scientific knowledge - mrs. dixon's science...

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Take It Home Grade 7 Florida Houghton Mifflin Harcourt Publishing Company

Unit 1 Lesson 1

Scientific Knowledge

Changing Over Time Ask an adult to share their experiences about how scientific knowledge has changed over his or her lifetime. You should focus your conversation on one scientific topic. You might ask about how computers have changed the adults workplace, how medicine was different when the adult was your age, or how a belief that was widely held when the adult was younger has changed over time because of more scientific evidence. Then work together to compile a list of what you both think are the most significant changes the adult has seen in the last 20 years.

1. Briefly describe the scientific topic you discussed with the adult.

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2. What changes has the adult experienced?

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3. What do you think are the most significant scientific changes of the last 20 years?

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Scientific Knowledge

Changing Over Time

Ask an adult to share their experiences about how scientific knowledge has changed over his or her lifetime. You should focus your conversation on one scientific topic. You might ask about how computers have changed the adults workplace, how medicine was different when the adult was your age, or how a belief that was widely held when the adult was younger has changed over time because of more scientific evidence. Then work together to compile a list of what you both think are the most significant changes the adult has seen in the last 20 years.

1.Briefly describe the scientific topic you discussed with the adult.

2.What changes has the adult experienced?

3.What do you think are the most significant scientific changes of the last 20 years?

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Unit 1 Lesson 3

Representing Data

Make a Floor Plan Work with an adult to draw a floor plan for one room in your home that is drawn to scale.

1. Select the room you are drawing.

2. In the space below, make a rough diagram of the room. Include doors, open doorways, and any windows. Measure the length of each part of the room (walls, windows, and doors) and use it to label your diagram. You may wish to

label the parts A, B, C, etc. and then write each letter and measurement to one side of your diagram. Measure in

metric if possible.

3. Choose a scale for your drawing. A scale tells how a unit of measure used in your drawing compares to a unit of measure in the room your drawing shows. For example, you might choose a scale of 1 cm = 300 mm. Check to make sure that your scale drawing will fit on a piece of paper. Think of a rectangle surrounding the entire room. How long and how wide would the rectangle be?

Your scale ___________________________________________________________________________

4. On graph paper or on the other side of this paper, draw the floor plan of the room. Use the scale you chose as a guide for how big your drawing will be. Once you have the outer walls of the room drawn, add the windows and doors of the room to your drawing in their correct locations. If you wish to add furniture or other objects, use the same scale you used for the outline of the room.

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Representing Data

Make a Floor Plan

Work with an adult to draw a floor plan for one room in your home that is drawn to scale.

1.Select the room you are drawing.

2. In the space below, make a rough diagram of the room. Include doors, open doorways, and any windows. Measure the length of each part of the room (walls, windows, and doors) and use it to label your diagram. You may wish to label the parts A, B, C, etc. and then write each letter and measurement to one side of your diagram. Measure in metric if possible.

3.Choose a scale for your drawing. A scale tells how a unit of measure used in your drawing compares to a unit of measure in the room your drawing shows. For example, you might choose a scale of 1 cm = 300 mm. Check to make sure that your scale drawing will fit on a piece of paper. Think of a rectangle surrounding the entire room. How long and how wide would the rectangle be?

Your scale

4.On graph paper or on the other side of this paper, draw the floor plan of the room. Use the scale you chose as a guide for how big your drawing will be. Once you have the outer walls of the room drawn, add the windows and doors of the room to your drawing in their correct locations. If you wish to add furniture or other objects, use the same scale you used for the outline of the room.

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Unit 2 Lesson 2

Rock Cycle

Rock Walk With an adult, go on a rock hunt around your neighborhood, in a park, along city streets, or along a beach. Take pictures or make sketches of the types of rock you find, including large ones such as rock outcroppings, small ones such as gravel or pebbles, or rock used to construct buildings, driveways, or paths.

1. List the environment(s) you studied and the types of rock you found. Consider whether the rock was brought to its location by people. Discuss with your adult partner what environmental factors may have affected the types of rock.

