7th+Grade+Science

This is a great place for you to find/upload great activities, exercises, worksheets you create, and useful webpages!
= **General Files for 7th grade science:** = Curriculum

FOSS Kit overview (check out investigation 3 - you will need to incorporate parts of this) Great Virtual Frog Dissection websites! []

That's right....there is a frog dissection APP for a iphone/ipad []

When editing this page, please use the following format (meaning, please copy and paste to format shown below and fill in the relevant information:

PLEASE COPY AND PASTE THE TEMPLATE BELOW, BUT LEAVE THE ONE BELOW BLANK

***PLEASE: Only paste subject-specific games/activtities, etc. here. If the activity can be generalized, please enter it on the "Games and Activities!" page.***

=** HERE IS A SAMPLE TEMPLATE WITH SOME RECOMMENDATIONS!--- **= TITLE: Give it a catchy, fun title **- and use a color!**

TOPIC INVOLVED:

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC:

BRIEF DESCRIPTION:
 * Describe the activity in steps.
 * Make sure you are describing the activity, game, etc. so that it is reproducable **(which is the scientific way after all!).**
 * give an approximate time for the activity

ANY SPECIFIC RECOMMENDATIONS?:
 * mention anything you recommend based on your personal experience!

SOURCE:
 * Credit yourself for listing it! Write your name in this form: "First Last (site year)" **=> e.g. Joe Smith (Ransom 2003)**
 * As always, remember to credit any sources if you upload a worksheet or activity. Please do this right beneath your link.

If there is a relevant document, please upload it here (meaning, please "paste" the document below this line): Upload document, picture, etc. right here if you have one!

= ‍Here are some useful activities, games, etc. that you might find helpful: =

TITLE : Vitamin Bingo!

TOPIC INVOLVED: Vitamins (but can also be used with minerals)

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: GAME

BRIEF DESCRIPTION:
 * This is a game to reinforce the different types of vitamins (or minerals depending on what you are doing)
 * There are many websites to go on to print your own bingo cards, or you can go on Microsoft Word and create your own.
 * The bingo cards can say the function of the vitamin (what it is good for). Your call sheet would be the vitmain names. (Hypothetically, you would have a bingo card that says "This vitamin is good for the eyes," or something similar. If you pick out Vitamin A, then the students that have it would mark it on their boards, etc.)
 * Follow the normal rules of Bingo (vertical, horizontal, diagonal, X, blackout, etc.

ANY SPECIFIC RECOMMENDATIONS?:
 * You can do this with vitamins, minerals, or both.
 * Have fun with it!

SOURCE: This idea came from the internet but is being brought to you by the one and only Veronica Cruz :-) (Ransom 2010, graduate)

If there is a relevant document, please upload it here (meaning, please "paste" the document below this line): N/A


 * TITLE: Enzyme Lab Using Jello (Teresa Logue; 7th Science 2011) **


 * TOPIC INVOLVED: Enzymes and chemical digestion **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: It's a LAB **

Per Group: Per class:
 * MATERIALS: **
 * 1 envelope Knox gelatin
 * 1 measuring cup
 * 9 test tubes
 * 1 test tube rack
 * 7 - 5 ml pipettes
 * 1 spoon
 * Boiling water (might need hot plate)
 * Cold water
 * 2 measuring spoons
 * Adolph's meat tenderizer solution*
 * pureed FRESH fruit with juice filtered from pulp (or frozen juice concentrate, thawed):
 * pineapple (really important)
 * apple (really important)
 * kiwi fruit
 * papaya
 * orange
 * fig
 * refrigerator
 * Mix 1 tablespoon tenderizer into 1 cup of warm water and stir well.

Make jello. While it's still liquid, add fruit juices (fresh preferably). Put jello in refrigerator so it can solidify. Observe results after one night, looking to see which tubes contain jello (solid) and which contain liquid. You expect to find solid jello in the test tubes with water (control), apple (negative), and orange (negative). You expect to find liquid jello - a positive result - in the tubes with pineapple, kiwi, papaya, figs and meat tenderizer. Finding solid jello in the tube indicates the absence of enzymes in the fruit juice; finding liquid indicates that enzymes contained in the juice broke down the gelatin (contains protein).
 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: not really **

[]
 * SOURCE: **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: FROG DISSECTION (Teresa and Tasha, Ransom 2011) **


 * TOPIC INVOLVED: Reviewing anatomy **

ACTIVITY
 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: **
 * MATERIALS: **
 * ** frogs **
 * ** dissection trays **
 * ** paper towels **
 * ** scalpels **
 * ** scissors **
 * ** pins **
 * ** tweezers **
 * ** rubbing alcohol **
 * ** gloves (for teachers) **
 * ** beakers to hold dissection tools as they're being cleaned (soaking in alcohol) **

