Curriculum – 7th and 8th Grade Science
7th Grade
Unit 1 – Nature of Science (total days for Unit 1 = 17)
Students gain scientific knowledge by observing the natural and constructed world, performing
and evaluating investigations and communicating their findings. These principles should guide
student work and be integrated into the curriculum along with the content standards on a daily
basis.
Indiana Academic Standards:
Process Standards:
7.1 Make predictions and develop testable questions based on research and prior knowledge.
(L2)
7.2 Plan and carry out investigations as a class, in small groups or independently often over a
period of several class lessons. (L2)
7.3 Collect quantitative data with appropriate tools or technologies and use appropriate units
to label numerical data. (L2)
7.4 Incorporate variables that can be changed, measured or controlled. (L2)
7.5 Use the principles of accuracy and precision when making measurement. (L3)
7.6 Test predictions with multiple trials. (L3)
7.7 Keep accurate records in a notebook during investigations. (L2)
7.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns. (L2)
7.9 Evaluate possible causes for differing results (valid data). (L3)
7.10 Compare the results of an experiment with the prediction. (L2)
7.11 Communicate findings using graphs, charts, maps and models through oral and written
reports. (L2)
Essential Questions
•
What are the types of scientific knowledge?
Page | 1
Curriculum – 7th and 8th Grade Science
•
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How are scientific investigations conducted?
How do scientists organize, analyze, and present data?
Standard Based Resources
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•
•
•
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•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – Scientific Knowledge (4)
Lesson 2 – Scientific Investigations (4)
Lesson 3 – Representing Data (3)
Instructional Strategies/Differentiated Instruction
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•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
Page | 2
Curriculum – 7th and 8th Grade Science
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: Proposal for independent scientific investigation
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Scientific Knowledge
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The nature of science and empirical evidence
Theory versus law
Scientific change
Lesson 2 – Scientific Investigations
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Types of scientific investigations
Conducting a scientific investigation
Characteristics of reliable scientific investigations
Lesson 3 – Representing Data
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Tables
Graphs
Models
Precision and Accuracy
Key Vocabulary
Empirical evidence, theory, law, experiment, observation, hypothesis, independent variable,
dependent variable, data, model, precision, accuracy
Page | 3
Curriculum – 7th and 8th Grade Science
Unit 2 – Motion and Forces (total days for Unit 2 = 26)
Explain that energy cannot be created or destroyed but only changed from one form into
another or transferred from place to place.
Indiana Academic Standards:
Process Standards:
7.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns.
7.11 Communicate findings using graphs, charts, maps, and models through oral and written
reports.
Standard 1 - Physical Science:
7.1.5 Describe and investigate how forces between objects can act at a distance, such as
magnetic, electrical, or gravitational forces, or by means of direct contact between objects. (L3)
7.1.6 Explain that forces have magnitude and direction and those forces can be added to
determine the net force acting on an object. (L3)
7.1.7 Demonstrate and describe an object’s speed or direction of motion changes when a force
acts upon it. Demonstrate and describe that an object’s speed and direction of motion remain
unchanged if the net force acting upon it is zero. (L1,2,3)
Essential Questions
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How are distance, time, and speed related?
How does motion change?
What causes motion?
What are some types of forces?
Standard Based Resources
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
Page | 4
Curriculum – 7th and 8th Grade Science
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•
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ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Motion and Speed (6)
Lesson 2 – Acceleration (4)
Lesson 3 – Forces (6)
Lesson 4 – Types of Forces (5)
Instructional Strategies/Differentiated Instruction
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•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: PLTW
Page | 5
Curriculum – 7th and 8th Grade Science
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Motion and Speed
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Motion
Speed
Distance-Time graphs
Velocity
Lesson 2 – Acceleration
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Acceleration
Acceleration as a vector
Lesson 3 – Forces
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Introduction to force
Balance and forces
Laws of motion
Lesson 4 – Types of Forces
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Contact forces
Non-contact forces
Effects of gravity
Law of Universal Gravitation
Key Vocabulary
Position, reference point, motion, speed, vector, velocity, acceleration, centripetal acceleration,
force, net force, inertia, contact force, non-contact force, magnetic force, electrical force,
gravitational force
Unit 3 – Energy (total days for Unit 3 = 34)
Page | 6
Curriculum – 7th and 8th Grade Science
Design Process – As citizens of the constructed world, students will participate in the design
process. Students will learn to use materials and tools safely and employ the basic principles of
the engineering design process in order to find solutions to a problem.
Physical Science – Explain that energy cannot be created or destroyed but only changed from
one form to another or transferred from place to place.
Physical Science – Describe and investigate how forces between objects can act at a distance or
by means of direct contact between objects.
Science, Engineering, and Technology – Design and construct a device that converts energy from
one form to another to perform work.
Indiana Academic Standards:
Design Process:
7.6 Create the solution through a prototype. (L4)
7.7 Test and evaluate how well the solution meets the goal. (L3)
7.8 Evaluate and test the design using measurement. (L5)
Standard 1 – Physical Science:
7.1.1 Explain that when energy is transferred from one system to another, the total quantity of
energy does not change. (L2)
7.1.2 Describe and give examples of how energy can be transferred from place to place and
transformed from one form to another through radiation, convection, and conduction. (L3,6)
7.1.3 Recognize and explain how different ways of obtaining, transforming, and distributing
energy have different environmental consequences. (L6)
7.1.4 Recognize and provide evidence how light, sound, and other waves have energy and how
they interact with different materials. (L4,5)
Standard 4 – Science, Engineering, and Technology:
7.4.1 Understand that energy is the capacity to do work. (L1)
7.4.2 Explain that energy can be used to do work using many processes, for example generation
of electricity by harnessing wind energy. (L1,2,4)
Page | 7
Curriculum – 7th and 8th Grade Science
7.4.3 Explain that power is the rate that energy is converted from one form to another. (L1)
7.4.4 Explain that power systems are used to provide propulsion for engineered products and
systems.
Essential Questions
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How is work related to energy?
How is energy conserved?
What is the relationship among heat, temperature, and thermal energy?
What are waves?
How do waves interact with matter?
How do energy transformations affect the environment?
Standard Based Resources
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•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Work, Energy, and Power (5)
Lesson 2 – Conservation of Energy (5)
Lesson 3 – Thermal Energy and Heat (4)
Lesson 4 – Waves and Energy (5)
Lesson 5 – Interactions of Waves and Matter (5)
Lesson 6 – Effects of Energy Transfer (5)
Instructional Strategies/Differentiated Instruction
•
All Groups
Page | 8
Curriculum – 7th and 8th Grade Science
•
•
•
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: PLTW
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Work, Energy, and Power
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Work
Energy
Power
Lesson 2 – Conservation of Energy
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Forms of energy
Energy transformation
Page | 9
Curriculum – 7th and 8th Grade Science
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Conservation of energy
Energy efficiency
Lesson 3 – Thermal Energy and Heat
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Thermal energy
Heat
Changes of state
Methods of thermal energy transfer
Lesson 4 – Waves and Energy
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What is a wave
Mechanical waves
Electromagnetic (EM) waves
Wave properties
Lesson 5 – Interactions of Waves and Matter
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Sound and matter
Light and matter
Color and illusion
Lesson 6 – Effects of Energy Transfer
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Renewable and non-renewable resources
Fossil fuels
Alternative energy sources
Key Vocabulary
Work, energy, power, energy transformation, law of conservation of energy, efficiency, thermal
energy, heat, calorie, conduction, conductor, insulator, convection, radiation, medium,
longitudinal wave, transverse wave, mechanical wave, electromagnetic wave, amplitude,
wavelength, wave period, frequency, wave speed, reflection, absorption, transmission,
transparent, translucent, opaque, refraction, scattering, renewable resource, nonrenewable
resource, fossil fuel
Unit 4 – Earth’s Structures (total days for Unit 4 = 43)
Page | 10
Curriculum – 7th and 8th Grade Science
Describe how Earth processes have shaped the topography of the Earth, and have made it
possible to measure geological time.