Environment studied: __________________________________________________________________

Types of rock: ________________________________________________________________________

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2. Describe the types of rock you saw. Include colors, textures, a note about any visible crystals, stripes, or layers. Look closely at each rock to see if you can tell how it relates to the rock cycle. For example, if a rock looks as if it is made of tiny grains of sand, it might be a sedimentary rock. Crystals in rock suggest cooling magma.

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Rock Cycle

Rock Walk

With an adult, go on a rock hunt around your neighborhood, in a park, along city streets, or along a beach. Take pictures or make sketches of the types of rock you find, including large ones such as rock outcroppings, small ones such as gravel or pebbles, or rock used to construct buildings, driveways, or paths.

1.List the environment(s) you studied and the types of rock you found. Consider whether the rock was brought to its location by people. Discuss with your adult partner what environmental factors may have affected the types of rock.

Environment studied:

Types of rock:

2.Describe the types of rock you saw. Include colors, textures, a note about any visible crystals, stripes, or layers. Look closely at each rock to see if you can tell how it relates to the rock cycle. For example, if a rock looks as if it is made of tiny grains of sand, it might be a sedimentary rock. Crystals in rock suggest cooling magma.

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Unit 3 Lesson 2

Relative Dating

Relative Age Work with an adult to locate objects in your neighborhood. Find some objects that you think might be very old, such as different types of rocks. Find other objects that you think are not as old, such as leaves or trees or buildings. Take pictures of the objects, or make a quick sketch of each. Last, arrange the objects by how old they might be. (You will have to make some educated guesses.)

List the objects in order from youngest to oldest. Beside each object you list, tell why you think it is older or younger than the item before or after it on the list.

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Relative Dating

Relative Age

Work with an adult to locate objects in your neighborhood. Find some objects that you think might be very old, such as different types of rocks. Find other objects that you think are not as old, such as leaves or trees or buildings. Take pictures of the objects, or make a quick sketch of each. Last, arrange the objects by how old they might be. (You will have to make some educated guesses.)

List the objects in order from youngest to oldest. Beside each object you list, tell why you think it is older or younger than the item before or after it on the list.

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Unit 4 Lesson 1

Natural Resources

Work with an adult to look at and list objects in your home that come from different natural resources. List items you find for each resource listed below.

Trees

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Oil

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Animals

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Plants

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Aluminum ore

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Sand

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Natural Resources

Work with an adult to look at and list objects in your home that come from different natural resources. List items you find for each resource listed below.

Trees

Oil

Animals

Plants

Aluminum ore

Sand

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Unit 4 Lesson 2

Human Impact on Land

Land at Home Work with an adult to identify ways land is used near your home. You can go on a walk or just think about land in your neighborhood. In your neighborhood, are there houses, apartments, roads, factories, parks, farms, offices, or stores?

1. Make a sketch of your neighborhood or area, showing how the land is used.

2. Write a description of land use in your area or neighborhood. Are certain uses more common? Which ones?

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Human Impact on Land

Land at Home

Work with an adult to identify ways land is used near your home. You can go on a walk or just think about land in your neighborhood. In your neighborhood, are there houses, apartments, roads, factories, parks, farms, offices, or stores?

1. Make a sketch of your neighborhood or area, showing how the land is used.

2.Write a description of land use in your area or neighborhood. Are certain uses more common? Which ones?

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Unit 4 Lesson 3

Human Impact on Water

Water at Home Look at and list all the ways you use water daily in your home. Then, work with an adult to estimate how much water you use for each purpose. Calculate how much water is used each day at your home. Which activity uses the most water?

Hint: Typical Americans use 80 to 180 gallons of water per day. They use 6 gallons for cooking and drinking, 16 gallons for showering/bathing, 18 gallons flushing the toilet, 22 gallons for cleaning, and 74 gallons outdoors.

What Water Is Used for in My Home

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Amount Used Each Day

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Total Amount Water Used Each Day: _________________________________________________________

What activity uses the most water? ___________________________________________________________

SOURCE: http://www.northamericanodyssey.com/water/how-much-water-do-you-use-each-day.html

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Human Impact on Water

Water at Home

Look at and list all the ways you use water daily in your home. Then, work with an adult to estimate how much water you use for each purpose. Calculate how much water is used each day at your home. Which activity uses the most water?

