Grade 7 Science Worksheets

Learning Objectives

• Explain how energy transfer affects particle motion and arrangement during phase changes.
• Identify which phase changes involve energy being absorbed or released (melting, freezing, vaporization, condensation, sublimation, deposition).
• Use temperature and pressure ideas to predict how a material may change state.+ Show more

Learning Objectives

• Identify major eukaryotic cell organelles (nucleus, mitochondria, chloroplasts, and cell membrane) and describe their primary functions.
• Explain how organelle specialization supports cell survival and contributes to tissue and organ performance in multicellular organisms.
• Connect cellular energy capture in producers (photosynthesis) versus consumers (cellular respiration) to larger-scale ecological interactions.

Learning Objectives

• Explain how human activities can alter ecosystems through habitat fragmentation, pollution, and invasive species.
• Describe how these changes can shift biodiversity, food-web structure (trophic structure), and ecosystem services over time.
• Evaluate mitigation and restoration strategies and predict how they may affect ecosystem recovery.

Learning Objectives

• Describe hierarchical levels of biological organization from individual organisms to the biosphere.
• Explain how producers, consumers, and decomposers function in ecosystems and how energy flows through trophic levels.
• Analyze how structure at different organization levels supports ecosystem stability and resilience.+ Show more

Learning Objectives

• Organize quantitative and qualitative observations into tables and appropriate graphs
• Interpret graphs by reading axes, scales, and trend patterns
• Use summary statistics (mean and median) to compare data sets and recognize outliers and uncertainty

Learning Objectives

• Evaluate scientific explanations by checking assumptions, alternative hypotheses, and the logic of conclusions.
• Distinguish correlation from causation and explain why strong evidence is not the same as strong claims.
• Assess the reliability of data and models by identifying methodological limitations and potential sources of bias.

Learning Objectives

• Explain how freshwater reservoirs and watersheds influence water availability using key hydrologic ideas.
• Describe how groundwater moves through aquifers and how porosity and permeability affect flow and recharge.
• Connect soil formation and mineral deposits to Earth processes and depositional or igneous settings.+ Show more

Learning Objectives

• Describe the layers of Earth (crust, mantle, outer core, inner core) and explain how their properties differ.
• Use seismic waves and mantle convection as evidence for Earth’s internal structure and plate motion.
• Explain how density, buoyancy, and heat transport relate to lithospheric behavior and geothermal gradients.+ Show more

Learning Objectives

• Explain how the rock cycle preserves evidence of Earth’s past surface changes in rocks and fossils.
• Use sedimentary stratigraphy, index fossils, and radiometric decay to determine relative and absolute ages.
• Interpret depositional environments, climates, and tectonic settings from rock and fossil assemblages.

Learning Objectives

• Explain how energy transfers through conduction, convection, and radiation
• Use temperature gradients to predict the direction and relative rate of heat flow
• Relate specific heat and phase changes to observable temperature and energy changes

Learning Objectives

• Define physical and chemical properties and explain how they help classify substances.
• Use quantitative observable criteria (e.g., density, solubility, hardness, conductivity, magnetism, flammability) to distinguish among elements, compounds, and mixtures.
• Apply property-based tests to identify practical examples of metals, dissolving substances, magnetic materials, and combustibility.

Learning Objectives

• Define states of matter in terms of particle arrangement and particle motion (energy).
• Describe and distinguish phase changes: melting, freezing, vaporization, condensation, and sublimation.
• Explain how temperature and pressure affect phase transitions, including boiling point changes with atmospheric pressure.+ Show more

Learning Objectives

• Analyze how technology can create short-term and long-term social, economic, and environmental impacts.
• Evaluate trade-offs using cost-benefit reasoning and identify unintended consequences.
• Explain how policy responses and ethical considerations can help mitigate harm from technological change.

Learning Objectives

• Define kinetic energy and potential energy using everyday examples.
• Explain how height and motion relate to stored energy and moving energy.
• Describe energy transfer between objects in a system using qualitative reasoning.

Learning Objectives

• Explain how net force is found by combining forces with vector direction using sign conventions in one dimension
• Interpret free-body diagrams to determine the direction and magnitude of net force for real systems (elevator, tug-of-war, cart on a ramp)
• Describe what it means for a system to be in equilibrium and predict motion when net force is zero or nonzero

Learning Objectives

• Explain how conservation status assessments use population trends, threat severity, and recovery potential.
• Interpret evidence from examples (such as swift fox and at-risk plants) to identify why a species is vulnerable.
• Describe how land use, genetic diversity, and habitat connectivity affect species persistence.

