district of columbia public schools science standards, grade 7 · district of columbia public...

correlated to

District of ColumbiaPublic Schools

Science Standards,Grade 7


Science Standards, Grade 7

correlated to

McDougal Littell Life Science

TABLE OF CONTENTS

Correlation……………………………………………………………………………….1

District of Columbia Public Schools Science Standards, Grade 7……….…………17

1


Science Standards, Grade 7

correlated to

McDougal Littell Life Science

McDougal Littell Life Science DCPS Science StandardsGrade 7

Unifying Principles of Life Sciencepp. xxix–xxxvii

Introduction to:7.3.2, 7.3.3, 7.4.2, 7.4.9, 7.4.10, 7.6.3,7.6.5, 7.8.1, 7.8.3, 7.8.5, 7.8.7, 7.8.9

The Nature of Sciencepp. xxxviii–xli

7.1.2, 7.1.4, 7.1.7, 7.1.8

The Nature of Technologypp. xlii–xliii

7.1.3, 7.2.1

UNIT 1 CELLS AND HEREDITYFrontiers in Science, Genes that Map the

Bodypp. 2–5

7.5.1

Chapter 1The Cell, pp. 6–371.1The cell is the basic unit of living things.

pp. 9–15

7.4.1, 7.4.2, 7.7.9

Chapter Investigation pp. 16–17

7.1.6

1.2Microscopes allow us to see inside the cell.

pp. 18–25

7.1.6, 7.4.3, 7.4.4, 7.4.5, 7.4.6, 7.4.8

1.3Different cells perform various functions.

pp. 26–33

7.1.4, 7.1.6, 7.4.4, 7.4.9, 7.4.11, 7.5.1

Chapter 1 Review/Standardized TestPractice

pp. 34–37

7.4.1, 7.4.3, 7.4.6, 7.4.9, 7.4.10

District of Columbia Public Schools Science Standards, Grade 7 correlated toMcDougal Littell Life Science ©2006

2


Chapter 2How Cells Function, pp. 38–692.1Chemical reactions take place inside cells.

pp. 41–46

7.2.1, 7.4.7, 7.4.8

2.2Cells capture and release energy.

pp. 47–55

7.1.4, 7.1.6, 7.4.5, 7.4.8

2.3Materials move across the cell’s

membranes.pp. 56–63

7.1.4, 7.1.6, 7.4.2, 7.4.8

Chapter Investigationpp. 64–65

7.1.4, 7.1.6, 7.4.7, 7.4.8


pp. 66–69

7.1.6, 7.4.2, 7.4.5, 7.4.7, 7.4.8

Chapter 3Cell Division, pp. 70–973.1Cell division occurs in all organisms.

pp. 73–79

7.1.2, 7.1.7, 7.2.1, 7.4.9, 7.5.1

3.2Cell division is part of the cell cycle.

pp. 80–85

7.1.5, 7.4.4, 7.4.9, 7.5.1


7.1.1, 7.1.5, 7.4.1, 7.4.3, 7.4.9, 7.5.1

3.3Both sexual and asexual reproduction involvecell division.

pp. 88–93

7.1.1, 7.1.2, 7.4.9, 7.4.10, 7.5.1, 7.5.2, 7.5.3


pp. 94–97

7.4.3, 7.4.9, 7.5.1, 7.5.2, 7.5.3


3


Chapter 4Patterns of Heredity, pp. 98–1274.1Living things inherit traits in patterns.

pp. 101–107

7.5.1, 7.5.3, 7.6.1


7.5.1, 7.5.3, 7.6.1

4.2Patterns of heredity can be predicted.

pp. 110–116

7.1.1, 7.1.2, 7.1.4, 7.5.1, 7.5.3, 7.5.4, 7.6.1

4.3Meiosis is a special form of cell division.

pp. 117–123

7.1.4, 7.5.1, 7.5.2, 7.5.3, 7.5.4, 7.5.5


pp. 124–127

7.5.1, 7.5.3

Timelines in Science, The Story ofGenetics

pp. 128–131

7.4.1, 7.4.3, 7.4.9, 7.5.1, 7.5.4, 7.5.5, 7.7.9

Chapter 5DNA and Modern Genetics, pp.132–1595.1DNA and RNA are required to makeproteins.