Indiana Academic Standards:
Process Standards:
7.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns.
Standard 2 – Earth and Space Systems:
7.2.1 Describe how the Earth is a layered structure composed of lithospheric plates, a mantle,
and a dense core. (L5,6)
7.2.2 Recognize that the Earth possesses a magnetic field that is detectable at the surface with
a compass. (L2)
7.2.4 Explain how convection currents in the mantle cause lithospheric plates to move causing
fast changes like earthquakes and volcanic eruptions, and slow changes like creation of
mountains and formation of new ocean floor. (L6,7,8,9)
7.2.5 Describe the origin and physical properties of igneous, metamorphic, and sedimentary
rocks and how they are related through the rock cycle. (L2,9)
7.2.6 Describe physical and chemical characteristics of soil layers and how they are influenced
by the process of soil formation, including the action of bacteria, fungi, insects, and other
organisms. (L4)
7.2.7 Use geological features such as karst topography and glaciation to explain how large-scale
physical processes have shaped the land. (L3)
Essential Questions
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What are minerals, how do they form, and how can they be used?
What is the rock cycle?
How do water and ice change the Earth’s surface?
How does soil form?
What are Earth’s layers?
What is plate tectonics?
How do mountains form?
Page | 11
Curriculum – 7th and 8th Grade Science
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What are earthquakes?
How do volcanoes change Earth’s surface?
Standard Based Resources
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•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – Minerals (4)
Lesson 2 – The Rock Cycle (6)
Lesson 3 – Processes that Shape the Land (4)
Lesson 4 – Soil Formation (4)
Lesson 5 – Earth’s Layers (3)
Lesson 6 – Plate Tectonics (6)
Lesson 7 – Mountain Building (3)
Lesson 8 – Earthquakes (3)
Lesson 9 – Volcanoes (5)
Instructional Strategies/Differentiated Instruction
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
Page | 12
Curriculum – 7th and 8th Grade Science
•
•
•
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: to be determined
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Minerals
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Matter and minerals
Formation of minerals
Types of minerals
Properties of minerals
Lesson 2 – The Rock Cycle
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Rock and processes that change rock
The classes and properties of rock
Rock cycle
Lesson 3 – Processes that Shape the Land
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Erosion and deposition by surface water
Erosion and deposition by ground water
Page | 13
Curriculum – 7th and 8th Grade Science
•
Erosion and deposition by ice
Lesson 4 – Soil Formation
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Soil formation
Soil horizons
Soil characteristics
Lesson 5 – Earth’s Layers
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Earth’s compositional layers
Earth’s physical layers
Lesson 6 – Plate Tectonics
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Theory of plate tectonics
Tectonic plates
Types of plate boundaries
Causes of tectonic plate motion
Lesson 7 – Mountain Building
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Deformation and folding
Faulting
Mountains
Lesson 8 – Earthquakes
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What earthquakes are and why they happen
Where earthquakes happen
Effects of earthquakes
Lesson 9 – Volcanoes
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Volcanoes
Volcanic landforms
Where volcanoes form
Key Vocabulary
Mineral, element, atom, compound, matter, crystal, streak, luster, cleavage, weathering,
erosion, deposition, igneous rock, sedimentary rock, metamorphic rock, rock cycle, uplift,
Page | 14
Curriculum – 7th and 8th Grade Science
subsidence, rift zone, floodplain, delta, alluvial fan, groundwater, sinkhole, karst topography,
glacier, glacial drift, crust, mantle, convection, core, lithosphere, asthenosphere, mesosphere,
Pangaea, convergent boundaries, divergent boundaries, transform boundaries, tectonic plates,
plate tectonics, deformation, folding, fault, shear stress, tension, compression, earthquake,
focus, epicenter, elastic rebound, volcano, magma, lava, vent, hot spot
Unit 5 – The Changing Earth (total days for Unit 5 = 17)
Describe how Earth processes have shaped the topography of the earth and have made it
possible to measure geological time.
Page | 15
Curriculum – 7th and 8th Grade Science
Indiana Academic Standards:
Process Standards:
7.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns.
7.9 Evaluate possible causes for differing results (valid data).
Standard 2 – Earth and Space Systems:
7.2.3 Characterize the immensity of geologic time and recognize that it is measured in eras and
epochs. (L3)
7.2.8 Compare and contrast fossils with living organisms in a given location to explain how Earth
processes have changed environments over time. (L1,2,3)
Essential Questions
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•
•
What do fossils tell us about Earth’s history?
How do scientists measure the ages of rock?
How do we learn about Earth’s history?
Standard Based Resources
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•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – Fossils and Changing Environments (4)
Lesson 2 – Relative Dating and Absolute Dating (4)
Lesson 3 – Geologic Change over Time (4)
Instructional Strategies/Differentiated Instruction
Page | 16
Curriculum – 7th and 8th Grade Science
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•
•
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All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: to be determined
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Fossils and Changing Environments
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Fossils
Fossils as evidence of Earth’s changing environments and climates
Lesson 2 – Relative Dating and Absolute Dating
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Rock layers in relative dating
Fossils and geological columns in relative dating
Page | 17
Curriculum – 7th and 8th Grade Science
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Absolute dating
Index fossils
Lesson 3 – Geologic Change over Time
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Records of Earth’s geological history
Earth’s changing landforms
Evidence for changes in Earth’s climate
The geological time scale
Key Vocabulary
Fossil, trace fossil, relative dating, law of superposition, unconformity, geologic column,
absolute dating, radioactive decay, half-life, radiometric dating, continental drift, climate, ice
core, geologic time scale, eon, era, period, epoch
Unit 6 – The Cell (total days for Unit 6 = 28)
Understand the cellular structure of living organisms, both single-celled and multicellular.
Indiana Academic Standards:
Page | 18
Curriculum – 7th and 8th Grade Science
Process Standards:
7.1 Make predictions and develop testable questions based on research and prior knowledge.
7.10 Compare the results of an experiment with the prediction.
Standard 3 – Life Science:
7.3.1 Explain that all living organisms are composed of one or more cells and that the many
functions needed to sustain life are carried out within such cells. (L1,2)
7.3.2 Understand that water is a major component within cells and is required to carry out
many cellular functions. (L2)
7.3.3 Explain that although the way cells function is similar in all living organisms, multicellular
organisms also have specialized cells, whose specialized functions are directly related to their
structure. (L3)
7.3.4 Compare and contrast similarities and differences between specialized subcellular
components within plant and animal cells, including organelles and cell walls that perform
essential functions and give a cell its shape and structure. (L3)
7.3.5 Explain that cells in multicellular organisms repeatedly divide to make more cells for
growth and repair. (L4)
7.3.6 Explain that after fertilization, a small cluster of cells divides to form the basic tissues of an
embryo which further develops into all the specialized tissues and organs within a multicellular
organism. (L5)
7.3.7 Describe how various organs and tissues serve the needs of cells for nutrient and oxygen
delivery and waste removal. (L4,5)
Essential Questions
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•
•
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•
What are living things made of?
