# Grade 7: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 11 concepts ready. In the app: https://ai.page/roadmap/ms-sci-grade-7 Part of: [Mississippi: Science](https://ai.page/roadmap/ms-sci.md) Goal: Mississippi academic standards: Science, Grade 7 ## 1. Earth and Space Science · Students will demonstrate an understanding that the seasons are the direct result of the Earth's tilt and the intensity of sunlight on the Earth's hemispheres. - [Why We Have Seasons](https://ai.page/c/why-we-have-seasons/index.md): Explain that the seasons are caused by the tilt of Earth's axis during its orbit around the Sun, distinguishing this from the common misconception that seasons are caused by changing distance from the Sun ## 2. Earth and Space Science · Students will demonstrate an understanding of the relationship between natural phenomena, human activity, and global climate change. - [Earth's Atmosphere & CO2](https://ai.page/c/earth-s-atmosphere-and-co2/index.md): Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate ## 3. Earth and Space Science · Students will demonstrate an understanding of how complex changes in the movement and patterns of air and water molecules caused by the sun, winds, landforms, ocean temperatu - [Hurricanes, Tornadoes & Monsoons](https://ai.page/c/hurricanes-tornadoes-and-monsoons/index.md): Explain how hurricanes form and intensify over warm ocean water (latent heat release, low-pressure spiral); describe tornado formation within supercell thunderstorms; explain monsoon mechanics driven by temperature differences between land and sea; introduce attribution science — how scientists use climate models to calculate whether and by how much climate change increased the probability or intensity of a specific extreme weather event ## 4. Physical Science · Students will demonstrate an understanding of the law of conservation of mass. - [Physical vs Chemical Changes](https://ai.page/c/physical-vs-chemical-changes/index.md): Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types ## 5. Physical Science · Students will demonstrate an understanding of chemical formulas and common chemical substances to predict the types of reactions and possible outcomes of the reactions. - [Acid Reactions & Salts](https://ai.page/c/acid-reactions-and-salts/index.md): Describe and write word equations for the reactions of acids with metals, alkalis (neutralisation), and metal oxides/hydroxides, identifying the salt produced in each case ## 6. Physical Science · Students will demonstrate an understanding of the proper use of the periodic table to predict and identify elemental properties and how elements interact. - [The Periodic Table](https://ai.page/c/the-periodic-table/index.md): Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity - [Metals vs Non-Metals](https://ai.page/c/metals-vs-non-metals/index.md): Compare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity ## 7. Physical Science · Students will demonstrate an understanding about the effects of temperature and pressure on physical state, molecular motion, and molecular interactions. - [How Materials Change State](https://ai.page/c/how-materials-change-state/index.md): Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points ## 8. Life Science · Students will demonstrate an understanding of the importance that matter cycles between living and nonliving parts of the ecosystem to sustain life on Earth. - [Biodiversity & Resilience](https://ai.page/c/biodiversity-and-resilience/index.md): Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change) - [Matter Cycling in Ecosystems](https://ai.page/c/matter-cycling-in-ecosystems/index.md): Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem - [The Carbon Cycle](https://ai.page/c/the-carbon-cycle/index.md): Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process ## Health: 0 of 100 Of its 11 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Why We Have Seasons has no explanation yet - Earth's Atmosphere & CO2 has no explanation yet - Hurricanes, Tornadoes & Monsoons has no explanation yet - Physical vs Chemical Changes has no explanation yet - Acid Reactions & Salts has no explanation yet - The Periodic Table has no explanation yet - Metals vs Non-Metals has no explanation yet - How Materials Change State has no explanation yet - Biodiversity & Resilience has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - The Carbon Cycle has no explanation yet Credit: The structure of Mississippi academic standards: Science (http://www.mde.k12.ms.us/docs/secondary-education/2018-ms_ccrs---science_k-12_final_20170616.pdf?sfvrsn=2); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.