Georgia Standards of Excellence - 7th Grade Science - Complete Resource Package

Each resource inside this bundle was handpicked to cover all aspects of the Georgia Standards of Excellence (GSE) Seventh Grade Science Curriculum. The resources found inside will ensure your students fulfill each requirement of the standard and keep them interested and engaged throughout. A description of how each standard is covered is broken down below. This bundle will save you time and money, the two things every teacher needs more of. There are over 150 classroom-tested resources included which individually would cost over $500. You'll save 41% by purchasing them through this bundle, not to mention tens or even hundreds of hours of prep time.

Buyer Comment: "Great resource to complement my curriculum."

What you get

Complete Lessons

• Make sure your students are on track

• Each lesson comes with a teacher and student version to keep them focused

• Lessons come with videos embedded right into your slides

• Includes 5E lessons

Interactive Activities

• Lab Stations

• Digital Scavenger Hunts

• Scientific readings on engaging subjects

• Digital Interactive Notebooks

Assessment Activities

• Speed Quizzing

• Jeopardy-Like Review Games

• Task Cards

• Unit Tests

Topics Covered:

• Biodiversity (1)

• Classification (1a, 1b)

• Cell Structure and Function (2a, 2b)

• Cellular Organization (2b)

• Organ Systems (2b, 2c)

• Heredity and Genetics (3a, 3b)

• Sexual and Asexual Reproduction (3b)

• Selective Breeding (3c, 5)

• Ecosystems (4a, 4b, 4c, 4d)

• Cycling of Matter and Energy (4b)

• Biotic and Abiotic Influences (4c)

• Climate Change (4b, 4c)

• Earth’s Biomes (4d)

• Biological Evolution (5a, 5b)

• Natural Selection (5a, 5b)

• Fossil Record (5c)

This Package Includes:

• Biodiversity 5E Lesson Bundle (1)

• Classification of Living Things 5E Lesson Bundle (1a, 1b)

• Cells and Organelles Digital Interactive Notebook (2a, 2b)

o The Cell Theory (2a, 2b)

o Animal Cells (2b)

o Plant Cells (2b)

o Diffusion and Osmosis Through the Cell Membrane (2b)

o Unicellular and Multicellular Organisms (2a, 2b)

o Cell Organization (2b)

• Cells: Understanding Life Systems Speed Quizzing (2a, 2b, 2c)

• Cells and Body Systems Speed Quizzing (2a, 2b, 2c)

• Animal and Plant Cells Middle School Lesson (2a, 2b)

• The Cell Theory Middle School Lesson (2a, 2b)

• The Cell Theory Lesson (2a, 2b)

• Cells and Body Systems Jeopardy-like Review Game (2a, 2b, 2c)

• Cells and Body Systems Task Cards (2a, 2b, 2c)

• Cells and Body Systems Review Questions (2a, 2b, 2c)

• Cell Membrane and Transport Scavenger Hunt (2a, 2b)

• Cell Membrane and Transport 5E Lesson Bundle (2a, 2b)

• Mitosis and the Cell Cycle 5E Lesson Bundle (2a, 2b)

• Cells and the Cell Theory 5E Lesson Bundle (2a, 2b)

• Microscope Activities (2a)

• The Immune System Grade 5-7 Reading (2c)

• Cells Graphics Assignment (2a, 2b)

• Cells Teacher-Led Inquiry and Discussion Activity (2a, 2b)

• Unicellular and Multicellular Organisms Lesson (2a, 2b)

• Cell Organization Lesson (2b, 2c)

• Cell Membrane and Transport Introduction Lesson (2a, 2b)

• Importance of Cell Division Lesson (2a, 2b)

• Cell Structure Lesson (2a, 2b)

• Body Systems Digital Interactive Notebook (2c)

• Human Body Systems Unit (2c)

o The Human Digestive System Lesson

o The Circulatory System Lesson

o The Respiratory System Lesson

o The Excretory System Lesson

o The Endocrine System Lesson

o The Nervous System Lesson

o The Reproductive System Lesson

o Hearing and the Human Ear Lesson

o The Eye Lesson

o The Human Digestive System Lab Station

o The Circulatory System Lab Station

o The Human Respiratory System Lab Station

o Cancer Volume I Lab Station

o Cancer Volume II Lab Station

o Hearing and the Human Ear Lab Station

o The Human Eye Lab Station

o The Nervous System Lab Station

o Asthma and Asthma Attacks Reading

o The Immune System Reading

o Heart Disease Reading

o Cancer Reading

o The Effect of Stress on the Brain Reading

o The Effect of Sugar on the Body Reading

o The Cardiovascular System Reading

o Blood Types Reading

o The Nervous System Reading

• GERD and Acid Reflux Grade 8 and Up Reading (2c)