Learning Objectives

• Describe ecological organization from individuals to ecosystems using accurate terms (organism, population, community, ecosystem).
• Explain how properties and patterns at higher levels cannot be predicted only from individual traits or behaviours.
• Use Alberta examples (trout, Bow River communities, water chemistry, sediment) to distinguish among ecological levels.

Learning Objectives

• Analyze how forces produce motion and affect structural members in real-world systems.
• Evaluate how machine function (mechanical advantage and force transfer) influences design performance.
• Compare design alternatives using consistent criteria for safety under wind, snow, and load scenarios.

Learning Objectives

• Explain qualitatively how truss members carry tension and compression along internal force paths
• Describe the method of joints to determine unknown member forces in a planar truss
• Compare common truss forms used in bridges and roofs and identify which members are typically loaded in tension or compression

Learning Objectives

• Identify observable evidence that a chemical change has occurred (color change, gas formation, precipitate formation, temperature/energy change, and odor change).
• Explain chemical change at the particle level by describing disrupted bonds and newly formed bonds rather than simple particle rearrangement.
• Use evidence to distinguish chemical changes from physical changes in everyday examples.

Learning Objectives

• Define solution concentration in terms of solute and solvent and explain what dilution means.
• Compare common concentration measures (mass percent and grams per litre) and identify units.
• Explain how concentration can affect physical properties such as freezing point and boiling point.+ Show more

Learning Objectives

• Explain how calorimetry uses temperature change and known properties to determine heat energy transferred in Joules.
• Apply the heat equation conceptually to predict whether a process absorbs or releases energy.
• Use energy conservation ideas to reason about heating, melting, and heat losses in real-world scenarios.

Learning Objectives

• Explain how conduction transfers kinetic energy through solids and across interfaces.
• Compare conductivity in different materials and predict how temperature gradients form.
• Describe how contact resistance and material continuity affect heat flow in building envelopes and infrastructure.

Learning Objectives

• Explain how insulation slows heat flow between environments using thermal resistance and thickness.
• Describe how material properties and construction details affect thermal bridges and comfort.
• Interpret R-values and connect them to energy efficiency and lifecycle energy use in real buildings.

Learning Objectives

• Explain how different types of fossils (remains, traces, and imprints) provide evidence of past life and environments.
• Describe how fossil formation depends on preservation conditions such as rapid burial and sediment chemistry.
• Use fossil assemblages to infer whether an area was once aquatic, influenced by climate shifts, or altered by ecological change.+ Show more

Learning Objectives

• Explain how comparative anatomy supports evolution using homologous and analogous structures
• Identify examples of vestigial organs and describe how they can indicate common ancestry
• Use morphological comparisons to make basic claims about evolutionary relatedness

Learning Objectives

• Explain how the rock cycle shows that rocks can change types through natural geologic processes
• Describe how igneous, sedimentary, and metamorphic rocks form and how those pathways connect surface and subsurface environments
• Use evidence and key terms (weathering, compaction, cementation, heat, pressure) to compare rock-formation processes

Learning Objectives

• Distinguish homogeneous and heterogeneous mixtures and identify examples from daily life
• Classify solutions, colloids, and suspensions based on particle size and visibility
• Explain saturation, concentration, and solubility using solute–solvent interactions+ Show more

Learning Objectives

• Analyze graphs (scatter plots, histograms, and line graphs) to describe patterns and relationships in data.
• Evaluate the strength of evidence by considering outliers and possible measurement uncertainty.
• Use summary statistics such as range and averages to compare data sets and support a claim.

Learning Objectives

• Explain how abiotic (physical) and biotic (living) disturbances can change population sizes and community composition.
• Describe mechanisms of resistance, resilience, and succession that help ecosystems recover after disturbances.
• Use empirical observations and longitudinal (over-time) data to infer likely causes of population increases or declines.

Learning Objectives

• Identify major eukaryotic cell organelles and describe their main functions in transport, synthesis, and compartmentalization.
• Use models (2D diagrams and 3D representations) to explain how organelle structure supports cell processes.
• Compare features of plant and animal cells and relate differences to examples such as leaf mesophyll and muscle cells.

Learning Objectives

• Explain how population growth and consumption increase demand for water, energy, land, and raw materials.
• Describe how increased waste and intensified agriculture or energy systems can disrupt ecosystems and resource cycles.
• Use quantitative reasoning to compare how different regions experience biodiversity loss, freshwater stress, and carbon emissions.

