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1998 Texas Science Standards and Monarchs in the Classroom
Curriculum Activities Cross-Index: Grade 7
This document contains a cross listing of Monarchs in the Classroom curriculum guides activities to the Texas Science Standards for Grade 7. This document was developed with the help of Virginia Malone of Hondo, TX. The purpose of this document is to help teachers identify specific content areas that are addressed by Monarchs in the Classroom activities. Activities that address all or some aspects of the content standard are listed. Activities do not necessarily cover the entire standard.
Monarchs in the Classroom lessons are listed next to Standards that they address. Sections for the lessons are abbreviated as follows: Life Cycle (LC), Migration (MG), Ecology (EC), Systematics (SY), Experiments (EX), and Conservation (CS).
To see the official Texas science education standards for grade 7 go here.
TEKS |
MITC Activities |
| (a) Introduction. | |
| (1) In Grade 7, the study of science includes conducting field and laboratory investigations using scientific methods, critical-thinking, problem-solving, and using tools such as weather instruments and calculators to collect and analyze information to explain a phenomenon. Students also use computers and information technology tools to support scientific investigations. | LC1: Focus on Features LC2: Rearing Monarch Larvae LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG1: Monarch Migration as a Response to
Winter EC1: Butterfly Habitat Survey EX1: Coming Up With A Question CS4: Writing and Problem Solving |
| (2) As students learn science skills, they identify gravity and phases of the moon as components of the solar system and explore the effects of events such as hurricanes on the Earth. Students use pulleys and levers to understand the relationship between force and motion. Students then relate the concept to processes in the human organism such as the movement of blood. In addition, students study chemical and physical properties of substances by examining the tarnishing of metal or burning of wood as examples of chemical processes, and by identifying physical properties used to place elements on the periodic table. | |
| (3) Students learn about kinetic and potential energy and identify photosynthesis as an example of the transformation of radiant energy from the Sun into chemical energy for use by plants. Students investigate systems in humans to identify their structures and functions. Student compare asexual and sexual reproduction to illustrate that genetic materials are responsible for both dominant and recessive traits in organisms. | |
| (4) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. | LC5: Additional Student Projects LC7: Additional Student Projects MG1: Monarch Migration as a Response to Winter EC4: How Many Grandchildren? CS1: Is Our Community a Good Home for Monarchs? |
| (5) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time. | LC1: Focus on Features LC2: Rearing Monarch Larvae LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG1: Monarch Migration as a Response to
Winter EC1: Butterfly Habitat Survey SY1: Classifying Shoes CS1: Is Our Community a Good Home for Monarchs? |
| (6) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. | LC1: Focus on Features LC2: Rearing Monarch Larvae LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG6: Monarch Tagging Role Play EC1: Butterfly Habitat Survey SY2: More than Mammals EX1: Coming Up With a Question CS1: Is Our Community a Good Home for Monarchs? |
| (b) Knowledge and skills. | |
| (7.1) Scientific processes. The student
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. |
LC1: Focus on Features LC2: Rearing Monarch Larvae LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG3: Observing Fall Migrants EC1: Butterfly Habitat Survey EX1: Coming Up With A Question CS1: Is Our Community a Good Home for Monarchs? |
| (7.2) Scientific processes. The student
uses scientific inquiry methods during field and laboratory investigations. The student is
expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) organize, analyze, make inferences, and predict trends from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. |
LC1: Focus on Features LC2: Rearing Monarch Larvae LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG3: Observing Fall Migrants EC1: Butterfly Habitat Survey EX1: Coming Up With A Question |
| (7.3) Scientific processes. The student
uses critical thinking and scientific problem solving to make informed decisions. The
student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on data related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (F) connect Grade 7 science concepts with the history of science and contributions of scientists. |
LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG6: Monarch Tagging Role Play EC4: How Many Grandchildren? CS1: Is Our Community a Good Home for Monarchs? |
| (7.4) Scientific processes. The student
knows how to use tools and methods to conduct science inquiry. The student is expected to: (A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and (B) collect and analyze information to recognize patterns such as rates of change. |
LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales LC5: Additional Student Projects LC6: Measuring Larval Growth and Development LC7: Additional Student Projects LC8: Keeping a Monarch Journal LC9: Additional Student Journaling Projects MG3: Observing Fall Migrants EC1: Butterfly Habitat Survey EX1: Coming Up With A Question |
| (7.5) Science concepts. The student knows that
an equilibrium of a system may change. The student is expected to: (A) describe how systems may reach an equilibrium such as when a volcano erupts; and (B) observe and describe the role of ecological succession in maintaining an equilibrium in an ecosystem. |
|
| (7.6) Science concepts. The student knows
that there is a relationship between force and motion. The student is expected to: (A) demonstrate basic relationships between force and motion using simple machines including pulleys and levers; (B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force; and (C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings. |
MG13: How Far Can A Butterfly Glide? |
| (7.7) Science concepts. The student knows that
substances have physical and chemical properties. The student is expected to: (A) identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood; (B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and (C) recognize that compounds are composed of elements |
|
| (7.8) Science concepts. The student knows that
complex interactions occur between matter and energy. The student is expected to: (A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water; and (B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis. |
|
| (7.9) Science concepts. The student knows
the relationship between structure and function in living systems. The student is expected
to: (A) identify the systems of the human organism and describe their functions; and (B) describe how organisms maintain stable internal conditions while living in changing external environments. |
LC3: Preserving and Observing Butterfly Wings LC4: Butterfly Scales |
| (7.10) Science concepts. The student knows
that species can change through generations and that the instructions for traits are
contained in the genetic material of the organisms. The student is expected to: (A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring; (B) compare traits of organisms of different species that enhance their survival and reproduction; and (C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material. |
EC2: Make a Plant Field Guide EC3: Make a Butterfly and Moth Field Guide EC5: Why Isn’t the World Overrun with Monarchs? EC6: Rates and Causes of Mortality in Classroom and Wild Monarch Larvae EC8: How Living Things Protect Themselves EC9: Plant Defenses EC10: Camouflage 1 EC11: Camouflage 2 EC12: Warning Coloration EC13: Flash, or Startle, Coloration EC14: Mimicry EC15: Monarch Protection |
| (7.11) Science concepts. The student knows
that the responses of organisms are caused by internal or external stimuli. The student is
expected to: (A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli; and (B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light. |
MG1: Monarch Migration as a Response to Winter MG9: Map the Recoveries MG10: Track the Spring Migration with Journey North MG11: Milkweed Monitoring MG15: Migration Story |
| (7.12) Science concepts. The student knows
that there is a relationship between organisms and the environment. The student is
expected to: (A) identify components of an ecosystem; (B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources; (C) describe how different environments support different varieties of organisms; and (D) observe and describe the role of ecological succession in ecosystems. |
EC1: Butterfly Habitat Survey EC2: Make a Plant Field Guide EC3: Make a Butterfly and Moth Field Guide EC5: Why Isn’t the World Overrun with Monarchs? EC6: Rates and Causes of Mortality in Classroom and Wild Monarch Larvae EC8: How Living Things Protect Themselves EC9: Plant Defenses EC10: Camouflage 1 EC11: Camouflage 2 EC12: Warning Coloration EC13: Flash, or Startle, Coloration EC14: Mimicry EC15: Monarch Protection CS1: Is Our Community a Good Home for Monarchs? |
| (7.13) Science concepts. The student knows
components of our solar system. The student is expected to: (A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day; and (B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon. |
|
| (7.14) Science concepts. The student knows
that natural events and human activity can alter Earth systems. The student is expected
to: (A) describe and predict the impact of different catastrophic events on the Earth; (B) analyze effects of regional erosional deposition and weathering; and (C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources. |
MG1: Monarch Migration as a Response to Winter MG10 Track the Spring Migration with Journey North CS1: Is Our Community a Good
Home for Monarchs? |
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ã1999 Monarchs in
the Classroom - University of Minnesota
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