7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards

Identify verb(s) / Demonstrate / Bloom‘s Taxonomy Level / Comprehension
Concept(s) / Lab safety practices
Safety symbols
Safety equipment
Prior knowledge required/ supporting topic / TEKS from prior years
5.1.A: Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.
6.1.A: Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Essential knowledge
(What students are expected to know and be able to do) / Lab safety procedures as they relate to the Texas Safety Standards.
Possible misconceptions or
comments/ suggestions


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 7. 1B Practice appropriate use and conservation of resources including disposal, reuse, or recycling of materials.

Identify verb(s) / Practice / Bloom‘s Taxonomy Level / Application
Concept(s) / Disposal of resources
Reusing/ recycling of lab resources
Prior knowledge required/ supporting topic / Safety rules
Safe practices with chemicals
TEKS from prior years
5.1.B: Make informed choices in the conservation, disposal, and recycling of materials.
6.1.B: Practice appropriate use and conservation of resources including disposal, reuse, or recycling of materials.
Essential knowledge
(What students are expected to know and be able to do) / Following safety rules
Proper disposal of lab materials
Possible misconceptions or
comments/ suggestions / All liquids can be poured down the drain.
Disposal of biological specimens


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions and using appropriate equipment and technology

Identify verb(s) / Plan, implement, compare, describe / Bloom‘s Taxonomy Level / Synthesis
Concept(s) / Nature of Science
Prior knowledge required/ supporting topic / Know what each tool measures and how to use the equipment.
TEKS from prior years
5.2.B: Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.
6.2.A: Plan and implement comparative and descriptive investigations by making observations, asking well- defined questions, and using appropriate equipment and technology.
Essential knowledge
(What students are expected to know and be able to do) / Can perform a scientific investigation from developing an appropriate “testable” problem to gathering and analyzing data used to draw a valid conclusion and share the finding effectively.
If given the text and results of an investigation, should be able to identify the steps and critique and evaluate the process and results.
Possible misconceptions or
comments/ suggestions / Must know that only one variable is allowed to change at a time. All others must be controlled. Investigation should be repeated multiple times to verify validity.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 2B Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.

Identify verb(s) / Design, Implement, Observe, Formulate, Use / Bloom‘s Taxonomy Level / Application, Analysis, Synthesis
Concept(s) / Nature of Science
Prior knowledge required/ supporting topic / How to write a testable hypothesis and knowledge of the question being answered
TEKS from prior years
5.2.A: Describe, plan and implement simple experimental investigations testing one variable.
6.2.B: Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
Essential knowledge
(What students are expected to know and be able to do) / Formulate testable hypothesis and focused questions based on observations
Write a detailed procedure that tests the hypothesis
Choose appropriate equipment and use effectively including technology
Record observations
Possible misconceptions or
comments/ suggestions / Differs from 6.2.A because the student is designing the experiment
Put the hypothesis in a ‘If …, then” statement


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

Identify verb(s) / Collect, Record / Bloom‘s Taxonomy Level / Knowledge
Concept(s) / Qualitative and quantitative collection of data using method that is most appropriate
Prior knowledge required/ supporting topic / Knowing SI units; how to measure; appropriate equipment to use to measure
Difference between qualitative and quantitative
How to record data within charts, graphs, etc.
TEKS from prior years
5.2.C: Collect information by detailed observations and accurate measuring.
6.2.C: Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Essential knowledge
(What students are expected to know and be able to do) / Measure and record quantitative and qualitative data
Possible misconceptions or
comments/ suggestions / Difference between quantitative and qualitative


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 2D Construct tables and graphs, using repeated trials and means to organize data and identify patterns.

Identify verb(s) / Construct, Use, Organize, Identify / Bloom‘s Taxonomy Level / Knowledge, Analysis
Concept(s) / Construct and organize data collection method
Prior knowledge required/ supporting topic / Knowledge of various tables, charts, graphs, etc. and when it is appropriate to use each.
Identifying patterns
TEKS from prior years
5.2.G: Construct appropriate simple graphs, tables, maps, and charts using technology including computers to organize, examine, and evaluate information.
6.2.D: Construct tables, using repeated trials and means to organize data and identify patterns.
Essential knowledge
(What students are expected to know and be able to do) / Constructing appropriate tables, charts, graphs, etc, to display and analyze data.
Identify patterns within data.
Possible misconceptions or
comments/ suggestions


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends

Identify verb(s) / Analyze, formulate, communicate, predict / Bloom‘s Taxonomy Level / Analysis, synthesis
Concept(s) / Formulate and communicate data driven conclusions.
Prior knowledge required/ supporting topic / Experience communicating conclusions
Be able to predict trends and determine validity
TEKS from prior years
5.2.D: Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.
6.2.E: Analyze data to formulate reasonable explanations, communicate valid conclusions supported by
the data, and predict trends.
Essential knowledge
(What students are expected to know and be able to do) / Communicate valid conclusions and predict trends based on data.
Possible misconceptions or
comments/ suggestions / Determining validity.
Conclusions should be based on data collected.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student.