pp. 135–141

7.4.5, 7.4.9, 7.5.1


7.1.4, 7.1.5, 7.4.3, 7.5.1, 7.5.5

5.2Changes in DNA can produce variation.

pp. 144–149

7.5.1, 7.5.3, 7.5.4, 7.6.1

5.3Modern genetics uses DNA technology.

pp. 150–155

7.2.1, 7.2.2, 7.5.1, 7.5.4, 7.5.5


pp. 156–159

7.2.1, 7.5.1, 7.5.4, 7.5.5


4


UNIT 2 LIFE OVER TIMEFrontiers in Science, Life By Degrees

pp. 162–1657.6.4, 7.6.5, 7.8.10

Chapter 6The History of Life on Earth, pp. 166–1996.1Earth has been home to living things for

about 3.8 billion years.pp. 169–176

7.1.7, 7.4.1, 7.4.9, 7.6.4, 7.6.5

6.2Species change over time.

pp. 177–185

7.5.4, 7.6.1, 7.6.2, 7.6.3, 7.8.10


7.1.4, 7.1.6, 7.1.7, 7.6.1, 7.6.3

6.3Many types of evidence support evolution.

pp. 188–195

7.1.4, 7.1.7, 7.5.1, 7.5.4, 7.6.4


pp. 196–199

7.1.6, 7.5.1, 7.6.1, 7.6.3, 7.6.4


5


Chapter 7Classification of Living Things, pp. 200–2337.1Scientists develop systems for classifyingliving things.

pp. 203–210

7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.5.1, 7.6.4

7.2Biologists use seven levels of classification.

pp. 211–219

7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.6.4

7.3Classification systems change as scientistslearn more.

pp. 220–227

7.3.1, 7.3.2, 7.3.4, 7.4.3, 7.4.4, 7.8.5


7.1.6


pp. 230–233

7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.5.1

Timelines in Science, Life Unearthedpp. 234–237

7.2.1, 7.3.4, 7.6.4

Chapter 8Population Dynamics, pp. 238–2718.1Populations have many characteristics.

pp. 241–249

7.1.1, 7.3.3, 7.8.1, 7.8.7

8.2Populations respond to pressures.

pp. 250–257

7.1.4, 7.1.5, 7.1.6, 7.2.1, 7.8.1, 7.8.2, 7.8.7

8.3Human populations have unique responsesto change.

pp. 258–265

7.1.6, 7.2.1, 7.2.2, 7.8.8


7.1.5, 7.1.6


pp. 268–271

7.2.1, 7.2.2, 7.8.1, 7.8.2, 7.8.7


6


UNIT 3 DIVERSITY OF LIVING THINGSFrontiers in Science, Chilling Changes

pp. 274–277Chapter 9Single-celled Organisms and Viruses, pp. 278–3119.1Single-celled organisms have all thecharacteristics of living things.

pp. 281–287

7.1.4, 7.1.6, 7.4.2, 7.4.8, 7.4.10, 7.5.1,7.5.2, 7.8.1

9.2Bacteria are single-celled organismswithout nuclei.

pp. 288–293

7.3.1, 7.3.4, 7.4.4, 7.5.2, 7.7.5, 7.8.2


7.1.6

9.3Viruses are not alive but affect all livingthings.

pp. 296–301

7.1.1, 7.4.1, 7.4.2, 7.5.4, 7.7.5, 7.8.2

9.4Protists are a diverse group of organisms.

pp. 302–307

7.1.5, 7.3.2, 7.3.4, 7.4.5, 7.4.10, 7.7.9


pp. 308–311

7.3.2, 7.3.4, 7.4.2, 7.4.3, 7.4.4, 7.4.10, 7.5.2


7


Chapter 10Introduction to Multicellular Organisms pp. 312–34910.1Multicellular organisms meet their needs indifferent ways.

pp. 315–322

7.1.6, 7.4.9, 7.4.11, 7.5.3, 7.6.1, 7.6.2,7.8.1, 7.8.10

10.2Plants are producers.

pp. 323–329

7.3.1, 7.8.3

10.3Animals are consumers.

pp. 330–337

7.3.1, 7.7.1, 7.8.2, 7.8.5

10.4Most fungi are decomposers.