What are the building blocks of organisms?
What are the different parts that make up a cell?
How do organisms maintain homeostasis?
How are living things organized?
Standard Based Resources
Page | 19
Curriculum – 7th and 8th Grade Science
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•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – The Characteristics of Cells (4)
Lesson 2 – Chemistry of Life (4)
Lesson 3 – Cell Structure and Function (5)
Lesson 4 – Homeostasis and Cell Processes (6)
Lesson 5 – Levels of Cellular Organization (4)
Instructional Strategies/Differentiated Instruction
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•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Page | 20
Curriculum – 7th and 8th Grade Science
Assessments
Unit Pre-Post Exam
Unit Project(s): DNA: From Genes to Proteins (DeltaSci Module) / Investigating the Plague
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – The Characteristics of Cells
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•
•
The cell
The cell theory
Two types of cells
Lesson 2 – Chemistry of Life
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•
•
Atoms and molecules
Four main molecules
Cell membranes
Lesson 3 – Cell Structure and Function
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•
•
Eukaryotic cells
Parts of Eukaryotic cells
Plant and animal cells
Lesson 4 – Homeostasis and Cell Processes
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•
Homeostasis
Cell energy and cell cycle
Material exchange in cells
Lesson 5 – Levels of Cellular Organization
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Cells to organisms
Cellular structure and function
Systems work together
Page | 21
Curriculum – 7th and 8th Grade Science
Key Vocabulary
Cell, organism, cell membrane, cytoplasm, organelle, nucleus, prokaryote, eukaryote, atom,
molecule, lipid, protein, carbohydrate, nucleic acid, phospholipid, cytoskeleton, mitochondrion,
ribosome, endoplasmic reticulum, Golgi complex, cell wall, vacuole, chloroplast, lysosome,
homeostasis, photosynthesis, cellular respiration, mitosis, passive transport, diffusion, osmosis,
active transport, endocytosis, exocytosis, organism, tissue, organ, organ system, structure,
function
8th Grade
Unit 1 – Nature of Science (total days for Unit 1 = 19)
Students gain scientific knowledge by observing the natural and constructed world, performing
and evaluating investigations and communicating their findings. These principles should guide
student work and be integrated into the curriculum along with the content standards on a daily
basis.
Page | 22
Curriculum – 7th and 8th Grade Science
Indiana Academic Standards:
Process Standards:
8.1 Make predictions and develop testable questions based on research and prior knowledge.
(L3)
8.2 Plan and carry out investigations as a class, in small groups or independently often over a
period of several class lessons. (L3)
8.3 Collect quantitative data with appropriate tools or technologies and use appropriate units
to label numerical data. (L1,3,4)
8.4 Incorporate variables that can be changed, measured or controlled. (L3)
8.5 Use the principles of accuracy and precision when making measurement. (L3)
8.6 Test predictions with multiple trials. (L3)
8.7 Keep accurate records in a notebook during investigations. (L3)
8.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns. (L3,4)
8.9 Evaluate possible causes for differing results (valid data). (L3)
8.10 Compare the results of an experiment with the prediction. (L1,3)
8.11 Communicate findings using graphs, charts, maps and models through oral and written
reports. (L4)
Essential Questions
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•
•
•
•
What are the characteristics of science?
How do scientists develop explanations?
How do scientists discover things?
How do scientists show the results of investigations?
How do scientists and society work together?
Standard Based Resources
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Page | 23
Curriculum – 7th and 8th Grade Science
•
•
•
•
•
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – What is Science? (3)
Lesson 2 – Scientific Knowledge (2)
Lesson 3 – Scientific Investigations (3)
Lesson 4 – Representing Data (3)
Lesson 5 – Science and Society (3)
Instructional Strategies/Differentiated Instruction
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Page | 24
Curriculum – 7th and 8th Grade Science
Unit Pre-Post Exam
Unit Project: Proposal for independent scientific investigation
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – What is Science?
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•
•
•
Definition of science
Scientific explanations:
o Theories
o Laws
Traits of Scientists
Science and Pseudoscience
Lesson 2 – Scientific Knowledge
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•
•
Developing explanations – hypotheses
Supporting theories
Evaluating evidence
Lesson 3 – Scientific Investigations
•
•
•
Conducting a scientific investigation
Types of scientific investigations
Characteristics of good scientific investigations
Lesson 4 – Representing Data
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•
•
Tables
Graphs
Models
Lesson 5 – Science and Society
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•
Impact of science on society
Science and decision-making
Page | 25
Curriculum – 7th and 8th Grade Science
Key Vocabulary
science, empirical evidence, pseudoscience, experiment, observation, hypothesis,
independent variable, dependent variable, data, model, society, economics, politics
Unit 2 – Matter (total days for Unit 2 = 28)
Physical Science - Describe how atomic structure determines chemical properties and how
atoms and molecules interact.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 1 - Physical Science:
Page | 26
Curriculum – 7th and 8th Grade Science
8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately
one hundred elements. (L3,4,5)
8.1.2 Understand that elements are organized on the periodic table based on atomic number.
(L5)
8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of
substances. (L6)
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that
atom interacts with other atoms. (L4.6)
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with
diagrams the relationship between atoms and compounds and/or molecules. (L3,6)
8.1.6 Explain that elements and compounds have characteristic properties such as density,
boiling points and melting points that remain unchanged regardless of the sample size. (L1,3)
8.1.7 Explain that chemical changes occur when substances react and form one or more
different products, whose physical and chemical properties are different from those of the
reactants. (L2,6)
8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the
product are the same as in the reactants and that the total mass of the reacting system is
conserved. (L2,6)
Essential Questions
•
•
•
•
•
•
What are the physical and chemical properties of matter?
What are physical and chemical changes of matter?
How do pure substances and mixtures compare?
What makes up an atom?
How are elements arranged on the periodic table?
How do atoms interact?
