the transfer. *
P.EN.07.43 Explain how light energy is transferred to chemical
energy through the process of photosynthesis.
* Revised expectations marked by an asterisk.

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P.EN.M.6 Solar Energy Effects- Nuclear reactions take place

in the sun producing heat and light. Only a tiny fraction of
the light energy from the sun reaches Earth, providing
energy to heat the Earth.
P.EN.07.61 Identify that nuclear reactions take place in the sun,
producing heat and light.
P.EN.07.62 Explain how only a tiny fraction of light energy from
the sun is transformed to heat energy on Earth.

Properties of Matter
K-7 Standard P.PM: Develop an understanding that all matter has
observable attributes with physical and chemical properties that are
described, measured, and compared. Understand that states of
matter exist as solid, liquid, or gas; and have physical and chemical
properties. Understand all matter is composed of combinations of
elements, which are organized by common attributes and
characteristics on the Periodic Table. Understand that substances can
be classified as mixtures or compounds and according to their
physical and chemical properties.
P.PM.M.1 Chemical Properties- Matter has chemical
properties. The understanding of chemical properties helps
to explain how new substances are formed.
P.PM.07.11 Classify substances by their chemical properties
(ammability, pH, and reactivity). *
P.PM.M.2 Elements and Compounds- Elements are composed
of a single kind of atom that are grouped into families with
similar properties on the periodic table. Compounds are
composed of two or more different elements. Each element
and compound has a unique set of physical and chemical
properties such as boiling point, density, color, conductivity,
and reactivity.
P.PM.07.21 Identify the smallest component that makes up an
element.
P.PM.07.22 Describe how the elements within the Periodic Table
are organized by similar properties into families
(highly reactive metals, less reactive metals, highly
reactive nonmetals, and some almost completely
non-reactive gases).
P.PM.07.23 Illustrate the structure of molecules using models or
drawings (water, carbon dioxide, table salt). *
P.PM.07.24 Describe examples of physical and chemical properties
of elements and compounds (boiling point, density,
color, conductivity, reactivity). *

* Revised expectations marked by an asterisk.

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Changes in Matter
K-7 Standard P.CM: Develop an understanding of changes in
the state of matter in terms of heating and cooling, and in terms of
arrangement and relative motion of atoms and molecules.
Understand the differences between physical and chemical
changes. Develop an understanding of the conservation of mass.
Develop an understanding of products and reactants in a chemical
change.
P.CM.M.2 Chemical Changes- Chemical changes occur
when two elements and/or compounds react (including
decomposing) to produce new substances. These new
substances have different physical and chemical properties
than the original elements and/or compounds. During the
chemical change, the number and kind of atoms in the
reactants are the same as the number and kind of atoms in
the products. Mass is conserved during chemical changes.
The mass of the reactants is the same as the mass of the
products. *
P.CM.07.21 Identify evidence of chemical change through color,
gas formation, solid formation, and temperature
change.
P.CM.07.22 Compare and contrast the chemical properties of a
new substance with the original after a chemical
change.
P.CM.07.23 Describe the physical properties and chemical
properties of the products and reactants in a chemical
change.

LIFE SCIENCE

Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and
animals (including humans) have basic requirements for
maintaining life which include the need for air, water, and a source
of energy. Understand that all life forms can be classified as
producers, consumers, or decomposers as they are all part of a
global food chain where food/energy is supplied by plants which
need light to produce food/energy. Develop an understanding that
plants and animals can be classified by observable traits and
physical characteristics. Understand that all living organisms are
composed of cells and they exhibit cell growth and division.
Understand that all plants and animals have a definite life cycle,
body parts, and systems to perform specific life functions.

* Revised expectations marked by an asterisk.

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L.OL.M.2 Cell Functions- All organisms are composed

of cells, from one cell to many cells. In multicellular
organisms, specialized cells perform specialized functions.
Organs and organ systems are composed of cells,
and function to serve the needs of cells for food, air,
and waste removal. The way in which cells function
is similar in all living organisms.
L.OL.07.21 Recognize that all organisms are composed of cells
(single cell organisms, multicellular organisms).
L.OL.07.22 Explain how cells make up different body tissues,
organs, and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are
specialized to take in nutrients, which they use to
provide energy for the work that cells do and to make
the materials that a cell or organism needs.
L.OL.07.24 Recognize that cells function in a similar way in all
organisms.
L.OL.M.3- Growth and Development- Following fertilization,
cell division produces a small cluster of cells that then
differentiate by appearance and function to form the basic
tissue of multicellular organisms. *
L.OL.07.31 Describe growth and development in terms of increase
of cell number and/or cell size.
L.OL.07.32 Examine how through cell division, cells can become
specialized for specific functions.
L.OL.M.6 Photosynthesis- Plants are producers; they use
the energy from light to make sugar molecules from the
atoms of carbon dioxide and water. Plants use these
sugars along with minerals from the soil to form fats,
proteins, and carbohydrates. These products can be used
immediately, incorporated into the cells of a plant as the
plant grows, or stored for later use.
L.OL.07.61 Recognize the need for light to provide energy for the
production of carbohydrates, proteins and fats.
L.OL.07.62 Explain that carbon dioxide and water are used to
produce carbohydrates, proteins, and fats.
L.OL.07.63 Describe evidence that plants make, use and store
food.

* Revised expectations marked by an asterisk.

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Heredity
K-7 Standard L.HE: Develop an understanding that all life forms
must reproduce to survive. Understand that characteristics of
mature plants and animals may be inherited or acquired
and that only inherited traits are passed on to their young.
Understand that inherited traits can be inuenced by changes in
the environment and by genetics.
L.HE.M.2 Reproduction- Reproduction is a characteristic of
all living systems; because no individual organism
lives forever, reproduction is essential to the continuation
of every species. Some organisms reproduce asexually.
Other organisms reproduce sexually.
L.HE.07.21 Compare how characteristics of living things are
passed on through generations, both asexually and
sexually.
L.HE.07.22 Compare and contrast the advantages and
disadvantages of sexual vs. asexual reproduction.

EARTH SCIENCE

Earth Systems
K-7 Standard E.ES: Develop an understanding of the warming of
the Earth by the sun as the major source of energy for
phenomenon on Earth and how the suns warming relates to
weather, climate, seasons, and the water cycle. Understand how
human interaction and use of natural resources affects the
environment.
E.ES.M.1 Solar Energy- The sun is the major source of
energy for phenomena on the surface of the Earth.
E.ES.07.11 Demonstrate, using a model or drawing, the
relationship between the warming by the sun of the
Earth and the water cycle as it applies to the
atmosphere (evaporation, water vapor, warm air
rising, cooling, condensation, clouds).
E.ES.07.12 Describe the relationship between the warming of the
atmosphere of the Earth by the sun and convection
within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the sun
produces winds and ocean currents.

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