pp. 338–343

7.3.1, 7.7.5, 7.7.9, 7.8.6


7.1.4, 7.1.5, 7.1.6


pp. 346–349

7.3.1, 7.4.9, 7.4.11, 7.7.1, 7.7.5, 7.8.2,7.8.4, 7.8.5, 7.8.6, 7.8.7

Timelines in Science, Discoveries inBiodiversity

pp. 350–353

7.2.1, 7.3.1, 7.3.2, 7.3.4, 7.7.9


8


Chapter 11Plants, pp. 354–39111.1Plants are adapted to living on land.

pp. 357–363

7.3.1, 7.4.6, 7.8.3

11.2Most mosses and ferns live in moistenvironments.

pp. 364–369

7.3.1, 7.4.6, 7.6.1, 7.8.3

11.3Seeds and pollen are reproductiveadaptations.

pp. 370–375

7.5.3, 7.6.1, 7.6.5, 7.8.2, 7.8.3


7.1.1, 7.1.4, 7.1.5, 7.1.6

11.4Many plants reproduce with flowers andfruit.

pp. 379–387

7.1.6, 7.4.5, 7.5.3, 7.6.1, 7.8.2, 7.8.3, 7.8.5,7.8.9


pp. 388–391

7.4.5, 7.5.3, 7.8.2, 7.8.3, 7.8.5


9


Chapter 12Invertebrate Animals, pp. 392–42512.1Most animals are invertebrates.

pp. 395–399

7.3.1, 7.3.2, 7.3.4, 7.4.9, 7.5.3, 7.8.2, 7.8.5

12.2Cnidarians and worms have different bodyplans.

pp. 400–405

7.3.2, 7.3.4, 7.4.9, 7.5.3, 7.7.1, 7.8.2, 7.8.5


7.1.4, 7.1.6

12.3Most mollusks have shells and echinodermshave spiny skeletons.

pp. 408–413

7.1.7, 7.3.2, 7.3.4

12.4Arthropods have exoskeletons and joints.

pp. 414–421

7.3.2, 7.3.4


pp. 422–425

7.3.2, 7.3.4


10


Chapter 13Vertebrate Animals, pp. 426–46313.1Vertebrates are animals with endoskeletons.

pp. 429–435

7.3.2, 7.3.4, 7.7.1

13.2Amphibians and reptiles are adapted for lifeon land.

pp. 436–444

7.3.2, 7.3.4

13.3Birds meet their needs on land, in water,and in the air.

pp. 445–451

7.3.2, 7.3.4, 7.7.1


7.1.4, 7.1.6

13.4Mammals live in many environments.

pp. 454–459

7.3.2, 7.3.4, 7.7.1


pp. 460–463

7.3.2, 7.3.4, 7.7.1


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UNIT 4 ECOLOGYFrontiers in Science, Ecosystems on Fire

pp. 466–4697.8.7

Chapter 14Ecosystems and Biomes, pp. 470–50514.1Ecosystems support life.

pp. 473–477

7.8.1, 7.8.7


7.1.1, 7.1.4, 7.1.6, 7.8.7

14.2Matter cycles through ecosystems.

pp. 480–485

7.8.4, 7.8.6

14.3Energy flows through ecosystems.

pp. 486–493

7.3.1, 7.7.8, 7.8.3, 7.8.4, 7.8.5, 7.8.6

14.4Biomes contain many ecosystems.

pp. 494–501

7.1.6, 7.8.1, 7.8.9


pp. 502–505

7.8.1, 7.8.3, 7.8.4, 7.8.5, 7.8.6, 7.8.7


12


Chapter 15Interactions within Ecosystems, pp. 506–53715.1Groups of living things interact withinecosystems.

pp. 509–515

7.3.3, 7.8.1, 7.8.7


7.1.4, 7.1.6, 7.8.7

15.2Organisms can interact in different ways.

pp. 518–526

7.1.7, 7.8.1, 7.8.2

15.3Ecosystems are always changing.

pp. 527–533

7.1.4, 7.8.1, 7.8.7


pp. 534–537

7.3.3, 7.8.1, 7.8.2, 7.8.7

Timelines in Science, WildernessConservation

pp. 538–541

7.7.8

Chapter 16Human Impact on Ecosystems, pp. 542–57516.1Human population growth presentschallenges.

pp. 545–552

7.7.8, 7.8.1, 7.8.7, 7.8.8

16.2Human activities affect the environment.

