Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
Guiding Questions/
Specificity
Sample
Assessment
7.1 a --Demonstrate safe
practices during
laboratory and field
investigations as outlined
in the Texas Safety
Standards
Readiness/Supporting
Standard (Dual code:
teach by integrating with
all TEKS throughout the
school year)
- Who is responsible for
safety in the laboratory
and during field
investigations?
A scientist spilled a
few drops of dilute
hydrochloric acid
(HCl) on a lab table.
For safety purposes,
the scientist sprinkled
some baking soda
(NaHCO3) onto the
spill. Which
observation would
provide the best
evidence that a
chemical reaction
occurred?
-How essential is
following safety rules &
procedures to all
laboratory &
field experiences that
are specifically outlined
in the Texas Safety
Standards?
- How do safety
practices before, during,
& after laboratory &
field investigations
reduce the likelihood of
incidents?
Revised Spring 2017
F. The baking soda
and hydrochloric
acid combined, and
bubbles formed.
G. The baking soda
absorbed the
hydrochloric acid.
H. Some of the
baking soda
dissolved in the
hydrochloric acid.
J. The hydrochloric
acid evaporated,
leaving only the
baking soda.
Vocabulary
Safety
Investigation
Wafting
Reactivity
Flammability
Instructional
Strategies
Resources/
Weblinks
ELPS Strategies
Link:
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
4F: visuals/video
3E: PerspectiveBased Activities
Google Drive: C & I:
Middle School: Science
Resources
Science Tools
Identification
Toxic
https://docs.google.com/a/misdmail.
net/file/d/0B3SQTd3DIZe9aTM2N1
FIYnYxaW8/edit?usp=sharing&pli
=1
Hazardous
Safety Equipment
SDS Sheets
https://docs.google.com/a/misdmail.
net/file/d/0B3SQTd3DIZe9T1JLd1
Ntb2RyS28/edit?usp=sharing&pli=
1
Corrosive
Science Tools Activity
https://docs.google.com/a/misdmail.
net/file/d/0B3SQTd3DIZe9d1JZdnR
jdDRwWGM/edit?usp=sharing&pli
=1
1
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
Guiding Questions/
Specificity
Sample
Assessment
7.7a-- contrast situations
where work is done with
different amounts of
force to situations where
no work is done such as
moving a box with a
ramp and without a ramp,
or standing still
(Supporting Standard)
-What happens when work is
Two boxes and their
masses are shown
below.
done with different amounts
of force?
-How does work change
when using simple
machines?
-How would you define
work?
-How can work be
measured?
-How do simple machines
make work easier?
Teacher Note:
- Students come from 6th
grade with a basic
understanding of
potential/kinetic energy,
inclined planes and pulleys
(6.8A,E)
- This SE emphasizes that
students should contrast
situations with different
amounts of force (change in
energy) rather than a
calculation using the formula
for work.
W=F x d
Revised Spring 2017
Vocabulary
Work (W)
Exemplar Lesson
Force
Using Work
TEKS 7.7a
Inclined plane
Joule
2 kg
1.5
kg
Newton
.
Motion
Which of the
following situations
shows work being
done?
Instructional
Strategies
Balanced Force
ELPS Strategies
Link:
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
Resources/
Weblinks
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
Google Drive: C & I: Middle
School: Science Resource
4C: Word
Knowledge
2E: Writing Process
Unbalanced Force
Acceleration
A. A student is
sitting in a chair and
holding both boxes.
B. A student is
holding the large box
1 m above the floor.
C. A student is
standing and holding
the small box.
D. A student is
lifting the small box
0.5 m from the floor
to a table.
Distance
Ramp
Friction
Gravity
Motion
2
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
7.5.a – recognize that
radiant energy from the
sun is transformed into
chemical energy through
the process of
photosynthesis
Guiding Questions/
Specificity
- Identify that radiant
energy is from the sun.
- How is radiant energy
transformed into
chemical energy during
photosynthesis?
Sample
Assessment
Which molecule in
the photosynthesis
equation represents
food energy made by
plants?
A Carbon dioxide
B Water
C Glucose
D Oxygen
- What is the equation of Plants undergo
photosynthesis?
photosynthesis,
Specificity:
Make sure students
understand the flow and
transformation of
energy.
A plant needs H2O,
CO2, and light from the
sun to make glucose as
food and produce
oxygen.
Revised Spring 2017
which helps them
grow. How does
sunlight affect the
process of
photosynthesis?
A. It encourages rain,
which provides the
water needed for
growth.
B. It warms the
leaves of plants,
which allows the
reaction to occur
quickly.
C. It provides solar
energy, which
plants use to drive
the reaction.
D. It increases the air
temperature, which
creates energy.
Vocabulary
Energy
Radiant Energy
Transform
Chemical Energy
Photosynthesis
Glucose
Instructional
Strategies
Exemplar Lesson
Photosynthesis
TEKS 7.5A
ELPS Strategies
Link:
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
4F: Manipulatives
3E: PerspectiveBased Activities
Resources/
Weblinks
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
Google Drive: C & I: Middle
School: Science Resource
Chemical Reaction
Reactants
Products
Atom
Molecule
3
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
Guiding Questions/
Specificity
Sample
Assessment
7.7c—demonstrate and
illustrate forces that
affect motion in everyday
life such as emergence of
seedlings, turgor
pressure, and geotropism.