Standard Based Resources
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Page | 27
Curriculum – 7th and 8th Grade Science
•
•
•
•
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Properties of Matter (4)
Lesson 2 – Physical and Chemical Changes (4)
Lesson 3 – Pure Substances and Mixtures (4)
Lesson 4 – The Atom (3)
Lesson 5 – The Periodic Table (4)
Lesson 6 – Interactions of Atoms (4)
Instructional Strategies/Differentiated Instruction
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Page | 28
Curriculum – 7th and 8th Grade Science
Unit Pre-Post Exam
Unit Project:
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Properties of Matter
•
•
•
•
Physical properties
Chemical properties
Comparing physical and chemical properties
Using properties to identify unknown substances
Lesson 2 – Physical and Chemical Changes
•
•
•
•
Physical change
Chemical change
Comparing physical and chemical change
Law of Conservation of Mass
Lesson 3 – Pure Substances and Mixtures
•
•
•
How particles combine
Pure substances: elements and compounds
Mixtures
Lesson 4 – The Atom
•
•
Atomic Theory
The parts of the atom
Lesson 5 – The Periodic Table
•
•
Information on the Periodic Table
The arrangement of elements on the Periodic Table
Lesson 6 – Interactions of Atoms
Page | 29
Curriculum – 7th and 8th Grade Science
•
•
•
Chemical bonds and chemical changes
Chemical equations
Modeling chemical bonds
Key Vocabulary
Physical property, chemical property, physical change, chemical change, law of conservation of
mass, atom, element, compound, mixture, pure substance, heterogeneous, homogeneous,
proton, neutron, nucleus, electron, electron cloud, atomic number, mass number, periodic table,
chemical symbol, average atomic mass, metal, nonmetal, metalloid, group, period, chemical
bond, molecule, chemical equation, chemical formula, reactant, product, valence electron
Unit 3 – Energy in the Earth System (total days for Unit 3 = 24)
Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving
the processes that result in the wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Indiana Academic Standards:
Standard 2: Earth and Space Systems:
8.2.1 – recognize and demonstrate how the sun’s energy drives convection in the atmosphere
and in bodies of water, which results in ocean currents and weather patterns. (L1-5)
Page | 30
Curriculum – 7th and 8th Grade Science
8.2.2 – Describe and model how water moves through the earth’s crust, atmosphere, and
oceans in a cyclic way, as liquid, vapor, and solid. (L1)
8.2.3 – Describe the characteristics of ocean currents and identify their effects on weather
patterns. (L1,5)
8.2.4 – Describe the physical and chemical composition of the atmosphere at different
elevations. (L1,2)
Essential Questions
•
•
•
•
•
What are the parts of the Earth system?
What is the atmosphere?
How does energy move through Earth’s system?
What is wind?
How does water move in the ocean?
Standard Based Resources
•
•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
ScenceNews Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Earth’s Spheres (4)
Lesson 2 – The Atmosphere (2)
Lesson 3 – Energy Transfer (4)
Lesson 4 – Wind in the Atmosphere (4)
Lesson 5 – Ocean Currents (5)
Instructional Strategies/Differentiated Instruction
Page | 31
Curriculum – 7th and 8th Grade Science
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project:
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Earth’s Spheres
•
•
•
•
Earth system and geosphere
Hydrosphere and cryosphere
Atmosphere and biosphere
Earth’s spheres interact
Lesson 2 – The Atmosphere
Page | 32
Curriculum – 7th and 8th Grade Science
•
•
•
Composition, air pressure, and temperature of the atmosphere
Structure of the atmosphere
Life and the atmosphere
Lesson 3 – Energy Transfer
•
•
•
•
Temperature, heat, thermal energy, and thermal expansion
Radiation
Convection
Conduction
Lesson 4 – Wind in the Atmosphere
•
•
•
The movement of air
Global winds
Local winds
Lesson 5 – Ocean Currents
•
•
•
•
Surface currents in the ocean
Deep currents in the ocean
Upwelling
Ocean circulation
Key Vocabulary
Earth system, geosphere, hydrosphere, cryosphere, atmosphere, biosphere, air pressure,
thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, thermal
energy, thermal expansion, radiation, convection, conduction, wind, Coriolis effect, jet stream,
ocean current, surface current, upwelling, convection current, deep current
Page | 33
Curriculum – 7th and 8th Grade Science
Unit 4 – Weather and Climate (total days for Unit 4 = 26)
Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving
the processes that result in wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 2 – Earth and Space Systems:
8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere
and in bodies of water, which results in ocean currents and weather patterns. (L1,3,5)
Page | 34
Curriculum – 7th and 8th Grade Science
8.2.2 Describe and model how water moves through the Earth’s crust, atmosphere, and oceans
in a cyclical way, as liquid, vapor, and solid. (L1,2,3,5)
8.2.3 Describe the characteristics of ocean currents and identify their effects on weather
patterns. (L3,5)
8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as
tornadoes, lake effect snow, blizzards, thunderstorms, and flooding. (L2,3,4,6)
Standard 4 – Science, Engineering, and Technology:
8.4.1 Understand how the strength of attractive forces between particles in a material helps to
explain many physical properties of the material, such as why different materials exist as gases,
liquids, or solids at a given temperature. (L6)
Essential Questions
•
•
•
•
•
•
How does water change state and move around on Earth?
What is weather and how can we describe different types of weather?
How do the water cycle and weather patterns affect local weather?
How can humans protect themselves from hazardous weather?
How is climate affected by energy from the sun and variations on Earth?
What are the weather and climate like in Indiana?
Standard Based Resources
•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
ScenceNews Magazine
Lessons / Topics (total days)
Lesson 1 – The Water Cycle (4)
Lesson 2 – Elements of Weather (2)
Page | 35
Curriculum – 7th and 8th Grade Science
Lesson 3 – What Influences Weather (3)
Lesson 4 – Severe Weather and Weather Safety (4)
Lesson 5 – Climate (5)
Lesson 6 – Indiana Weather and Climate (3)
Instructional Strategies/Differentiated Instruction
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project:
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Page | 36
Curriculum – 7th and 8th Grade Science
Lesson 1 – The Water Cycle
•
•
•
•
Water cycle and change of state
Water in the atmosphere
Water in the oceans and on land
Transport of matter and energy
Lesson 2 – Elements of Weather
•
•
Elements of weather
Measuring elements of weather
Lesson 3 – What Influences Weather
•
•
•
How the water cycle influences weather
How patterns in the atmosphere affect weather
How patterns in the ocean affect weather
Lesson 4 – Severe Weather and Weather Safety
•
•
Hazardous weather
Safety and weather
Lesson 5 – Climate
•
•
•
•
Climate versus weather
Solar energy and climate
Other factors that affect climate
Climate zones
Lesson 6 – Indiana Weather and Climate
•
•
Indiana weather
Indiana climate
Key Vocabulary
Water cycle, evaporation, transpiration, sublimation, condensation, precipitation, weather,
humidity, relative humidity, dew point, visibility, air mass, front, thunderstorm, lightning,
Page | 37
Curriculum – 7th and 8th Grade Science
thunder, hurricane, storm surge, tornado, climate, latitude, topography, elevation, lake-effect
snow, blizzard
Unit 5 – Human Impact on Earth (total days for Unit 5 = 20)
Explain how the sun’s energy heats the air, land, and water, driving the processes that result in
wind, ocean currents, and the water cycle.
Describe how human activities have changed the land, water, and atmosphere.
Indiana Academic Standards:
Standard 2 – Earth and Space Systems:
8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as
air, soil, light, noise and water pollution. (L2,3,4,5)
8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing
consumption and the development of alternatives can reduce the rate of their depletion. (L1,5)
8.2.8 Explain that human activities, beginning with the earliest herding and agricultural
activities, have drastically changed the environment and have affected the capacity of the
Page | 38
Curriculum – 7th and 8th Grade Science
environment to support native species. Explain current efforts to reduce and eliminate these
impacts and encourage sustainability. (L2,3,4,5)
Essential Questions
•
•
•
•
•
What are Earth’s natural resources?
What impact can humans have on land resources and soil quality?
What impact can human activity have on water quality?
What impact can human activities have on air quality?
How can Earth’s resources be used wisely?