Identify verb(s) / Analyze, evaluate, critique, use, examine, encourage / Bloom‘s Taxonomy Level / Analysis, synthesis, evaluation
Concept(s) / Critiquing scientific explanations using all evidence available and students’ critical thinking skills
Prior knowledge required/ supporting topic / Vocabulary: analyze, evaluate, critique, empirical, logical, experimental vs. observational testing
TEKS from grades 5 and 6:
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student.
Essential knowledge
(What students are expected to know and be able to do) / Use critical thinking skills to analyze and critique scientific explanations
Possible misconceptions or
comments/ suggestions / Students knowing exactly what critical thinking really is.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 3B Use models to represent aspects of the natural world such as human body systems, and plant and animal cells

Identify verb(s) / Use, Represent / Bloom‘s Taxonomy Level / Knowledge, Comprehension
Concept(s) / Use models to represent natural world.
Prior knowledge required/ supporting topic / Students being able to choose and develop appropriate model for use.
TEKS from prior years
5.3.C: Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works.
6.3.B: Use models to represent aspects of the natural world such as a model of Earth’s layers.
Essential knowledge
(What students are expected to know and be able to do) / How to use models to represent the natural world with a life science focus.
Possible misconceptions or
comments/ suggestions / The focus in this grade level is models that represent living things or parts of living things.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 7. 3C Identify advantages and limitations of models such as size, scale, properties, and materials. .

Identify verb(s) / Identify / Bloom‘s Taxonomy Level / Knowledge
Concept(s) / Identify advantages and limitations of models
Prior knowledge required/ supporting topic / Vocabulary: scale, advantages, limitations, properties – Understanding these concepts.
TEKS from prior years
6.3.C: Identify advantages and limitations of models such as size, scale, properties, and materials.
Essential knowledge
(What students are expected to know and be able to do) / The student will be able to identify advantages and limitations of models.
How to evaluate size, scale, properties, and materials with regards to materials.
Possible misconceptions or
comments/ suggestions / Students need to fully understand a limitation.
Comment: Students being able to transfer 3D model to a 2D model or question.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 3D Relate the impact of research on scientific thought and society, including history of science and contributions of scientists as related to the content

Identify verb(s) / Relate / Bloom‘s Taxonomy Level / Evaluation
Concept(s) / How does research impact scientific thought and society.
Prior knowledge required/ supporting topic / TEKS from prior years
5.3.D; Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
6.3.D: Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content.
Essential knowledge
(What students are expected to know and be able to do) / How to identify an impact of research and how to relate that research to scientific thought and society.
Possible misconceptions or
comments/ suggestions / Make sure that this concept is taught as related to the content.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7. 4A Use appropriate tools to collect, record, and analyze information including: life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras and journals/notebooks and other equipment as needed to teach the curriculum.

Identify verb(s) / Use, collect, record, analyze / Bloom‘s Taxonomy Level / Knowledge, Application, Analysis
Concept(s) / Use appropriate tools to collect, record, and analyze information.
Prior knowledge required/ supporting topic / TEKS from prior years
5.4.A: Collect and analyze information using tools including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, timing devices including clocks and stopwatches, magnets, collecting nets, notebooks and materials to support observations of habitats or organisms such as terrariums and aquariums.
6.4.A: Use appropriate tools to collect, record, and analyze information including: journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
Essential knowledge
(What students are expected to know and be able to do) / Use appropriate tools to collect, record, and analyze information.
Identify lab equipment appropriately.
How to use lab journals
Possible misconceptions or
comments/ suggestions / Be able to identify which tools to use for each verb: collection, recording, analyzing etc.
Note: Students are expected to use science notebooks/journals since Kindergarten.
Note: From 6th grade up the statement, “and other equipment as needed to teach the curriculum” has been added.


7th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 7.4B Use preventative safety equipment including chemical splash goggles, aprons and gloves and be prepared to use emergency safety equipment

Identify verb(s) / Use, Be prepared / Bloom‘s Taxonomy Level / Application
Concept(s) / Proper use of safety equipment.
Prior knowledge required/ supporting topic / Use of safety equipment from previous years TEKS.
5.4.B: Use safety equipment including safety goggles and gloves.
6.4.B: Use preventative safety equipment including chemical splash goggles, aprons, and gloves and be prepared to use emergency safety equipment including an eye/face wash, a fire blanket, and a fire extinguisher.
Essential knowledge
(What students are expected to know and be able to do) / Proper use of safety equipment listed in TEKS.
Note: Safety equipment.
Possible misconceptions or
comments/ suggestions / Difference between safety equipment, emergency safety equipment, and safety practices.


7th Grade Strand: Matter and Energy

2010 TEKS OBJ : . 7. 5A Recognize that radiant energy from the sun is transformed into chemical energy through the process of photosynthesis

Identify verb(s) / Recognize / Bloom‘s Taxonomy Level / Knowledge
Concept(s) / Photosynthesis
Prior knowledge required/ supporting topic / Energy begins with the sun; energy can be transformed from one type to another.
TEKS from prior years
5.9.B: Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.
6.9.A: Investigate methods of thermal energy transfer including conduction, convection, and radiation.
6.9.B: Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting.
6.9.C: Demonstrate energy transformations such as the energy in a flashlight battery changes from chemical energy to electrical energy to light energy.
Essential knowledge
(What students are expected to know and be able to do) / Photosynthesis equation
Do NOT teach structure and function of plant cells and organelles
Possible misconceptions or
comments/ suggestions / Misconceptions: plants get food from soil, matter for growing plant comes from soil
Comment: Use the term mineral, instead of nutrient when talking about what plants get from soil. If something is a nutrient, students think it is food.
Ask: How does a plant go from a seed à tree? Where does the matter come from?


7th Grade Strand: Matter and Energy