• The Digestive System Scavenger Hunt (2c)

• The Circulatory System Scavenger Hunt (2c)

• Smog Grade 5-7 Reading (2c)

• Smog Grade 8 and Up Reading (2c)

• Hearing and the Human Ear Scavenger Hunt (2c)

• Laser Eye Surgery Grade 5-7 Reading (2c)

• Laser Eye Surgery Grade 8 and Up Reading (2c)

• Muscular and Skeletal System 5E Lesson Bundle (2c)

• Integumentary System 5E Lesson Bundle (2c)

• Cell Division Middle School Lesson (2a, 2b)

• Digestive System Middle School Lesson (2c)

• Circulatory System Middle School Lesson (2c)

• Respiratory System Middle School Lesson (2c)

• Gregor Mendel Famous Scientist Reading (3a)

• Genetics and Gene Therapy Grade 8 and up Reading (3a, 3b, 3c)

• Genetic Material: DNA and RNA Scavenger Hunt (3a)

• Genetic Material: DNA and RNA Lab Station (3a)

• Genetic Material: DNA and RNA Lesson (3a)

• DNA, Genes, Chromosomes, and Alleles 5E Lesson Bundle (3a)

• Plant Sexual and Asexual Reproduction 5E Lesson Bundle (3b)

• Evolution Unit (3a, 3b, 3c, 4c, 5a, 5b, 5c)

o Introduction to Evolution 5E Lesson Bundle (3a, 3b, 3c, 5a, 5b, 5c)

o Physical and Behavioral Adaptations 5E Lesson Bundle (4c, 4d, 5a, 5b)

o Speciation Lesson (5a, 5b)

o Evolutionary Mechanisms Lesson (3c, 5a, 5b)

• Ecology Bundle (4a, 4b, 4c, 5a, 5b)

o Lessons

 The Spheres of Earth (4b, 4d)

 Ecosystems (4a, 4b, 4c, 4d)

 Energy Flow in Ecosystems (4b)

 Cycling of Matter in Ecosystems (4b)

 Population Influences Within Ecosystems (4c)

 Ecological Succession (4c)

 Biomass and Fossil Fuels (4b)

 Invasive Species (4a, 4c)

o Activities

 Ecobottles Lab (4b)

 Human Impact on Ecosystems Assignment (4c)

 Water and Carbon Cycle Assignment (4a, 4b)

 Creative Story Assignment (4b, 4c, 4d)

 Ecology and Ecosystems Task Cards (4a, 4b, 4c, 4d)

 Ecology Test (2 versions) (4a, 4b, 4c, 4d)

 Ecology and Ecosystems Jeopardy-Like Review Game (4a, 4b, 4c, 4d)

o Lab Stations

 Cellular Respiration and Photosynthesis (4b)

 Earth’s Seasons (4b)

 Ecological Succession (4c)

 Ecosystems (4a, 4b, 4c, 4d)

 Interactions Within Ecosystems (4a, 4c)

 Photosynthesis (4b)

 The Carbon and Water Cycle (4a, 4b)

o Scavenger Hunts

 Cycling of Matter in Ecosystems (4b)

 Ecosystems and Ecological Succession (4a, 4b, 4c, 4d)

 Energy Flow in Ecosystems (4b)

 Interactions Within Ecosystems (4a, 4c)

 Invasive Species (4a, 4c)

 Photosynthesis and Cellular Respiration (4b)

o Grade 5-7 Readings

 Animal Adaptations (4c, 5a, 5b)

 Bioaccumulation and Biomagnification (4a, 4b, 4c)

 Biodiversity (1)

 Climate Change (4b, 4c)

 Coral Reef Ecosystems and Their Future (4d)

 Ecosystems (4a, 4b, 4c, 4d)

 Effects of Pollution (4a, 4b, 4c)

 Endangered Species (4a, 4c)

 Farming – Is Organic Really Better? (4a, 4b, 4c)

 Food Webs (4a, 4b, 4c, 4d)

 Fracking (4c)

 Invasive Species (4a, 4c)

 Mosquitoes (4a, 4b, 4c)

 Nocturnal Animals (4a, 4c)

 Oil Spills (4a, 4b, 4c)

 Pesticides (4a, 4b, 4c)

 The Seasons (4b)

 The Water Cycle (4a, 4b)