Follow these steps: []
 * BRIEF DESCRIPTION: **


 * ANY SPECIFIC RECOMMENDATIONS?: **
 * make sure that to go through the dissection by yourself first so you understand what organs can be found and can anticipate any questions ie how to pin down the limbs, how hard to cut through the skins
 * show kids virtual dissection materials ([]) before beginning actual dissection
 * do not provide students with gloves- however they can bring their own if they feel it is neccessary
 * clean dissection instruments (scalpel, scissors, etc) in alcohol
 * dissection will take at least 3 days
 * day 1 - open frog by cutting through skin and muscle; cut up sternum to expose heart
 * day 2 - finish day 1. remove eggs (if female) and fat bodies. begin to discuss organs.
 * day 3 - students identify all organs. open the mouth and crack the frog jaw bone, show how mouth connects to stomach via esophagus (can stick finger down). cut open hind limb to see muscle tissue. cut open stomach to show muscle and stomach contents.
 * day 4 - practical
 * fair warning: your students WILL freak out about touching their frog expect to dedicate some time on day 1 on getting them over their fears. (inform them the day before that they may wish to bring in gloves)
 * use [] as a guide for students during dissection. have them check off the boxes as they discover the organs

[]
 * SOURCE: **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Where My Arteries At? **
 * TOPIC INVOLVED: Blood Vessels **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Activity **


 * MATERIALS: Nothing not already in the classroom **


 * BRIEF DESCRIPTION: Make a bracket with all of the students in the class beforehand. Ask them all who they think the strongest kid in the class is, and then tell them all you're going to find out. They're gonig to be arm wrestling, tournament-style. Anyone who loses in the first round are capillaries, and anyone who loses in the second round are veins. The people still left after two rounds are the veins, and they'll all face off to find out who the "aorta" is. **
 * ANY SPECIFIC RECOMMENDATIONS?: The activity should only take 10-15 minutes, so keep an eye on the clock and be ready to hurry it along. Also make sure to give good closure to the activity, about the strength and structure of each kind of blodd vessel. By the way, they will have a tendency to get a bit wild during the activity... just make sure that they're focused on the meaning it all. **
 * SOURCE: Alex Tafur **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Onion Slides **


 * TOPIC INVOLVED: Cells **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: **Activity
 * MATERIALS: Microscope Slides, Slide Covers, Red Onion, Scalpel, and Water **

After peeling the onion, cut off a piece of it. Then use the scalpel to cut off the film of the onion, this would be the red layer. After cutting a piece that is sufficiently thin place it on the slide. Cover the onion piece with a very small drop of water and then place the microscope slide over.
 * BRIEF DESCRIPTION: **
 * ANY SPECIFIC RECOMMENDATIONS?: Make sure to cut a very thin piece of the onion as this will make it easier for the students to see the onion's cells and nucleus. **


 * SOURCE: Tasha **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Magic School Bus Video **


 * TOPIC INVOLVED: Digestion **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Video **


 * MATERIALS: Computer, Projector or Smart Board, Speakers **


 * BRIEF DESCRIPTION: Show students the magic school bus video and give them questions to answer along with it. If done correctly the students should not look bored or be sleeping and instead will be entranced by the video. **


 * ANY SPECIFIC RECOMMENDATIONS?: This can also be done with the Bill Nye the Science guy video on the Brain. **


 * SOURCE: Tasha **

Part 1: [] Part 2: [] Part 3: []
 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**

TITLE: **Absorb It!**

TOPIC INVOLVED: Scientific Method Activity.

IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC:

MATERIALS:
 * 4 different paper towel brands. Example: Bounty, Brawny, Viva, and Publix. Use generic and brand names.
 * Beaker
 * Stop watch

BRIEF DESCRIPTION: This paper towel experiment is so that the students can write their own experiement using the scientific method.
 * Using their lab notebooks students will write their own problem statement and hypothesis. **Example:** Which paper towel brand is most absorbent? **Example**: More expensive paper towel brands are more absorbent.
 * Students will test each brand by placing in beaker of water for 20seconds. Once the time is up they are to remove the paper towel and unfold it seeing if there are any rips, holes, or tears.
 * In their lab notebooks they are to record their results, and formulate a conclusion.
 * It takes about 30minutes

ANY SPECIFIC RECOMMENDATIONS?:
 * I found that the Viva brand works the best, and publix tore immediately.
 * Also you may want to discuss the economic side of the experiment, such as the more expensive brand named paper towels work better than the generic brands. Example: Publix: $.99 Brawny: $2.59 Bounty: $1.69 Vivia: $2.75

SOURCE:
 * <span style="color: #ff6300; font-family: "Comic Sans MS",cursive;">Leigh Cooper (Ransom, 2012)
 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Can You Beat The Nervous System? **


 * TOPIC INVOLVED: Nervous system and impulses **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Activity **


 * MATERIALS: Two balls, small enough to be thrown by the teacher **


 * BRIEF DESCRIPTION: Have the students form a line, with one of them next to a wall and the rest stretching away from that wall. Their task, as the nervous system, is to pass a ball as quickly as they can from one end of the line to the other. Let them do this a few times, then ask them if they are ready to "race the nervous system." Have them pass the ball down again, but this time throw the second ball as hard as you can at the wall. Challenge them a few more times, then explain just how fast nerve impulses travel in the nervous system (up to 200 mph) **