Standard Based Resources
•
•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
ScenceNews Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Natural Resources (3)
Lesson 2 – Human Impact on Land (3)
Lesson 3 – Human Impact on Water (3)
Lesson 4 – Human Impact on Atmosphere (3)
Lesson 5 – Protecting Earth’s Water, Land, and Air (3)
Instructional Strategies/Differentiated Instruction
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
Page | 39
Curriculum – 7th and 8th Grade Science
•
•
•
o Blooms Taxonomy Questioning
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project:
Lesson Quizzes (1 per lesson)Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Natural Resources
•
•
•
Natural resources
Renewable and nonrenewable resources
Material and energy resources
Lesson 2 – Human Impact on Land
•
•
How humans use land
Land degradation
Lesson 3 – Human Impact on Water
•
•
•
•
Water as a resource
Water pollution
Water quality
Water supply and flow
Page | 40
Curriculum – 7th and 8th Grade Science
Lesson 4 – Human Impact on Atmosphere
•
•
•
•
Air and air pollution
Effects of human activities on atmosphere
Air quality and health
Air pollution and Earth
Lesson 5 – Protecting Earth’s Water, Land, and Air
•
•
•
•
Conservation and stewardship
Preservation and conservation of water
Land management and conservation
Reducing air pollution
Key Vocabulary
Natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource,
energy resource, urbanization, land degradation, deforestation, desertification, water pollution,
thermal pollution, eutrophication, potable, reservoir, Greenhouse effect, particulate, air
pollution, smog, acid precipitation, air quality, conservation, stewardship
Unit 6 – Life over Time (total days for Unit 6 = 15)
Life Science – Understand the predictability of characteristics being passed from parents to
offspring.
Life Science – Explain how a particular environment selects for traits that increase the likelihood
of survival and reproduction by individuals bearing those traits.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.1 Explain that reproduction is essential for the continuation of every species and is the
mechanism by which all organisms transmit genetic information. (L1)
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral
traits that are acquired or learned. (L1)
Page | 41
Curriculum – 7th and 8th Grade Science
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and
differences. Use the data collected to organize the organisms into groups and predict their
relatedness. (L2,3)
8.3.7 Recognize and explain that small genetic differences between parents and offspring can
accumulate in successive generations so that descendants may be different from their
ancestors. (L1)
8.3.8 Examine traits of individuals within a population of organisms that may give them an
advantage in survival and reproduction in a given environment or when the environment
changes. (L1)
8.3.9 Describe the effect of environmental changes on populations of organisms when their
adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a
species can ultimately result. (L1)
8.3.10 Recognize and describe how new varieties of organisms have come about from selective
breeding. (L1)
Standard 4 – Science, Engineering, and Technology:
8.4.3 Investigate the properties (mechanical, chemical, thermal, magnetic, and optical) of
natural and engineered materials. (L1)
Essential Questions
•
•
•
What is the theory of evolution by natural selection?
What evidence supports the theory of evolution?
How are organisms classified?
Standard Based Resources
•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
ScenceNews Magazine
Lessons / Topics (total days)
Page | 42
Curriculum – 7th and 8th Grade Science
Lesson 1 – Theory of Evolution by Natural Selection (4)
Lesson 2 – Evidence of Evolution (3)
Lesson 3 – Classification of Living Things (3)
Instructional Strategies/Differentiated Instruction
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning(see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project(s):
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Theory of Evolution by Natural Selection
Page | 43
Curriculum – 7th and 8th Grade Science
•
•
•
Charles Darwin’s observations
Natural selection
Extinction and environmental change
Lesson 2 – Evidence of Evolution
•
•
•
•
Fossil evidence
Structural evidence
Genetic evidence
Embryological evidence
Lesson 3 – Classification of Living Things
•
•
•
•
Classification and shared characteristics
Naming organisms and levels of classification
Domains
Kingdoms, branching diagrams, and dichotomous keys
Key Vocabulary
Evolution, artificial selection, natural selection, variation, adaptation, extinction, fossil, fossil
record, species, genus, domain, bacteria, Archaea, Eukarya, Animalia, Plantae, Protista, Fungi,
dichotomous key
Page | 44
Curriculum – 7th and 8th Grade Science
Unit 7 – Reproduction and Heredity (total days for Unit 7 = 23)
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.1 Explain that reproduction is essential for the continuation of every species and is the
mechanism by which all organisms transmit genetic information. (L1,3)
8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual
reproduction. (L3)
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by
chromosomes. (L1,2,3,4)
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and
chromosomes. (L1,4)
Page | 45
Curriculum – 7th and 8th Grade Science
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral
traits that are acquired or learned. (L4)
Essential Questions
•
•
•
•
•
How do cells divide?
How do cells divide for sexual reproduction?
How do organisms reproduce?
How are traits inherited?
How are patterns of inheritance studied?
Standard Based Resources
•
•
•
•
•
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
ScenceNews Magazine
Lessons / Topics (total days)
Lesson 1 – Mitosis (4)
Lesson 2 – Meiosis (4)
Lesson 3 – Sexual and Asexual Reproduction (3)
Lesson 4 – Heredity (4)
Lesson 5 – Punnett Squares and Pedigrees (3)
Instructional Strategies/Differentiated Instruction
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
Page | 46
Curriculum – 7th and 8th Grade Science
•
•
•
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project(s):
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Mitosis
•
•
•
Why cells divide
Genetic material and cell division
Mitosis
Lesson 2 – Meiosis
•
•
•
•
Sex cells
Meiosis
Steps of Meiosis
Meiosis versus Mitosis
Lesson 3 – Sexual and Asexual Reproduction
•
Asexual reproduction
Page | 47
Curriculum – 7th and 8th Grade Science
•
•
Sexual reproduction
Comparing asexual and sexual reproduction
Lesson 4 – Heredity
•
•
•
Mendel’s work
DNA’s role in inheritance
Genes, traits, and characteristics
Lesson 5 – Punnett Squares and Pedigrees
•
•
Punnett squares
Pedigrees
Key Vocabulary
DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, homologous chromosomes,
meiosis, asexual reproduction, sexual reproduction, fertilization, heredity, gene, allele,
genotype, phenotype, dominant, recessive, incomplete dominance, codominance, probability,
ratio, Punnett square, pedigree
Page | 48
Curriculum – 7th and 8th Grade Science
Unit 8 – DNA and Modern Genetics (total days for Unit 8 = 10)
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and
chromosomes. (L1,4)
8.3.10 Recognize and describe how new varieties of organisms have come about from selective
breeding. (L1)
Essential Questions
•
•
What is DNA?
How does biotechnology impact our world?
Standard Based Resources
•
•
Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Page | 49
Curriculum – 7th and 8th Grade Science
•
•
•
•
•
•
•
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
DNA Resource (Delta Science Module)
DNA Learning Center (Online Website)
Lessons / Topics (total days)
Lesson 1 – DNA Structure and Function (4)
Lesson 2 – Biotechnology (3)
Instructional Strategies/Differentiated Instruction
•
•
•
•
All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Page | 50
Curriculum – 7th and 8th Grade Science
Unit Project(s): Protein Synthesis Activity
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – DNA Structure and Function
•
•
•
•
DNA structure
DNA replication
Mutations
DNA transcription and translation
Lesson 2 – Biotechnology
•
•
Applications of biotechnology
Biotechnology and society
Key Vocabulary
DNA, nucleotide, replication, mutation, RNA, ribosome, biotechnology, artificial selection,
genetic engineering, clone
Page | 51
Curriculum – 7th and 8th Grade Science
Literacy integration Plan
Will incorporate an extensive reading and writing plan based on an approach by Creech and
Hale, in collaboration with the Strategic Literacy Initiative at WestEd. (*see appendix A for
complete details)
Literacy Plan Outline
1st Quarter:
Metacognitive Logs – a yearlong literacy routine.