pp. 553–561

7.7.8, 7.8.1, 7.8.7

16.3People are working to protect ecosystems.

pp. 562–569

7.7.8


7.1.4, 7.1.6


pp. 572–575

7.7.8, 7.8.1, 7.8.7, 7.8.8


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UNIT 5 HUMAN BIOLOGYFrontiers in Science, Surprising Senses

pp. 578–5817.3.1, 7.2.1, 7.7.1

Chapter 17Systems, Support, and Movement, pp. 582–60917.1The human body is complex.

pp. 585–589

7.4.1, 7.4.9, 7.4.11, 7.7.1

17.2The skeletal system provides support andprotection.

pp. 590–597

7.7.1

17.3The muscular system makes movementpossible.

pp. 598–603

7.7.1, 7.7.4


7.1.4, 7.1.6, 7.7.1


pp. 606–609

7.7.1


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Chapter 18Absorption, Digestion, and Exchange, pp. 610–63718.1The respiratory system gets oxygen andremoves carbon dioxide.

pp. 613–620

7.7.1

18.2The digestive system breaks down food.

pp. 621–627

7.7.1

18.3The urinary system removes waste

materials.pp. 628–631

7.7.1


7.1.4, 7.1.6, 7.7.1


pp. 634–637

7.7.1

Chapter 19Transport and Protection, pp. 638–66919.1The circulatory system transports materials.

pp. 641–647

7.7.1, 7.7.2


7.1.3, 7.1.6

19.2The immune system defends the body.

pp. 650–658

7.1.6, 7.7.1, 7.7.5, 7.7.6, 7.7.7

19.3The integumentary system shields the body.

pp. 659–665

7.2.1, 7.7.1


pp. 666–669

7.7.1, 7.7.5, 7.7.6, 7.7.7

Timelines in Science, Seeing Inside theBody

pp. 670–673

7.2.1, 7.7.1


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Chapter 20Control and Reproduction, pp. 674–70520.1The nervous system responds and controls.

pp. 677–683

7.7.1


7.1.4, 7.1.6, 7.7.1

20.2The endocrine system helps regulate bodyconditions.

pp. 686–693

7.1.6, 7.7.1

20.3The reproductive system allows theproduction of offspring.

pp. 694–701

7.5.3, 7.7.1


pp. 702–705

7.7.1


16


Chapter 21Growth, Development, and Health, pp. 706–73521.1The human body changes over time.

pp. 709–71521.2Systems in the body function to maintainhealth.

pp. 716–723

7.1.6, 7.7.1, 7.7.3, 7.7.4

21.3Science helps people prevent and treatdisease.

pp. 724–729

7.7.5, 7.7.7, 7.7.9, 7.7.10


7.1.4. 7.1.6, 7.7.10.


pp. 732–735

7.7.1. 7.7.3. 7.7.4. 7.7.5. 7.7.9. 7.7.10

Student Resource Handbookpp. R1–R51

7.1.1. 7.1.2. 7.1.4. 7.1.6. 7.1.7. 7.1.8

Appendixpp. R52–R66

7.3.1, 7.3.2, 7.4.3, 7.4.5, 7.4.6, 7.4.8, 7.6.4


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District of Columbia Public Schools Science Standards Grade 7

Scientific Thinking and Inquiry7.1. Broad Concept: Scientific progress is made by asking relevant questions andconducting careful investigations. As a basis for understanding this concept, and toaddress the content in this grade, students should develop their own questions andperform investigations. Students:1. Explain that when similar investigations give different results, further studies may helpto show whether the differences are significant.2. Explain why it is important in science to keep honest, clear, and accurate records.3. Explain why research involving human subjects requires that potential subjects be fullyinformed about the risks and benefits associated with the research and that they have theright to refuse to participate.4. Recognize testable hypotheses in investigations that pertain to the content under study,and write instructions others can follow in carrying out the investigation.5. Communicate the steps and results from an investigation in written reports and verbalpresentations.6. Incorporate circle charts, bar and line graphs, diagrams, scatter plots, and symbols intowriting, such as lab or research reports, to serve as visual displays of evidence for claimsand/or conclusions.7. Recognize whether evidence is consistent with a proposed explanation, and know thatdifferent explanations can be given for the same evidence and that partial evidence maybe exploited for reasons other than truth seeking.8. Question claims based on vague attributes or on authority, such as “Leading doctorssay...,” or on statements made by celebrities or others outside the area of their particularexpertise.