 * ANY SPECIFIC RECOMMENDATIONS?: Doing the activity outside will work better than doing it inside... Urge them to pass the ball as fast as they can, to try to "beat the nervous system..." Give them a head start when you have them race you. **


 * SOURCE: Alex Tafur (Ransom, 2012) But brought to me by Jorge (Ransom, 2012) **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * TITLE: Digestion In a Bag **


 * TOPIC INVOLVED: Process of Digestion **


 * IS THIS A GAME, ACTIVITY, DOCUMENT, WEBSITE, VIDEO, ETC: Lab Activity **


 * MATERIALS: Ziploc Bags, Saltine Crackers, Soda or Water **


 * BRIEF DESCRIPTION: Students will use the digestion in a bag as a way to get a more visual view of the digestive process and they are able to touch and feel! The students love it! Put the crackers in the Ziploc bag, have the students break the crackers up into small pieces to resemble the chewing part of digestion. Have them add small drops of water to resemble what happens in the mouth, then add soda to resemble what happens in the stomach. Following this, drain the bag by placing a hole in the bottom, finally throw it in the trash to resemble the defecation process. **


 * ANY SPECIFIC RECOMMENDATIONS?: Put the students in groups and have them answer the questions to relate it back to digestion **


 * SOURCE: Malcolm Howard (Miami Country Day 2015) **


 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**


 * DIGESTION in a Bag!  ||

Date: ___________________­­__________________ Period: _____________________________________ ||
 * Name: _____________________________________


 * __ Purpose: __** To understand and describe the general functions carried out by the digestive system.


 * __ Background __**
 * __ Information __** : During this lab you are going to work with a “pretend digestive system”. Since digestion is done completely inside your body, it is hard to imagine what is happening in the digestive system. It may seem like you eat a cookie, it tastes good, it makes your stomach feel full, and then it disappears. Well, there is a whole lot more to it than that; digestion is a complex process with many steps to perform. In this lab, you will be simulating the actions of the various steps of the digestive system.

It is the goal of this lab to let you see what is happening inside your digestive system – in a somewhat gruesome way. You will perform digestion in a plastic bag and seek information to explain what you are doing. In order to answer questions during this lab, you may need additional resources. You can find information on the digestive system in //__your notes.__//
 * Hypothesis: ** Write a hypothesis (if, then format) for the digestion lab.

Crackers paper towels Sierra Mist
 * __ Materials __** : resalable plastic bag pipette


 * __ Procedures: __** Follow the procedures provided on page 2.


 * __ Data/Observations __**** : ** Create a data table and provide a list of observations from the lab.


 * __ Conclusion: __** Write a conclusion and discuss how the following items are related to the lab you completed. Be sure to use complete sentences.

Mechanical Digestion Chemical Digestion Stomach


 * Procedures Questions **
 * # Open your plastic bag. Raise your hand to obtain crackers from your teacher. || ||
 * # Put the crackers in your plastic bag. Close the bag. Your crackers are now ready to be eaten by your digestive system. || Eating is the first step in the digestive system. **What part of your body has the job of eating?** ||
 * # Use your fingers to chew the crackers until they are broken into small pieces. || ** What parts of the digestive system have the job of chewing your food? ** ||
 * # Your esophagus is the next organ in the digestive process. || ** Why does your food need to be chewed? What is the function (digestion job) of your esophagus? ** ||
 * # Normally when you eat, you also drink liquids. These liquids quickly join the chewed food in the stomach. Add 10 ml of water to your digestive system || ||
 * # Close the digestive system tightly. Mix the water and the banana until it is liquefied (changed from solid to a liquid). || ||
 * # In your digestive system, the mixing of acid and food is done in your stomach. || ** Explain what happens in your stomach to turn chewed solid food into liquid food. ** ||
 * # After mechanical digestion, liquefied food leaves the stomach and travels to a different organ. || ** What is that organ? ** ||
 * # Open the digestive system carefully. Get a piece of paper towel. Stick the paper towel in the digestive system. Re-seal the bag and let the towel soak up as much of the digested food as possible. || ** What is the paper towel doing in the process? ** Find out where in the digestive system that liquid is absorbed. **Which organ are we in now?** ||
 * # Take your digestive system to the trash can and dump it.
 * __ Leave it sealed! __** || ** What is the scientific name of the place where the waste leaves your body? ** ||


 * ** Don’t forget…to please __clean up__ your lab area & answer the __summary questions__. ** ||


 * __ Conclusion __**** : ** Write the answers in COMPLETE sentences.


 * 1) ** What is the purpose of digestion? _________________________________________________________________________________________ **
 * __________________________________________________________________________________________________________________________________________________________________________________ **
 * 1) ** Name the organs in the digestive system. _______________________________________________________________________________________ **
 * 2) ** Mechanical digestion changes food from big particles into small particles of the same material. Which organs perform mechanical digestion? _________________________________________________________________________________________ **
 * 3) ** Chemical digestion changes food into new, simpler substances. Which organs perform chemical digestion? __________________________________________________________________________________________________________________________________________________________________________________ **


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 * If there is a relevant document, please upload it here (meaning, please "paste" the document below this line):**