- What forces influence the
growth and development of a
plant?
- How does a plant respond
from lack of water?
- How does turgor pressure
prevent plants from wilting?
- How is photosynthesis
affected by turgor pressure
The force exerted by
a seedling as it
pushes its way
through the soil is
due to the ___ inside
its cells.
A.water movement
B.water solubility
C. water pressure
D.water leakage
7.13b-- Describe and
relate responses in
organisms that may result
from internal stimuli such
as wilting in plants and
fever or vomiting in
animals that allow them
to maintain balance.
Revised Spring 2017
Teacher Notes:
Turgor pressure prevents
plants from wilting which
results in increased light
exposure for photosynthesis.
This topic will be revisited
during the 5th six weeks with
plant cells and vacuoles.
- It is recommended that
students plant seeds to
observe the emergence of
seedlings, turgor pressure,
and geotropism
If a plant does not get
enough water what
will happen to it?
A. it will grow taller
B. it will wilt
C. it will produce
more flowers
D. it will reproduce
Vocabulary
Force
Motion
Emergence
Seedlings
Turgor pressure
Wilting
Homeostasis
Negative Feedback
Equilibrium
Instructional
Strategies
Lab Activities
Pinto Bean
Germination Lab
(Explore:
StemScopes)
ELPS Strategies
Link:
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
4F:
Manipulatives/Video
s
3E: PerspectiveBased Activities
Resources/
Weblinks
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
Google Drive: C & I: Middle
School: Science Resource
Emergence of Seedlings
Links
http://plantsinmotion.bio.in
diana.edu/plantmotion/earl
ygrowth/germination/germ.
html
Turgor Pressure
https://www.youtube.com/
watch?v=fhsurzE_-J0
4
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
Guiding Questions/
Specificity
Sample
Assessment
7.13a investigate how
organisms respond to
external stimuli found in
the environment such as
phototropism and fight or
flight
How do plants respond to
various stimuli?
LightTouchWater-
Plant roots grow
downwards, not up.
This is an example of
___.
A. an organism
responding to an
external stimulus
B. a signal being
detected
C. an organism
responding to an
internal stimulus
D. a signal being
interpreted
Vocabulary
Tropism
Geotropism
Phototropism
Thigmotropism
Stimulus
Response
Internal stimuli
Instructional
Strategies
Resources/
Weblinks
Exemplar Lesson
Tropism
TEKS 7.7C
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
ELPS Strategies
Link:
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
4F: visuals,
manipulatives
2I: Perspective-Based
Activities
Google Drive: C & I: Middle
School: Science Resources
Tropism Video Link
http://plantsinmotion.bio.in
diana.edu/plantmotion/mov
ements/tropism/tropisms.ht
ml
External stimuli
Revised Spring 2017
5
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
7.5c– diagram the flow of
energy through living
systems, including food
chains, food webs, and
energy pyramids.
(Supporting Standard)
Guiding Questions/
Specificity
- What is a living system?
- How does energy flow
through a food chain?
- How does energy flow
through an energy
pyramid?
- How are food chains,
food webs, and energy
pyramids related and
differentiated?
Teacher Note:
Students should already be
familiar with the concept
of food chains, food webs,
and energy pyramids. The
energy transfer is what we
are stressing.
Sample
Assessment
Vocabulary
Which of the followingLiving System
would cause an increase in
the number of deer Food Chain
population?
A. the
Food Web
development of
a housing
Energy Pyramid
neighborhood
in the deer
Producer
habitat
B. a decrease in
Consumer
the number of (primary,
secondary, tertiary)
predators of
the deer
C. an increase the Decomposer
number of days
Herbivore
of drought
D. competition
Omnivore
with other
animals that eat
Carnivore
grass and
surrounding
Predator
shrubs
Instructional
Strategies
Resources/
Weblinks
Exemplar Lesson
Flow of Energy
TEKS 7.5C
STEMscopes:
https://n11052d40706.acce
leratelearning.com/login
ELPS Strategies
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html
3B: List/Sort/Label
4F:
Google Drive: C & I:
Middle School: Science
Resource
Manipulatives/Videos
3E: PerspectiveBased Activities
The Flow of Energy
Through Plants and
Animals
http://www.ftexploring.co
m/me/me2.html
Prey
Trophic Level
Revised Spring 2017
6
Science
Designated Grading Period: 1st Grading Period
Days to teach: 31 Days
Course: Seventh Grade
Units: Safety/ Work/Photosynthesis/Tropism
TEKS/Prerequisites
Guiding Questions/
Specificity
Sample
Assessment
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Differentiation
Enrichment: www.Lead4ward.com think it up activities, www.byrdseed.com/differentiator, Book- Differentiating Instruction with Menus:
Science by Laurie E. Westphal
Scaffolding:
*View embedded STEMscopes ELPS activities within each unit’s Explore activity




7.7A – Round Robin
7.7C – Graphic Organizer
7.13A/B – Wall to Wall
7.5C – Question, Signal, Stem, Share
Revised Spring 2017
7