Science and Technology7.2. Broad Concept: Although each of the human enterprises of science and technologyhas a character and history of its own, each is dependent on and reinforces the other.Students:1. Explain types of technology that are developed and in use such as in agriculture,manufacturing, sanitation, medicine, warfare, transportation, information processing, andcommunication.2. Know how technologies having to do with food production, sanitation, and diseaseprevention have dramatically changed how people live and work and have resulted inchanges in factors that affect the growth of human population.


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Biological Classification7.3. Broad Concept: Similarities are used to classify organisms since they may be used toinfer the degree of relatedness among organisms. As a basis for understanding thisconcept, students:1. Recognize and describe that a key distinction among organisms is between autotrophs,such as green plants (which use energy from sunlight to make their own food), andheterotrophs, such as animals and fungi (which consume other organisms as food andharvest energy from them).2. Recognize and describe that biological classifications are based on how organisms arerelated: Organisms are classified into a hierarchy of groups and subgroups, with speciesthe most fundamental unit.3. Recognize and describe the definition of a species as a group or population oforganisms closely resembling one another that can mate and breed to produce fertileoffspring.4. Describe how similarities among organisms are found in external and internalanatomical features, including specific characteristics at the cellular level, such as thenumber of chromosomes.

Cell Biology7.4. Broad Concept: All living things are composed of cells, from just one to manyquadrillions, whose details usually are visible only through a microscope. As a basis forunderstanding this concept, students:1. Investigate and explain that all living things are composed of one or more cells; cellsare organisms’ basic units of structure and function; and cells come only from existingcells (Theodor Schwann’s and Matthias Schleiden’s cell theory).2. Describe that the way in which cells function is similar in all living organisms.3. Explain that in those cells that contain a nucleus (eukaryotic plant and animal cells),the nucleus is the main repository for genetic information.4. Identify cells, such as bacteria and blue-green algae, as prokaryotes. Explain thatprokaryotic cells differ from eukaryotic cells most prominently in that they don’t have amembrane-bound nucleus. Know their genetic information is in a threadlike mass, often avery long loop of DNA.5. Know intracellular bodies with specific functions are called organelles. Describe thatimportant among them are mitochondria which liberate energy for the work that cells do,and chloroplasts which capture sunlight energy for photosynthesis.6. Describe that plant cells have chloroplasts and a cellulose cell wall, and animal cells donot.7. Observe and explain that about two-thirds of the mass of a typical cell is accounted forby water, and that water gives cells many of their properties.8. Describe how the most basic chemical functions of organisms, such as extractingenergy from food and getting rid of wastes, are started or carried out completely withinthe cell.9. Explain how cells in multicellular organism continually divide to make more cells forgrowth and repair, and various organs and tissues function to serve the needs of cells forfood, air, and waste removal.


19

Cell Biology (Continued)10. Recognize that many organisms are single celled (e.g., bacteria, yeasts) and explainhow this one cell must carry out all of the basic functions of life.11. Construct a chart and describe that multicellular organisms are organizedhierarchically from cells to tissues to organs to organ systems to organisms.

Genetics7.5. Broad Concept: Every organism requires information in the form of a set ofinstructions that specifies its traits. Those traits may be modified by environmentalinfluences. As a basis for understanding this concept, students:1. Describe that heredity is the passage of information for developing and maintaining theorganism’s body from one generation to another, that genes are the basic units ofheredity, and they are made of DNA, consisting of very long molecules located in thechromosomes of each cell.2. Explain how, in asexual reproduction, offspring are an almost identical copy of themother cell.3. Explain how, in sexual reproduction, a single reproductive cell from a female (femalegamete, egg, or ovum) merges with a specialized cell from a male (male gamete orspermatozoon) to make a fertilized egg (zygote). This carries genetic information fromboth parental gametes and multiplies to form the complete organism.4. Recognize and describe that new varieties of cultivated plants, such as corn and apples,and domestic animals, such as dogs and horses, have resulted from selective breeding,over multiple generations, for particular traits.5. Explain how the use of genetic-engineering techniques can speed the process ofcreating new varieties and introduce characteristics not easily available by selectivebreeding and can make possible more precise modifications involving the manipulationof just one or a few genes.