Hint: Typical Americans use 80 to 180 gallons of water per day. They use 6 gallons for cooking and drinking, 16 gallons for showering/bathing, 18 gallons flushing the toilet, 22 gallons for cleaning, and 74 gallons outdoors.

What Water Is Used for in My Home

Amount Used Each Day

Total Amount Water Used Each Day:

What activity uses the most water?

SOURCE: http://www.northamericanodyssey.com/water/how-much-water-do-you-use-each-day.html

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Unit 4 Lesson 4

Human Impact on Air

Air at Home Work with an adult. Discuss and list all the ways you can think of that you change the air inside your home. Walk from room to room to find examples.

Answer these questions to help you list ways you change the air in your home.

Do you open windows, which might allow dust or pollen in?

Do you burn anything that puts smoke in the air? (candles, fires, gas stove)

Do you take showers or run a humidifier that puts water in the air?

Do you cook food, which puts food particles in the air?

Do you use air fresheners?

Do you heat or cool the air in your house?

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Human Impact on Air

Air at Home

Work with an adult. Discuss and list all the ways you can think of that you change the air inside your home. Walk from room to room to find examples.

Answer these questions to help you list ways you change the air in your home.

Do you open windows, which might allow dust or pollen in?

Do you burn anything that puts smoke in the air? (candles, fires, gas stove)

Do you take showers or run a humidifier that puts water in the air?

Do you cook food, which puts food particles in the air?

Do you use air fresheners?

Do you heat or cool the air in your house?

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Unit 5 Lesson 2

Properties of Waves

Waves in Everyday Life Work with an adult to observe waves in everyday life. You can look for instances of waves at home, and the adult can add examples of waves he or she observes at work or elsewhere.

1. Waves observed at home:

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2. Waves observed at work or elsewhere:

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Properties of Waves

Waves in Everyday Life

Work with an adult to observe waves in everyday life. You can look for instances of waves at home, and the adult can add examples of waves he or she observes at work or elsewhere.

1.Waves observed at home:

2.Waves observed at work or elsewhere:

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Unit 6 Lesson 2

Temperature

Forecaster for a Day With an adult, arrange to check the outside temperature and make notes about the temperature at different times of day. Observe other changes in the weather, such as precipitation, cloud cover, wind, and so on. Ask the adult what factors might make the temperature change, and write down those ideas. Make notes of the high and low temperatures you observed. Then, using the information you gathered, make predictions about daily temperature changes.

1. List the temperatures you observed and the times of day you observed them. Put stars next to high and low temperatures you observed.

Daily temperatures:

Time Temperature (Units) Time Temperature (Units)

2. List other observations you made about weather:

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3. Based on your observations, what can you conclude about daily temperature changes?

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Temperature

Forecaster for a Day

With an adult, arrange to check the outside temperature and make notes about the temperature at different times of day. Observe other changes in the weather, such as precipitation, cloud cover, wind, and so on. Ask the adult what factors might make the temperature change, and write down those ideas. Make notes of the high and low temperatures you observed. Then, using the information you gathered, make predictions about daily temperature changes.

1.List the temperatures you observed and the times of day you observed them. Put stars next to high and low temperatures you observed.

Daily temperatures:

Time

Temperature (Units)

Time

Temperature (Units)

2.List other observations you made about weather:

3.Based on your observations, what can you conclude about daily temperature changes?

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Unit 6 Lesson 3

Thermal Energy and Heat

With an adult, look at places in your kitchen where heat energy is transferred. Make sketches of some of these places. Use arrows to show the direction of heat transfer. Try to find several instances of different types of heat transfer (conduction, convection, radiation). Can you find any instances of heat transfer that causes a change in state?

1. Conduction

2. Convection

3. Radiation

4. Heat transfer that causes a change in state:

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Thermal Energy and Heat

With an adult, look at places in your kitchen where heat energy is transferred. Make sketches of some of these places. Use arrows to show the direction of heat transfer. Try to find several instances of different types of heat transfer (conduction, convection, radiation). Can you find any instances of heat transfer that causes a change in state?