Science in the News – a yearlong literacy routine.
2nd Quarter:
Read a nonfiction science book, then write a children’s science book.
3rd Quarter:
Read a biography of a scientist, then write and present a historical vignette based on
that historical figure.
4th Quarter:
Read a work of fiction – science related, then participate in a journaling and “book club”
sharing activity.
Page | 52
Curriculum – 7th and 8th Grade Science
Appendix A – “Literacy in Science: A Natural Fit”
Reading is an essential part of science literacy, but what, when, and how can we incorporate
reading in the science classroom? Like many of my colleagues, I avoided relying on the textbook
by engaging students in lectures, hands-on activities, demonstrations, and videos.
Unfortunately, as each year passed, my students read less while I worked harder.
I wanted students to become the scientifically literate citizens envisioned in the National
Science Education Standards: students who read science, enjoy reading science, and even
experience the passion I feel for the natural world. However, with 65% of incoming freshmen at
my school reading below the sixth-grade level, it was clear that our science curriculum,
especially the textbook, did not include motivating or accessible reading for most students. To
bring reading back into our science classrooms, my colleague, Ann Akey, and I designed four
quarterly reading projects with yearlong literacy routines that we use successfully with our
ninth-grade students, including English language learners.
An inquiry approach to literacy and science
We created these projects as part of a three-year professional inquiry into literacy in science
with our colleagues at the Strategic Literacy Initiative at WestEd. The two yearlong literacy
routines we developed are based on Reading Apprenticeship, an instructional framework
offered by the Strategic Literacy Initiative (Schoenbach et al. Promoting student literacy
through inquiry A Natural Fit in LITERACY Janet Creech and Gina Hale February 2006 1999) to
support middle and high school student literacy in content areas. Reading Apprenticeship
encourages reading in classrooms as an active problem-solving process. Students and teachers
engage in a shared inquiry into literacy by taking mental risks as they read together and discuss
their reading processes, confusions, and methods of resolution. Creating a classroom climate
Page | 53
Curriculum – 7th and 8th Grade Science
that supports inquiry is essential to both science and literacy learning. This connection to
inquiry made the Reading Apprenticeship approach a natural fit in our science classrooms
(Schoenbach et al. 2003).
Yearlong metacognitive conversation
To begin our classroom inquiries into science literacy, we talk about our thinking processes
every day as we delve into lab procedures, graphs, data tables, and all the different “texts” of
science. I model talking aloud about my own thinking processes and encourage students to
“think aloud” about how they make sense of what they are doing. Through this metacognitive
conversation, students learn that text includes labs, data, and their own work, and that reading
is an active problem-solving process.
As this way of working becomes comfortable and routine, I teach students to record their
thinking by writing down their confusions, questions, connections, clarifications, and
summaries in “Metacognitive Reading Logs.”[Editor’s note: The tools and projects described in
this article, including Metacognitive Logs, were created by the author and can be downloaded
from the Reading Apprenticeship website at http://wested.org/stratlit.]
As a yearlong literacy routine, these logs take on different forms depending on their purpose.
Some are as simple as a vertical line drawn down the center of a piece of binder paper with an
“I read” heading on the left and an “I thought” heading on the right. At other times logs may
contain a series of sentence stems to choose among and complete such as “I was confused by”
or “This reminded me of.”
Often students are asked to write questions, short summaries, or personal connections to what
they are reading. Some logs have a printed format, some are kept in spiral notebooks, and
others are simply written on the edges of the reading handout itself. This routine metacognitive
writing and conversation supports students throughout the year as they encounter more
difficult texts and complex reading tasks. Once we establish this foundation, we are ready to
expand our reading experiences.
Four non-textbook reading projects
We begin our reading projects in the first quarter with “Science in the News” (SIN), which we
also continue throughout the year—along with the Metacognitive Logs—as a yearlong literacy
routine. In the second quarter we introduce a nonfiction reading project and accompanying
children’s science book writing project. In the third quarter students read a biography of a
scientist and present Interactive Historical Vignettes (Roack and Wandersee 1993). In the fourth
quarter, students read fiction books and participate in book clubs (Steineke 2002). Although we
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Curriculum – 7th and 8th Grade Science
sequenced these projects to take advantage of students’ growing skills, motivation, and
stamina, any of these projects can be used independently of the others (Figure 1).
Science in the News
To help students read, evaluate, and discuss scientific issues and findings that appear in popular
media, we developed SIN, a format to help students have an informed scientific perspective.
Figure 2 summarizes the student objectives of SIN.
We assigned the first SIN as homework, providing a structured report format and instructions
to find a science article in a newspaper or magazine (Figure 3). We thought our highly
structured report format would help students read deeply. Looking at student work samples,
however, we realized that even with relatively accessible text, such as the daily newspaper,
students were not able to read and respond to the science without more help. The report
format was not enough support; we had to teach our students how to read science in the news.
I started by finding an article to read and discuss in class. In small groups, students read the
article and completed a SIN reading together, discussing how they approached highlighting the
methods and results and how they constructed summaries. Teams shared their results with the
whole class while I recorded their reading strategies on an overhead. Later we read anonymous
student work samples, evaluating them using our new understandings of how to read SIN.
Our efforts paid off. With practice, students are able to do the SIN reading activities
independently. Teams discuss the science in the reading, instead of how to read the science.
Working together, students become expert readers of science in the news. More importantly,
we are learning that science literacy is not a fixed object; people are not good readers or
nonreaders, but evolving readers. Figure 4 (p. 26) shows the grading rubric for this project.
Read a nonfiction book and write a children’s science book
First quarter
Second quarter
Third quarter
Fourth quarter
Metacognitive Logs (Yearlong literacy routine)
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Curriculum – 7th and 8th Grade Science
Science in the News (Yearlong literacy routine)
Introduction to metacognitive
conversation, Metacognitive
Logs, Science in the News
Read a nonfiction science
book
Read the biography of a
scientist
Read a fiction book with good
science
Write a children’s science
book
Present a historical vignette
Book club discussions
In the fall our classes make a trek to the school library’s nonfiction science section. We give
students a chart that describes where science topics can be found and let students look for a
book that interests them. Once they find one, we negotiate. Because our goals for this project
are to build fluency, stamina, and motivation as well as general science knowledge, our focus is
helping students find books that genuinely interest them and that are not too difficult. As a
result, I start to see science-based library books appearing at Sustained Silent Reading—20
minutes of reading a day, a school wide policy—instead of magazines and newspapers.
FIGURE 1
FIGURE 2
Monthly Science in the News objectives.
◆Highlight the research methods or procedures.
◆Highlight in a different color the results or conclusions.
◆Use highlighting to summarize procedures and results.
◆Report the name and expertise of a researcher or scientist involved.
◆Draw a picture or diagram of an important aspect of the research.
◆Compose a brief summary of the big idea.
◆Ask a question of the researchers or the author.
During the next four to five weeks students complete most of their reading outside of class with
the support of teacher-generated Metacognitive Logs designed specifically for nonfiction text. I
collect and check these logs weekly to give students written encouragement on their progress.
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Curriculum – 7th and 8th Grade Science
When they finish reading, students demonstrate their understanding of the topic by writing and
illustrating a children’s science book on the same subject.