Biological Evolution7.6. Broad Concept: Biological evolution accounts for the diversity of species developedthrough gradual processes over many generations. As a basis for understanding thisconcept, students:1. Describe that biological variation (phenotype variation) is the raw material on whichnatural selection operates.2. Explain how Darwin’s research and that of his followers supported a concept ofdifferential survival in terms of fitness (i.e., given the potential exponential increase ofoffspring and the only linear potential increase of resources, favorable variations whichaid individual organisms in their survival in a given environment will confer on thoseorganisms a greater reproductive success for that variety).3. Describe how biological evolution results primarily from the action of natural selectionon the available variation in a population of organisms.4. Explain how independent lines of evidence drawn from geology, fossils, comparativeanatomy, and molecular biology provide the firm basis of evolutionary theory.5. Using specific examples, explain that extinction of a species is a result of mismatch ofadaptation and the environment.


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Human Body7.7. Broad Concept: Human beings have body systems for obtaining and providingenergy, defense, reproduction, and the coordination of body functions. As a basis forunderstanding this concept, students:1. Describe the specific functions and roles of each major human body system, includingdigestive, respiratory, excretory, reproductive, circulatory, nervous, endocrine,musculoskeletal, and immune system.2. Explain that human beings have many similarities and differences, and the similaritiesmake it possible for human beings to donate blood and organs to one another.3. Explain how the amount of food energy (usually measured in Calories) that a personrequires varies with body weight, age, sex, activity level, and metabolic rate.4. Research and explain that regular exercise is important to maintain a healthy heart/lung(cardiovascular) system, good muscle tone, and strong bone structure.5. Identify specific examples of how viruses, bacteria, fungi, and more complex parasitesmay infect the human body and interfere with normal body functions.6. Explain how white blood cells engulf invaders or produce antibodies that attackinvaders or mark the invaders for killing by other white blood cells. Know these whitecells are part of a larger system that produces “immunity” or the capacity to resist diseasedue to pathogens.7. Know that antibodies produced in response to an invader can remain for long periodsin the system and can fight off subsequent invaders of the same kind.8. Recognize that the environment may contain dangerous levels of substances that areharmful to human beings. Therefore, the good health of individuals requires monitoringthe soil, air, and water as well as taking steps to keep them safe.9. Research and explain the contributions of key scientists that have studied infection bydisease organisms (germs), including Anton van Leeuwenhoek, Louis Pasteur, JosephLister, Robert Koch, Dimitri Iwanowski, and Alexander Fleming.10. Explain how fundamental changes in health practices have resulted from theestablishment of the germ theory of disease.


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Ecology7.8. Broad Concept: Organisms in ecosystems exchange energy and nutrients amongthemselves and with the physical environment. As a basis for understanding this concept,students:1. Recognize that in all environments, such as freshwater, marine, forest, desert,grassland, mountain, farms, cities, and others, organisms with similar needs and livingstrategies compete with one another for resources, including food, space, water, air, andshelter.2. Describe how two types of organisms may interact in a competitive or cooperativerelationship, such as producer/consumer, predator/prey, parasite/hosts, or as symbionts.3. Illustrate and explain how plants use the energy from light to make simple sugars, andmore complex molecules, from carbon dioxide and water through a process calledphotosynthesis. Understand this produces food that can be used immediately or stored forlater use.4. Create a food web to explain how energy and matter are transferred between producersand primary consumers and secondary consumers.5. Describe how organisms that eat plants break down the plant structures to produce thematerials and energy that they need to survive, and in turn, other organisms consumethem.6. Explain how dead plants and animals, broken down by other living organisms,especially microorganisms and fungi, contribute to the cycling of matter through thesystem as a whole.7. Describe how, as any population of organisms grows, it is held in check by one ormore environmental constraints (e.g., depletion of food or nesting sites, increasednumbers of predators or parasites).8. Explain why in urban environments, a species (mostly human beings) settles in denseconcentrations.9. Describe that all organisms, including the human species, are part of and depend ontwo main interconnected global food webs: the ocean food web and the land food web.10. Recognize that entire species may prosper in spite of the poor survivability or badfortune of individuals.

DOC 8 9/2006

2006CC2

district of columbia public schools science standards, grade 7 · district of columbia public...

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