1.Conduction

2.Convection

3.Radiation

4.Heat transfer that causes a change in state:

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Unit 7 Lesson 1

Theory of Evolution by Natural Selection

Neighborhood Adaptations Work with an adult to observe an organism on a neighborhood walk, through a window, or in your home. List characteristic of the organism. Compare this organism with a similar organism that you know about. Do you think the differences between the two organisms give one organism an edge?

1. Describe the characteristics you observed.

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2. Describe the characteristics of a similar organism that you know about.

Similar organism: _____________________________________________________________________

Characteristics: _______________________________________________________________________

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3. What characteristics are different between the two organisms?

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4. Describe how one set of characteristics could give one organism an advantage.

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Theory of Evolution by Natural Selection

Neighborhood Adaptations

Work with an adult to observe an organism on a neighborhood walk, through a window, or in your home. List characteristic of the organism. Compare this organism with a similar organism that you know about. Do you think the differences between the two organisms give one organism an edge?

1.Describe the characteristics you observed.

2.Describe the characteristics of a similar organism that you know about.

Similar organism:

Characteristics:

3.What characteristics are different between the two organisms?

4.

Describe how one set of characteristics could give one organism an advantage.

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Unit 7 Lesson 2

Evidence of Evolution

Similar Structures Work with an adult to observe organisms seen during a neighborhood walk, through a window, or inside your home. Observe organisms that are somewhat similar, such as mammals or trees. Note the features of the organisms and make sketches if possible. Then discuss similarities you notice between the organisms.

1. List some of the organisms you observed.

List the organisms and their features. ______________________________________________________

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2. List physical similarities between the organisms you observed.

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3. How might these similarities be evidence that the organisms share a common ancestor?

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Evidence of Evolution

Similar Structures

Work with an adult to observe organisms seen during a neighborhood walk, through a window, or inside your home. Observe organisms that are somewhat similar, such as mammals or trees. Note the features of the organisms and make sketches if possible. Then discuss similarities you notice between the organisms.

1.List some of the organisms you observed.

List the organisms and their features.

Sketches

2.List physical similarities between the organisms you observed.

3.How might these similarities be evidence that the organisms share a common ancestor?

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Unit 8 Lesson 3

Sexual and Asexual Reproduction

Plants at Home Work with an adult to identify plants in and near your home. You might go on a walk, look through a window, visit a park, or look at plants in your kitchen (such as carrots, potatoes, lettuce, strawberries, and corn).

1. List four or five plants you observe.

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2. Select one of the plants that you observed. Does it reproduce by sexual or asexual reproduction? If the plant reproduces asexually, in what way does it reproduce? You may have to discuss this with an adult, or conduct research.

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3. What other questions do you have about your plant?

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4. Draw a sketch showing how your plant reproduces.

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Sexual and Asexual Reproduction

Plants at Home

Work with an adult to identify plants in and near your home. You might go on a walk, look through a window, visit a park, or look at plants in your kitchen (such as carrots, potatoes, lettuce, strawberries, and corn).

1.List four or five plants you observe.

2.Select one of the plants that you observed. Does it reproduce by sexual or asexual reproduction? If the plant reproduces asexually, in what way does it reproduce? You may have to discuss this with an adult, or conduct research.

3.What other questions do you have about your plant?

4.Draw a sketch showing how your plant reproduces.

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Unit 9 Lesson 1

DNA Structure and Function

Extract DNA at Home Work with an adult to extract DNA at home using common household materials. You will need the following:

a banana, cut into small pieces a blender

1 cup of water a strainer

1/4 tsp. salt a clear drinking glass

2 tbs. hand dishwashing detergent rubbing alcohol

a pinch of meat tenderizer toothpick (optional)

1. Put the banana pieces, water, and salt into the blender. Blend for 10 seconds on the high-speed setting.

2. Strain the mixture into the glass until the glass is about half full.

3. Gently stir in the dishwashing detergent. Try not to make bubbles. Let the mixture sit for 5 minutes.

4. Add a pinch of meat tenderizer to the mixture. Stir gently.

5. Tip the glass slightly. Add the rubbing alcohol by pouring it along the side of the glass so it forms a layer above the mixture. Add alcohol until the glass is nearly full.