Tapping into students’ interests produces some amazing results and encourages student
engagement. One English language learner filled her book with photos and descriptions of her
own beloved parrots. Another student, who produced little other work during the year, wrote a
book about lizards, which he proudly shared. Many students chose their children’s book
projects (from their science class!) to include in their schoolwide assessment portfolios as
evidence for meeting reading and writing expectations.
Read a scientist’s biography and present an interactive historical vignette
Empowering students with personal knowledge about real scientists and the work they do is
our primary goal for the biography project. For instance, during a class discussion of the
Tacoma Narrows Bridge failure, a student who had just finished Joseph Strauss’ biography for
his reading project eagerly explained that Strauss, who designed the Golden Gate Bridge,
planned for the bridge to flex up and down several feet to prevent a failure like the Tacoma
Narrows disaster.
When we initially introduced the biography project, we reencountered a familiar problem. We
lacked motivating and accessible text to read. Our library had a scant collection of dusty,
unused volumes of “classics.” Over the next three years, we added biographies of women
scientists, such as A Feeling for the Organism:
FIGURE 3
Science in the News report student handout.
Name: ____________________________________________________________Period:
____________________________________________________________Month:
____________________________________________________________Topic:
_____________________________________________________________Due date:
__________________________________________________________Internet use (circle one):
No Yes (any reputable source) Yes (Newsbank only)
Directions:
1. Find an article about scientific research/observations that was published in a newspaper,
magazine or journal during the month listed above. The article must be at least 200 words long.
Page | 57
Curriculum – 7th and 8th Grade Science
2. Read the article and write down what the scientists were trying to find out (what question
were they trying to answer)?
3. Underline, in two different colors, the following information (color in the boxes to make a
key).
❑ The methods the scientists were using (procedure) and the type of data collected.
❑ What the scientists found out (results and conclusion).
4. Answer the questions below.
5. Staple the article, or a copy of it, to the back of this page.
6. Turn in this assignment on or before the due date listed above.
Questions:
1. a) Title of the article _______________________________________________b) Topic of the
article ______________________________________________c) Author(s)
______________________________________________________d) Source of article (name of
newspaper, magazine, address/URL and name of internet site)
_____________________________________________________
2. a) Write the full name and title (if given) of a person quoted in the article. (If no one is
quoted, choose a different article.)
b) Why was this person quoted? What is his/her expertise?
3. How did scientists obtain the evidence on which this article is based? What steps did they
follow, what types of tools did they use, and what type of data did they collect?
4. Draw a diagram of the important information explained in this article. Label your drawing
with words/descriptions.
5. Write a summary of this article. Your summary must be at least four complete sentences in
your own words. Do not use direct quotes from the article.
6. Do some more thinking about this article. Write at least one “on my own” question that you
would like to ask the author or the scientists involved.
26 The Science Teacher
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Curriculum – 7th and 8th Grade Science
The Life and Work of Barbara McClintock (Keller 1983); scientists of color, such as Charles Drew:
Life-Saving Scientist (Shapiro 1997); contemporary researchers, such as The Beak of the Finch
(Weiner 1994) about the work of Peter and Rosemary Grant; and the accessible biography
series Great Minds of Science and Scientists Who Changed the World. For a full list of the books
we have added, visit http://wested.org/stratlit and click on “Resources,” then “Resources for
Teachers,” and finally “Extensive Reading in Science.”
Once we had enough texts involving scientist biographies that students could and would read
independently, students could do most of the reading outside of class. We developed new
Metacognitive Log prompts to help students make connections to the influence of culture and
society on scientific thought. Once students finish their reading, they write 250-word vignettes
about a major event in the scientist’s life. They dress like their scientists, bring props
representing the scientists’ work, and read their vignettes in small groups. The “scientists” ask
their peers in these small groups to discuss opinions about their work and discoveries.
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Curriculum – 7th and 8th Grade Science
Selection of
article
Understanding
of article
Completion
Quality
Beginning
Not about science.
No authority quoted.
Source of article not
stated.
Fewer than 200 words.
Highlighting misses
important points and/or
includes extraneous
material.
Summary misses key
points and/or includes
nonessentials.
One or more section not
attempted and/or partial
responses to prompt.
Responses show limited
understanding of the
article.
Responses are not
written in complete
sentences.
Responses are
unorganized, hurried,
scattered, or messy,
with little evidence for
active engagement in
the project.
Question is unrelated to
or answered in the
article.
Developing
Includes science
content.
Authority quoted.
Source stated.
200 words or more.
Most highlighting
correctly identifies
important points.
Summary shows
understanding of most
key points.
All sections attempted.
Responses do not
always address prompt.
Responses show partial
understanding of the
article.
Most responses are
written in complete
sentences.
Responses are poorly
organized and show
some engagement, with
attempts at responding
thoughtfully.
Question is related to
article but tangential or
vague.
Proficient
Includes scientific
research.
Authority quoted.
Reliable source stated.
200 words or more.
Highlighting shows
understanding of
scientific methodologies
and results.
Summary shows
understanding of all key
points.
All sections completed.
Responses address all
aspects of theprompt.
Responses show
evidence of
completeunderstanding
of the article.
All responses are written
in complete sentences.
Responses are
organized, show
attention to detail,
thoughtfulness, and
active engagement in
the project.
Question is related to
article and thoughtful.
As students present I walk around and listen. Within groups, students keep track of each
other’s presentations
Question is related to article and thoughtful.by using a checklist to assure that all required
aspects of the scientist’s life are covered. Students are asked to use this checklist to prompt the
speaker if omissions occur, thus creating a collaborative approach to discovering the scientist’s
achievements with the reporting student serving as resident expert.
This is my favorite literacy activity of the year. I give extra credit if students make and wear a
life-size mask of the scientist’s face for their presentation. Later, I hang the masks around the
room to create a gallery of scientific greats “participating” in class for the remainder of the
school year. Allowing students to assume identities of scientists is a powerful tool to help them
connect to the process of scientific discovery and the impact of political and religious beliefs on
Page | 60
Curriculum – 7th and 8th Grade Science
the history of scientific thought, as related to Content Standard G, The History and Nature of
Science (NRC 1996, p. 200).
Read a fiction book with good science content and participate in a book club
Do you remember reading something that hooked you on science—a novel, or even a comic
book? This last project elicits raised eyebrows—popular fiction in a
FIGURE 5
Examples of book club options.
The Dechronization of Sam Magruder George
Simpson
Low reading level book choices
The Perfect Storm Sebastian Junger
A Bone From A Dry Sea Peter Dickinson
Singularity William Sleator
Julie of the Wolves Jean George
The House of the Scorpion Nancy Farmer
The Missing Gator of Gumbo Limbo Jean George
High reading level book choices
There’s An Owl in the Shower Jean George
The Andromeda Strain Michael Crichton
Shark Beneath the Reef Jean George
Jurassic Park Michael Crichton
Clan Apis Jay Hosler
Toxin Robin Cook
Medium reading level book choices
Rendezvous with Rama Arthur C. Clarke
The Core Dean Wesley Smith
science class? When considering what students should read, we uncovered a closely guarded
secret: Science people love to read good fiction about science. When reading fiction, we engage
with the ideas of science in imaginative and enjoyable ways that we might not when reading for
information. [Editor’s note: For more on science fiction in science class, see “Science Fiction and
Scientific Literacy,” p. 38, in this issue of The Science Teacher.] We wanted students to have
access to this experience while providing opportunities for them to evaluate and discuss the
scientific ideas they encountered. Our critical reading and discussion goals make the book clubs
our most demanding project, which is why we save it for last.
