Print Version (
730 KB)
In Grade 7, learners continue to investigate science and develop science literacy. They study particle interaction, gravity and its effects on orbital objects, energy transfer, and ecosystems. The knowledge areas of matter, fields, energy, space science, and life systems provide a foundation for study. An active and practical approach to learning and doing science carries on in Grade 7. This includes conducting scientific investigations, furthering tool and measurement skills, exploring science in everyday life, and looking into how science interacts with society and the environment. Learners develop their agency and sense of belonging in science, and explore Indigenous ways of knowing, being, and doing, including through interacting with the local community and learning in nature. The Grades 7 to 9 Nature of Science band learning outcomes are introduced and include an exploration of the purpose, method, application, and implications of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.7.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).
SCI.7.B.1
Develop a sense of agency, identity, and belonging in science by
Science, Technology, Society, and Environment (STSE) Contexts
SCI.7.C.1
Demonstrate an awareness of the dynamic interplay between science, technology, society, and the environment (STSE), thereby being empowered to critically evaluate the impacts of scientific and technological advancements on individuals, communities, and ecosystems, and to make informed decisions for a sustainable future.
Examples: particle theory and its contribution to science and technology; chemistry of cooking; heat capacity of water and life; historical and modern understanding of the apparent motion of celestial bodies; significance of celestial bodies (Earth, Sun, Moon, stars) in various cultures; humans in space; current and future space missions; climate change; heating, cooling, and insulating technologies; renewable and non-renewable energy generation; biodiversity and sustainability; conservation and protection of land, water, and ecosystems; sustainable resource management; ethnobotany; wildlife-human interactions and coexistence
Scientific Measurement
SCI.7.C.2
Demonstrate an understanding of units, measuring tools, and the nature of measurement in science. (Bold indicates items introduced for the first time at this grade level.)
Include the following:
Tools: calendar, clock, thermometer, ruler, pan balance, balance, volumetric vessels, spring scale, compass, astrolabe
Attributes: length, mass, volume, time, temperature, speed, force, direction, altitude, energy
Units: length (km, m, cm, mm), mass (kg, g), volume (L, mL), time (h, min, s), temperature (oC), speed (km/h, m/s), force (N), direction (compass coordinates), altitude (degrees), energy (J)
Skills: measure and estimate using standard SI tools and units; select measurement tools; display quantitative data (charts, line graphs, tables, etc.); recognize importance of standard units; convert between SI length, time, and volume units; understand meaning of SI prefixes and their symbols (micro, milli, centi, deci, deka, hecto, kilo, mega); understand the purpose, utility, and immutability of the metric systemmeasure and estimate using standard SI tools and units; select measurement tools; display quantitative data (charts, line graphs, tables, etc.); recognize importance of standard units; convert between SI length, time, and volume units; understand meaning of SI prefixes and their symbols (micro, milli, centi, deci, deka, hecto, kilo, mega); understand the purpose, utility, and immutability of the metric system
Action and Practice
SCI.7.C.3
Demonstrate practical scientific skills through safely and actively participating in a variety of scientific practices such as inquiry-based learning experiences, experimentation, scientific observation, data analysis, measurement, debate, communicating scientific information, and designing and building.
Examples:
Scientific Instruments
SCI.7.C.4
Demonstrate an understanding of the purpose and functioning of various scientific instruments and materials (considering availability and appropriateness), as well as competence in using them safely.
Examples: telescope, binoculars, glassware, hot plate, chemical substances, craft and recycled materials, classroom materials, materials from nature, logbook, diagrams, charts, graphs, spreadsheets, safety procedures
Careers, Hobbies, and Activities
SCI.7.C.5
Demonstrate an understanding of the connections between the scientific ideas studied and a range of careers, hobbies, and activities.
Examples: physicist; astronomer; heating, ventilation and air conditioning (HVAC) technician; heating and cooling; engineer; ecologist; dance; sailing; boating; fitness; composting; gardening; practices of hunting, trapping, and fishing; berry picking; stargazing; track and field events; baseball
Purpose: Science is about finding the cause or causes of phenomena in the natural world.
SCI.7.D.1
Demonstrate the understanding that empirical data must be systematically collected, and conclusions reviewed, to detect potential errors and minimize bias. Include the following: peer review, types of bias.
SCI.7.D.2
Demonstrate an understanding of the nature of scientific predictions, and how they are tested.
Include the following: hypothesis, experiment, variables.
Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.
SCI.7.D.3
Demonstrate the understanding that models are metaphorical representations of phenomena used to aid understanding or explain what is happening.
Examples: physical model, mathematical model, simulation
SCI.7.D.4
Demonstrate the understanding that scientific models may be well established (e.g., Solar System model) while others are more tentative (e.g., black hole model).
Application: The knowledge produced by science is used in engineering and technologies to create products and processes.
SCI.7.D.5
Demonstrate the understanding that many factors play a role in finding optimal solutions to problems.