6. Wait for 5 minutes.

7. The white strings that you see are DNA. You can use a toothpick to remove the strings.

Try extracting DNA from other fruits, such as strawberries, or legumes, such as split peas. Experiment with using a small amount of pineapple or papaya juice in place of the meat tenderizer. Which do you find gives the best results? Write any comments or questions you have on the lines below.

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DNA Structure and Function

Extract DNA at Home

Work with an adult to extract DNA at home using common household materials. You will need the following:

a banana, cut into small pieces

a blender

1 cup of water

a strainer

1/4 tsp. salt

a clear drinking glass

2 tbs. hand dishwashing detergent

rubbing alcohol

a pinch of meat tenderizer

toothpick (optional)

1.Put the banana pieces, water, and salt into the blender. Blend for 10 seconds on the high-speed setting.

2.Strain the mixture into the glass until the glass is about half full.

3.Gently stir in the dishwashing detergent. Try not to make bubbles. Let the mixture sit for 5 minutes.

4.Add a pinch of meat tenderizer to the mixture. Stir gently.

5.Tip the glass slightly. Add the rubbing alcohol by pouring it along the side of the glass so it forms a layer above the mixture. Add alcohol until the glass is nearly full.

6.Wait for 5 minutes.

7.The white strings that you see are DNA. You can use a toothpick to remove the strings.

Try extracting DNA from other fruits, such as strawberries, or legumes, such as split peas. Experiment with using a small amount of pineapple or papaya juice in place of the meat tenderizer. Which do you find gives the best results? Write any comments or questions you have on the lines below.

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Unit 9 Lesson 2

Biotechnology

Weird Produce Go to a supermarket with an adult and find a fruit or vegetable that has been developed by humans crossing different kinds of plants, such as a plumot, an aprium, a green cauliflower, or a tangelo. Observe the produce and describe what it looks like and how it smells. If possible, tell what it tastes like (you may need to cook it, first). Identify which plants were crossed to make the produce and which characteristics come from which plant. You might also research what kind of biotechnology was utilized to make the cross.

1. What does it look like?

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How does it smell?

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2. Which plants were crossed?

Plant A _________________________ Plant B ___________________________

Characteristics from Plant A Characteristics from Plant B

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3. If you tasted it, what does it taste like?

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4. Which kind of biotechnology was used to make the cross?

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Biotechnology

Weird Produce

Go to a supermarket with an adult and find a fruit or vegetable that has been developed by humans crossing different kinds of plants, such as a plumot, an aprium, a green cauliflower, or a tangelo. Observe the produce and describe what it looks like and how it smells. If possible, tell what it tastes like (you may need to cook it, first). Identify which plants were crossed to make the produce and which characteristics come from which plant. You might also research what kind of biotechnology was utilized to make the cross.

1.What does it look like?

How does it smell?

2.Which plants were crossed?

Plant A Plant B

Characteristics from Plant A

Characteristics from Plant B

3.If you tasted it, what does it taste like?

4.Which kind of biotechnology was used to make the cross?

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Unit 10 Lesson 1

Introduction to Ecology

Home and Work With an adult, think of two different organisms you have observed during a trip, in your neighborhood, or on television. Working with the adult, write descriptions of each animal's habitat and its niche in the ecosystem.

1. List the two organisms.

Organism 1: _________________________________________________________________________

Organism 2: _________________________________________________________________________

2. A habitat is the place where an organism lives. Briefly describe each organisms habitat.

Habitat 1: ___________________________________________________________________________

Habitat 2: ___________________________________________________________________________

3. A niche is the role of a species in its community, including the use of its habitat and its relationships with other species. Briefly describe each organisms niche.

Niche 1: ________________________________ Niche 2: ____________________________________

4. Choose one animal from item 1. Think about where the animal lives and its role there. What if that animal did not live in that ecosystem? How would other organisms in its community be affected?

