• Dear Seventh Grade Families;

    Welcome to the Ann Arbor Public Schools Family Pages. We hope the information you find here assists you in supporting your child while s/he is learning important skills and concepts throughout the seventh grade year. 

    Ann Arbor Public Schools is in the process of implementing the new Michigan Science Standards adopted in 2015, with an anticipated completion date of spring 2020. At that time, the Science program will align with new state assessments based on the Michigan Science Standards. As we are transitioning, each year we will make shifts in the curriculum. Units below are planned for the 2018-19 school year.



    Organisms, Macro to Micro









    Climate Change












    Human Body Systems







    Virus and the Whale









    Evolutionary History




    Amy Deller-Antieau

    District Science Department Chair
  • 2016-2017 Seventh Grade Science Units

    Students will explore a variety of organisms from very large to very small. They will understand the ways in which organism and their life sustaining structures and processes are similar and different. Students will develop skills using a compound microscopes and create slides. They will learn about life cycles, cell structure and function, reproduction, photosynthesis and genetics. They will explore two organisms in depth, a Wisconsin Fast Plant and Cabbage White Butterfly, to understand both their life cycles (plant and animal) and the interconnectedness of the life cycles. Students will survey the diversity organisms, cells and life cycles first, and then move into a sub-unit on genetics. Learn more on Atlas: Organisms, Macro to Micro


    Students take on the challenge to educate the community about Earth’s climate system. Students learn about Earth’s greenhouse atmosphere, causes and impacts of natural climate changes in the past, identify human activities that are responsible for causing current climate change, and what actions communities can take to mitigate the effects of global climate change. Learn more on ATLAS: Climate Change

    Students will conduct a series of investigations to understand how the various body systems work and how they operate collectively to keep us alive. Students will trace nutrients as they are processed by the digestive system. They will explore breathing - how oxygen enters the body, and is passed through the body. Students will learn how energy is released during respiration and about the musculoskeletal system. Learn more on Atlas: Human Body Systems

    Students will come to understand the relationship between DNA, genes and evolution by studying changes in several different species over time. The populations studied include viruses, birds, flies and whales. Students will come to understand how populations evolves through natural selection, how that evolution over time can lead to species diversity and the role of the environment in the evolution of species. Students will understand the nature of fossil evidence for evolutionary relationships.  Learn more on Atlas: Virus and the Whale

    Students will take on the role of student paleontologists investigating a Mystery Fossil, which serves as the anchor phenomenon for the unit. This fossil is based on a real cetacean (whale) fossil excavated in Pakistan in 2000. The students’ task is to determine the Mystery Fossil’s evolutionary history so that they can accurately place the specimen in a museum exhibit. To gain an understanding of how paleontologists determine relationships between species, students use the Evolutionary History Simulation to analyze real fossil evidence and explore relationships on an interactive evolutionary tree. With a fossil collection at their fingertips, students identify similarities and differences among the skeletal structures of both extinct and living species. Students also use the Natural Selection Simulation to revisit principles of natural selection, applying this concept to understanding how one species becomes two. They read several articles about evolution, speciation, and natural selection, and they create models to show their thinking. By the end of the unit, students can use their analysis of skeletal structures to determine where they should place the Mystery Fossil in the museum, according to what type of organism the evidence shows it to be most closely related to—whales or wolves." Evolutionary History