| There are a number of 7th grade science project | | | | with call-outs, but not filled in. Allow people to view the |
| ideas that a student can choose from to demonstrate | | | | cake and fill in the papers as to what each structure is. |
| concepts learned in class. A few such projects | | | | Just before the cake is cut, put out a poster that |
| include:o Collect water from a nearby stream or pond | | | | shows what everything is. Let the person who has the |
| and view a drop of it under a microscope. Note what | | | | most right answers for these 7th grade science |
| kinds of things you see and make drawings of them. | | | | project ideas have the first piece of cake.o Take a |
| Which are plants and which are animals? What is | | | | sample of cells from the inside of the mouth and view |
| greater in your sample, plants or animals? What | | | | them under a microscope. Stain the material with a |
| factors might affect the numbers of each that you | | | | drop of food coloring. Describe what you see. Make a |
| find?o Draw a cell and label all of its parts. What | | | | drawing of any clear cells and label all of the structures |
| function does each part of the cell serve? Are there | | | | present.o Plankton is made up of several kinds of |
| differences between plant and animal cells? If do, what | | | | single cell plants and animals. Find out what they are |
| are they?o Name the four different blood groups | | | | and make drawings of several different kinds of each. |
| found in humans. What type is the rarest? The most | | | | What animals use plankton as a food source. What |
| common? How does the blood type of a person's | | | | kinds of changes in the environment could change |
| parents affect the outcome of their own (i.e. if a | | | | plankton's survival in the water? Has plankton levels |
| person with type A blood marries someone with type | | | | risen or fallen in recent years? Why?o Different |
| O, what type will any offspring have)?o Draw a | | | | bacteria exist all around us. Where are they found? |
| picture of a red blood call from a human and label all of | | | | What role do they play? In what cases should bacteria |
| its parts. Now draw a picture of the red blood cell | | | | be encouraged to grow? In what cases should they |
| from an animal, like a cow and label all of the parts. | | | | be discouraged? Give an example of how or why |
| Are there any differences? If so, what part do you | | | | they should be encouraged, and why they should be |
| think these differences play in the function of the cell?o | | | | discouraged. |
| Build a 3D model of a single-celled animal from cake. | | | | With a little bit of careful thought it is possible to find |
| Use different tints of frosting to make the different | | | | any number of 7th grade science project ideas that |
| structures inside the animal. Licorice laces can be cut | | | | can be turned into a science project for the inquisitive |
| up to represent the cilia. Before the cake is eaten, | | | | student. |
| hand out a sheet that has the different parts labeled | | | | |