Examples: available materials; effects on humans and other animals; environmental effects; costs
SCI.7.D.6
Demonstrate the understanding that seeking solutions to problems often involves employing a variety of strategies before an actual solution is determined.
Examples: drawings, models, mathematical modelling, computer simulations
Implication: Applications of science often have ethical, environmental, social, economic, and political implications.
SCI.7.D.7
Demonstrate the understanding that technologies that improve human life can have predictable and unforeseen detrimental consequences.
Examples: medicine; improved agriculture and overpopulation; overproduction and pollution; resources and space depletion; extinction
SCI.7.D.8
Demonstrate the understanding that when detrimental effects of a technology are revealed, the trade-off between the advantages and consequences of continued use must be carefully considered.
Include the following: fossil fuels and climate change; paper usage and biodiversity; cell phones and social health.
Matter: All matter in the universe is made of very small particles.
SCI.7.E.1
Demonstrate an understanding of the particle theory of matter and its significance to understanding the properties and behaviours of substances in the three different states of matter.
SCI.7.E.2
Demonstrate an understanding of how adding or removing energy affects the speed, and therefore, the kinetic energy of particles in matter.
Include the following: temperature change, state change, conservation of mass during state change, freezing, melting, evaporation, condensation, sublimation.
SCI.7.E.3
Demonstrate the understanding that boiling and melting points are different in different substances due to variations in attraction between the particles that make up each substance.
Fields: Objects can affect other objects at a distance.
SCI.7.E.4
Demonstrate the understanding that gravity is a universal attractive force between objects, extends infinitely, and increases with the masses of the objects.
SCI.7.E.5
Demonstrate the understanding that the gravitational force on objects on Earth is observed as a downward force on the object called weight.
Include the following: mass, newton (N), weight differences on the Moon or other planets.
SCI.7.E.6
Demonstrate an understanding of the role of gravity in the orbits of planets and various satellites.
SCI.7.E.7
Demonstrate the understanding that tides result from the gravitational interaction between the Moon and large bodies of water.
Energy: The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event.
SCI.7.E.8
Demonstrate the understanding that when an object is heated, it has more energy than when it is cold.
SCI.7.E.9
Demonstrate an understanding of the principles of heat transfer from a hot object.
Include the following: conduction, convection, radiation, thermal equilibrium, thermal insulator, thermal conductor.
SCI.7.E.10
Demonstrate the understanding that many phenomena can be understood in terms of energy exchanges.
Examples: weather, growth of plants, physical activity, cooking
SCI.7.E.11
Demonstrate the understanding that when energy is transferred from a store, it can make things happen, and energy is ultimately dissipated to the environment as heat in the process.
Include the following: efficiency.
Space Science: Our Solar System is a very small part of one of billions of galaxies in the universe.
SCI.7.E.12
Demonstrate an understanding of the scale and structure of the Solar System and the nature of the bodies it contains.
Include the following: Sun as central star, eight known planets and their types, orbital distances, Moon, Moon phases, orbit, rotation, revolution, solar and lunar eclipses, sizes of celestial bodies.
SCI.7.E.13
Demonstrate the understanding that the apparent motion of the Sun, the Moon, and stars is caused by the rotation of Earth.
SCI.7.E.14
Demonstrate an understanding of the observed motion of planets in relation to background stars.
Include the following: Earth’s rotation and revolution.
SCI.7.E.15
Demonstrate an understanding of the extent of human space exploration and related technologies.
Examples: crewed and un-crewed missions, rockets, probes, rovers, satellites
SCI.7.E.16
Demonstrate an understanding of the astronomical significance of lines of latitude and longitude.
Include the following: seasons, time zones, global climate patterns, equinox, solstice, tropics, equator, Arctic/Antarctic circle.
Life Systems: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
SCI.7.E.17
Demonstrate an understanding of the concept and nature of a selfsustaining ecosystem. Examples: habitat, population, community
SCI.7.E.18
Demonstrate an understanding of photosynthesis.
Include the following: energy, chlorophyll, glucose.
SCI.7.E.19
Demonstrate an understanding of energy transfer in ecosystems.
Include the following: Sun, energy loss, food chain, food web, ecological pyramid.
SCI.7.E.20
Demonstrate an understanding of the roles of organisms at various trophic levels, and their importance in sustaining an ecosystem.
Include the following: producers (autotrophs), consumers (heterotrophs), decomposers.
SCI.7.E.21
Demonstrate an understanding of the nature of competition for resources within an ecosystem.
Examples: energy, nutrients, water, space
SCI.7.E.22
Demonstrate an understanding of the need for the recycling of nutrients and for the replenishing of energy within ecosystems.
SCI.7.E.23
Demonstrate an understanding of the potential effects on plants and animals in an ecosystem when conditions change.
Examples: loss of food source, loss of habitat, polluted water, climate change
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