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Introduction to Ecology

Home and Work

With an adult, think of two different organisms you have observed during a trip, in your neighborhood, or on television. Working with the adult, write descriptions of each animal's habitat and its niche in the ecosystem.

1.List the two organisms.

Organism 1:

Organism 2:

2. A habitat is the place where an organism lives. Briefly describe each organisms habitat.

Habitat 1:

Habitat 2:

3.

A niche is the role of a species in its community, including the use of its habitat and its relationships with other species. Briefly describe each organisms niche.

Niche 1: Niche 2:

4. Choose one animal from item 1. Think about where the animal lives and its role there. What if that animal did not live in that ecosystem? How would other organisms in its community be affected?

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Unit 10 Lesson 2

Roles in Energy Transfer

Whats for Dinner? Find out about the diets of several types of pets and domestic animals. With an adult, visit the pet-food aisle of a store, a pet shop, or conduct research on the Internet. Include as many animals as possible in your research, including dogs, cats, birds, reptiles, rabbits, ferrets, sheep, and fish. Discuss with your adult partner whether the food is mostly meat-based or mostly plant-based. You may need to look at the first ingredients on the label for information. Then classify each pet as a herbivore, carnivore, or omnivore.

1. List the animals you observed and the foods they ate.

Animal Food

2. Think about the types of food the animals ate. Then list the animals you observed under the appropriate category (Herbivore, Carnivore, or Omnivore).

Herbivore

Carnivore Omnivore

3. How do you think the diets of pet animals differ from the diets of their wild relatives?

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Roles in Energy Transfer

Whats for Dinner?

Find out about the diets of several types of pets and domestic animals. With an adult, visit the pet-food aisle of a store, a pet shop, or conduct research on the Internet. Include as many animals as possible in your research, including dogs, cats, birds, reptiles, rabbits, ferrets, sheep, and fish. Discuss with your adult partner whether the food is mostly meat-based or mostly plant-based. You may need to look at the first ingredients on the label for information. Then classify each pet as a herbivore, carnivore, or omnivore.

1.List the animals you observed and the foods they ate.

Animal

Food

2.Think about the types of food the animals ate. Then list the animals you observed under the appropriate category (Herbivore, Carnivore, or Omnivore).

Herbivore

Carnivore

Omnivore

3.How do you think the diets of pet animals differ from the diets of their wild relatives?

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Name ______________________________________ Date _________


Unit 10 Lesson 3

Interactions in Communities

Identifying Organism Interactions Work with an adult to observe through a window the interaction of organisms within a community.

1. List possible types of interactions.

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2. List organisms you saw.

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3. List the types of interactions you observe.

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____________________________________________________________________________________

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UAD Math

Name ______________________________________ Date _________

Interactions in Communities

Identifying Organism Interactions

Work with an adult to observe through a window the interaction of organisms within a community.

1.List possible types of interactions.

2.List organisms you saw.

3.List the types of interactions you observe.

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Grade 7 Florida



Name ______________________________________ Date _________


Unit 10 Lesson 4

Floridas Ecosystems

Whats My Ecosystem? With an adult, go online to find information about the ecosystem you live in. Think about the characteristics of this ecosystem. Note environmental conditions (bodies of water, presence of man-made structures) that the plants and animals interact with.

1. List characteristics of the ecosystem you live in.

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2. List organisms that live in this ecosystem.

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3. List environmental conditions that organisms interact with (bodies of water, human-made buildings)

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4. List unique aspects of your local ecosystem.

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____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Take It Home

Edit File

UAD Math

Name ______________________________________ Date _________

Floridas Ecosystems

Whats My Ecosystem?

With an adult, go online to find information about the ecosystem you live in. Think about the characteristics of this ecosystem. Note environmental conditions (bodies of water, presence of man-made structures) that the plants and animals interact with.

1.List characteristics of the ecosystem you live in.

2.List organisms that live in this ecosystem.

3.List environmental conditions that organisms interact with (bodies of water, human-made buildings)

4.List unique aspects of your local ecosystem.

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