Learning Objectives

• Explain how plate tectonics, weathering, and sedimentation can concentrate minerals, fuels, and groundwater in specific locations.
• Use geologic maps and cross sections to connect Earth history to where resources are found.
• Evaluate how extraction affects the environment and how renewable and nonrenewable resources differ for sustainability.

Learning Objectives

• Explain how unequal solar heating drives global atmospheric circulation (Hadley, Ferrel, and polar cells).
• Describe how Earth’s rotation and the Coriolis effect shape prevailing winds and jet streams.
• Connect ocean gyres and major currents (such as the Gulf Stream) to regional temperature and precipitation patterns.

Learning Objectives

• Explain how weathering, erosion, transport, and deposition change Earth’s surface over short and long timescales.
• Compare mechanical vs. chemical weathering and identify agent-specific clues in landscapes and soil profiles.
• Describe how water, wind, ice, and coastlines can create or modify landforms such as canyons, moraines, and deltas.

Learning Objectives

• Describe the main processes of the water cycle: evaporation, condensation, precipitation, infiltration, runoff, and groundwater flow.
• Explain how solar energy and gravity drive water movement among the atmosphere, hydrosphere, and geosphere.
• Trace how water can travel through river basins, aquifers, springs, and oceans, including seasonal snowpack changes.

Learning Objectives

• Explain equilibrium as the condition where the vector sum of forces on an object is zero.
• Distinguish between static equilibrium and dynamic equilibrium using evidence from motion.
• Identify how normal force, gravitational force, and tension can combine to produce net zero acceleration.

Learning Objectives

• Explain how Earth’s rotation and axial tilt create day-night cycles and seasonal changes.
• Model lunar phases using the Moon’s relative position to Earth and the Sun.
• Describe how alignment determines when solar and lunar eclipses occur.+ Show more

Learning Objectives

• Define a science/engineering design problem using clear criteria and measurable success targets
• Identify constraints as limits related to materials, safety, time, and cost
• Translate real-world needs into quantitative performance metrics and acceptable boundaries

Learning Objectives

• Explain how phenotype can result from interactions between genotype and environmental factors.
• Identify real-world examples of environmental influences on traits (nutrition, UV exposure, temperature).
• Distinguish inherited genetic contributions from environmental modulation using evidence-based claims.

Learning Objectives

• Explain how changes in an object’s motion energy relate to energy transferred into or out of the object.
• Use energy accounting to track where kinetic energy goes during braking, collisions, and bouncing.
• Distinguish quantitative (numerical) and qualitative evidence when reasoning about energy transfers.

Learning Objectives

• Explain how diffusion, osmosis, and active transport move substances across a selectively permeable cell membrane
• Distinguish passive transport from active transport using energy and concentration-gradient direction
• Describe how membrane proteins help regulate movement and maintain ion balance

Learning Objectives

• Identify the four main tissue types and describe their primary functions in the body.
• Match tissue types to specific examples of where they are found and what they do.
• Explain how the arrangement of tissues in organs supports movement, protection, communication, and repair.

Learning Objectives

• Explain how mantle convection, slab pull, and ridge push can create plate motion.
• Describe how these plate mechanisms can differ in strength across Earth’s surface.
• Use cause-and-effect reasoning to predict how changes in forces can affect plate velocity and direction.

Learning Objectives

• Explain the particle model of matter and how it describes observable properties of substances.
• Describe how chemical change happens at the particle level (breaking bonds and forming new bonds).
• Use the particle model to reason why mass is conserved in a closed system during chemical reactions.

Learning Objectives

• Identify major reaction types (synthesis, decomposition, single/double displacement, acid–base neutralization, combustion) and describe what changes at the particle level.
• Predict the general class of products by recognizing bonds broken and bonds formed in a reaction.
• Explain how conservation of mass and the rearrangement of atoms connect to reaction types.

Learning Objectives

• Explain conservation of energy using the idea of energy transfer between system and surroundings.
• Describe how friction can convert mechanical energy into thermal energy and affect motion.
• Identify and use energy models to show how energy changes form without being lost.

Learning Objectives

• Explain how patterns, variability, and measurement quality affect interpretations of test data.
• Describe what reliability means and how repeated measurements reduce uncertainty.
• Identify common sources of error (tool limits, inconsistent starting conditions, human reading errors) and how they change confidence in conclusions.+ Show more