Book clubs are discussion groups of four to five students who have chosen to read the same
book. To facilitate book choice, I bring copies of the books to class for students to look through
and talk about. They rank first, second, and third choices on an individual, reading-level
appropriate list. I use their choices to arrange book club groups. The book clubs meet twice a
week during 100-minute blocks, plan their own reading schedules, and discuss their books. Each
student assembles and decorates a reading journal specifically designed for fiction narrative.
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Curriculum – 7th and 8th Grade Science
New Metacognitive Log prompts help students make connections to situations or characters in
the novel and analyze the science presented in the story.
Students bring these journals with them to their book club and use them as the basis for group
discussions that often lead to new insights about the far-reaching impact of science in their
lives. As they contribute to scientific and literary conversations with their peers, students see
themselves as successful readers of science. (For examples of books, see Figure 5.)
Making progress
Three years into our inquiry, one thing is clear: Our students have become more capable and
more willing science readers. Although many students read well below grade level, they could
still become science readers. Similarly, while we are not reading teachers, we can teach
students to read science. Our goals in beginning this inquiry were to improve student’s
attitudes toward science reading and give students the tools to become lifelong science
readers.
We made significant progress toward establishing the kind of scientific literacy that “expands
and deepens over a lifetime, not just during the years in school” (NRC 1996, p. 22). By the end
of the school year, reading becomes an established routine in my classroom, and students’
attitudes about reading change dramatically. When I announce the first book project in the fall,
the general response is “What, we have to read the whole book?” By the time the last project
rolls around in late spring, students say, “Read another book? Okay, I can do that.” ■
Janet Creech ([email protected]) is a teacher at Woodside High School, 199 Churchill Avenue
Woodside, CA 94062; and Gina Hale ([email protected]) is a professional development
associate at WestEd, 300 Lakeside Drive, 25th Floor, Oakland, CA 94612.
References
Keller, E.F. 1983. A feeling for the organism: The life and work of Barbara Mc Clintock. New
York: W.H. Freeman.
National Research Council (NRC). 1996. National science education standards. Washington, DC:
National Academy Press.
Reading Apprenticeship. http://wested.org/stratlit. Strategic Literacy Initiative at WestEd.
Roack, L.E., and J.H. Wandersee. 1993. Short story science. The Science Teacher 60(6): 18–21.
Page | 62
Curriculum – 7th and 8th Grade Science
Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz. 1999. Reading for understanding: A guide
to improving reading in middle and high school classrooms. San Francisco, CA: Jossey-Bass
Publishers.
Schoenbach, R., J. Braunger, C. Greenleaf, and C. Litman. 2003. Apprenticing adolescents to
reading in subject-area classrooms. Phi Delta Kappan October: 133–138.
Shapiro, M.J. 1997. Charles Drew: Life-saving scientist. Austin, TX: Raintree Steck-Vaughn.
Steineke, N. 2002. Reading and writing together: Collaborative literacy in action. Portsmouth,
NH: Heinemann.
Weiner, J. 1994. The beak of the finch. New York: Alfred A. Knoph.
Appendix B – Blooms Taxonomy Questioning
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Curriculum – 7th and 8th Grade Science
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Curriculum – 7th and 8th Grade Science
Appendix C – Abbreviated list of Possible Student Products
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Curriculum – 7th and 8th Grade Science
A. Artistic products
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architecture
murals
decoration
sculpture
filmstrips
slide shows
comic strips
yearbook
advertisements
drawing
graphic design
photography
engraving
etching
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batik
exhibits
cartoons
book covers/designs
fabric design
maps
mobiles
fashion design
jewelry
diorama
furniture design
wood carvings
political cartoons
horticultural design
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landscaping
terrariums
mosaic
collage
silk screens
movies
videos
computer graphics
aquariums
painting
web pages
package design
postcards
posters
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puzzles
car designs
maps
sewing
puppets
set design
tin ware
pottery
iron work
weaving
calligraphy
tessellations
multimedia
presentations
dance
mime
puppet shows
dramatic
monologues
comic performances
demonstrations
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films/videos
reader's theater
poetry readings
improvisations
musical
performance
experiments
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interpretive song
composition
chorale
concerts
parades
reenactments
teaching a lesson
lecture
mock trials
songs
sales promotions
simulations
demonstrations
phone
conversations
eulogies
announcements
comedy routines
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master of ceremony
D. J. shows
panel discussions
celebrity roasts
narrations
dedication
ceremony
weather reports
rap songs town crier
guided tours
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oral reports
book talks
chronicles
forums
sign language
puppet shows
book reviews
audiotapes
informercials
B. Performance Products
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skits
role playing
simulations
theatrical
performance
vocal
athletic events
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C. Spoken Products
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debates
speeches
radio plays
advertisements
poetry readings
storytelling
poetry for two
voices
interviews
oral histories
newscasts
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Curriculum – 7th and 8th Grade Science
D. Visual Products
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videos
slide/digital photo
shows
sculptures
table settings
advertisements
puppets
calendars
musical scores
book jackets
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layouts
models
pottery
proclamations
computer programs
timelines
diagrams/charts
sketches
graphs
collages
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maps diagrams
mobiles
set design
experiments
caricatures
silk screening
graphic organizer
photography
fashion design
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•
ice sculptures
demonstrations
cartoons
travel brochures
athletic skills
blueprints
lists
multimedia
presentations
graphic design
paintings
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bird houses
bulletin boards
circuit boards
paper engineering
puppet theaters
computer programs
computers
documentaries
exhibitions
interviews
scale models
3-D figures
graphs
furniture
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•
instruments
robots
machines
rockets
play facilities
quilts
multimedia
presentation
hydroponic farms
masks
robots
gifts
catalogs
mazes
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organizing a group
editorials
service learning projects
editing a newspaper
directing a play
club or class webmaster
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grants
analyses
epics
web pages
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E. Models/Construction Products
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drama sets
sculpture
relief map
habitat
bridges
inventions
food
vehicles
fitness trails
microscopes
microscope slides
aqueducts
terrariums
greenhouses
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gardens
dioramas
shelters
collections
ceremonies
learning centers
pottery
working models
ant farms
buildings
toys
games
books
solar collectors
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F. Leadership Products
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speeches
plans
school patrols
leading rallies
consensus building
role playing
mock trials
musical
performance
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elections
debates
campaigns
protests
open forums
fund raising
student council
/government
organizing a
business
G. Written Products
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pamphlets
brochures
books
speeches
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parables
advertisements
laws
graphs
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budgets
blue prints
census reports
folktales
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Curriculum – 7th and 8th Grade Science
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captions
charts
radio programs
instructions
interview questions
outlines
simulations
recipes
legends
definitions
bibliographies
rhymes
limericks
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articles (newspaper,
journal, etc.)
diaries/journals
poetry
marketing plans
comic strips
jokes/riddles
slogans
songs/lyrics
questionnaires
invitations
story boards
greeting cards
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autobiographies
flow charts
amendments
family trees
position statements
banners
plays/skits
letters/postcards
crossword puzzles
summaries
consumer reports
lists
notes
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graphic organizers
story problems
public service
announcements
ethnography
maps
timelines
multimedia
presentations
discussion group
questions
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