 Urban Sprawl (4c)

 Why Bees Are Important (4a, 4b, 4c)

 Why Leaves Change Color in the Fall (4b)

o Grade 8 and Up Readings

 Bats (4a, 4b, 4c)

 Bioaccumulation and Biomagnification (4a, 4b, 4c)

 Climate Change (4b, 4c)

 Coral Reef Ecosystems and Their Future (4d)

 Ecosystems (4a, 4b, 4c, 4d)

 Farming – Organic vs Conventional (4a, 4b, 4c)

 Fracking (4c)

 Greenhouse Effect (4b, 4c)

 Invasive Species (4a, 4c)

 Mosquitoes (4a, 4b, 4c)

 Ocean Acidification (4a, 4b, 4c)

 Oil Spills (4a, 4b, 4c)

 Pesticides (4a, 4b, 4c)

 Pollution Control Devices (4a, 4b, 4c)

 Predator-Prey Relationships (4a, 4c)

 RuBisCo (4b)

 Smog (4c)

 Symbiotic Relationships (4a, 4c)

 Tap vs Bottled Water (4b)

 The Importance of Bees (4a, 4b, 4c)

 Why Leaves Change Color in the Fall (4b)

• Ecology and Ecosystems Digital Interactive Notebook (4a, 4b, 4c, 4d)

o The Spheres of Earth (4b, 4d)

o Ecosystems (4a, 4b, 4c, 4d)

o Energy Flow in Ecosystems (4b)

o Cycling of Matter in Ecosystems (4b)

o Population Influences Within Ecosystems (4c)

o Ecological Succession (4c)

o Biomass and Fossil Fuels (4b)

o The Importance of Biodiversity (1)

o Invasive Species (4a, 4c)

• Ecology Bell Ringers, Class Warm-Ups, and Exit Tickets (4a, 4b, 4c, 4d)

• Ecology and Ecosystems Speed Quizzing (4a, 4b, 4c, 4d)

• Bill Nye Ecology Video and Worksheet Collection (1, 4a, 4b, 4c)

o Biodiversity (1)

o Food Web (4a, 4b, 4c)

o Water Cycle (4b)

o Atmosphere (4b)

• Food Web Activity (4a, 4b, 4c)

• Photosynthesis and Respiration Venn Diagram Activity (4b)

• Climate Change 5E Lesson Bundle (4b, 4c)

• Climate Change Digital Interactive Notebook (4b, 4c)

S7L1: Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically.

a. Develop and defend a model that categorizes organisms based on common characteristics.

b. Evaluate historical models of how organisms were classified based on physical characteristics and how that led to the six kingdom system (currently archaea, bacteria, protists, fungi, plants, and animals).

(Clarification statement: This includes common examples and characteristics such as, but not limited to, prokaryotic, eukaryotic, unicellular, multicellular, asexual reproduction, sexual reproduction, autotroph, heterotroph, and unique cell structures. Modern classification will be addressed in high school.)

S7L2: Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.

(Clarification statement: The intent is for students to demonstrate how the component structures of the cells interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

b. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.

(Clarification statement: The emphasis is not on learning individual structures and functions associated with each system, but on how systems interact to support life processes.)

S7L3: Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.

a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait.

b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation.

(Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)

c. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding.

(Clarification statement: The element specifically addresses artificial selection and the ways in which it is fundamentally different from natural selection.)

S7L4: Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

a. Construct an explanation for the patterns of interactions observed in difference ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem.

(Clarification statement: The interactions include, but are not limited to, predator-prey relationships, competition, mutualism, parasitism, and commensalism.)

b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem.

(Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)

c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.

d. Ask questions to gather and synthesize information from multiple sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine).

(Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the climate, availability of food and water, and location.)

S7L5: Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics.

a. Use mathematical representations to evaluate explanations of how natural selection leads to changes in specific traits of populations over successive generations.

(Clarification statement: Referencing data should be obtained from multiple sources including, but not limited to, existing research and simulations. Students should be able to calculate means, represent this data in a table or graph, and reference it when explaining the principles of natural selection.)

b. Construct an explanation based on evidence that describes how genetic variation and environmental factors influence the probability of survival and reproduction of species.

c. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, and extinction of organisms and their relationships to modern organisms.

(Clarification statement: Evidence of evolution found in comparisons of current/modern organisms such as homologous structures, DNA, and fetal development will be addressed in high school.)

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No prep, no formatting, no issues. Simply download, print (or upload to your class site) and you're all set. Each resource is fully editable and classroom-tested.