Delta RV Seventh Grade Science
Revised-2009
Science Seventh Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Physical
changes in the
state of matter
that result
from thermal
changes can be
explained by
the Kinetic
Theory of
Matter
Students will:
Scope and Sequence—
Weather and Climate
demonstrate the relationship
between temperature and the
movement of atmospheric
gases (example—warm air
rises due to expansion of the
volume of gas, cool air sinks
due to contraction of the
volume of gas).
1.6
3.6
1.2
T
Skill/Concept
D
Experiment: Demonstrate the effects of
temperature on the movement of
atmospheric gases by creating a cloud
chamber and recording the results. Students
will make observations and design
improvements to the cloud chamber.
Students will investigate how the angle to
the sun’s rays affects temperature on the
earth.
Assessment
Research will be done on
the internet about
movement of atmospheric
gases. Students will
summarize their findings.
Students will describe the
cause/effect relationship
between the rate of
temperature change of a
surface and angle of the
sun’s rays.
Mass is
conserved
during
any
physical
or
chemical
change
explain that the amount
of matter remains
constant while being
recycled through the
water cycle.
Scope and Sequence—
Weather and Climate—Rock
Cycle and Plate Tectonics
simulate that the amount of
matter remains constant while
being recycled through the
rock cycle.
1.6
2.1
W
T
R
1.6
3.5
T
Skill/Concept
Scope and Sequence—
Weather and Climate
Skill/Concept
I
1
Throughout the water cycle activity,
students will explain the amount of
matter remains constant while being
recycled through the water cycle.
After researching the phases of the
reock cycle and completing “Mining
the Web,” students will distinguish
that matter remains constant through
the rock cycle.
Students will be assessed
by writing a written
explanation of how/why the
amount of matter remains
constant while being
recycled through the water
cycle.
Rubric for written
explanation
Students will complete
“Mining the Web” and
“Journey on the Rock
Cycle.” Students will
summarize their life as
a rock and construct a
comic strip.
Science Seventh Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transferred, and can be transformed into various forms but is conserved between and
within system.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
Electromagnetic
energy from the
Sun (solar
radiation) is a
major source of
energy on Earth
Scope and Sequence—
Weather and Climate
1.8
1.6
3.5
R
Strategic Thinking
C
T
identify solar radiation
as the primary source
of energy for weather
phenomena.
2
Students will chart the atmospheric
characteristics of solar radiation on
weather patterns. Students will
use this information to make a
forecast.
Students will use
information to
hypothesize weather
patterns.
Students will complete “Making
Water Safe to Drink” and “Make a
Solar Cooker.”
Students will draw
conclusions from two
experiments:
“Making Water Safe
to Drink” and “Make
a Solar Cooker.”
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 1: There is a fundamental unity underlying the diversity of all living organisms
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Assessment
Students will:
Scope and Sequence—
Characteristics of Living
Organisms
describe the common life
processes necessary to the
survival or organisms
(examples—growth,
reproduction, life span,
response to stimuli, energy
use, exchange of gases, use of
water, elimination of waste).
3.5
1.6
2.1
1.2
1.4
R
T
Power Point with notes
Skill/Concept
A
Instructional Strategies/Student
Activities/Resources
Students will describe the common
life processes with lab graph.
Students will compare/contrast life
of plant and animal.
Students will
compare/contrast the
common life processes
necessary to a plant
and animal by creating
a Venn diagram.
compare and contrast the
common life processes
necessary to the survival of
organisms.
Organisms
have basic
needs for Scope and Sequence—
survival Cells and Body Systems
1.2
1.8
2.1
3.5
R
Skill/Concept
recognize and
demonstrate that most
plants and animals
require food and oxygen
(needed to release the
energy from that food
3
Students will recognize the
requirement of food and oxygen for
plants and animals by performing
“Raindrops Keep Falling on My
Leaves” experiment.
Students will complete
a lab report. Students
will successfully relate
how plants and
animals require food
and oxygen to release
energy.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 1: There is a fundamental unity underlying the diversity of all living organisms
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
C
Assessment
Students will:
Scope and Sequence—
Characteristics of Living
Organisms
recognize that all organisms
are composed of cells, the
fundamental units of life,
which carry on all life
processes
compare/contrast the
different types of cells
which compose all
organisms.
Power Point with notes
Students will look at a variety of
cells under the microscope.
1.4
1.8
3.5
1.6
1.2
R
Recall
Skill/Concept
Cells are the
fundamental
units of
structure and
function of all
living things
Instructional Strategies/Student
Activities/Resources
T
Students will make a chart and list
the different types of cells.
Students will recall
that all organisms are
made of cells.
Students will
distinguish between
various types of cells.
Students will write
paragraphs
comparing types of
cells.
D
Scope and Sequence—
Cells and Body Systems
identify, compare, and
contrast the structures of
plants and animals that
serve similar functions
(examples—taking in water
and oxygen, support,
response to stimuli,
obtaining energy,
circulation, digestion,
excretion, reproduction).
1.8
3.5
1.6
1.2
R
Skill/Concept
Strategic Thinking
Plants and
animals have
different
structures that
serve similar
functions
necessary for
the survival of
the organism
T
4
During a lab activity, students will
identify, compare, and contrast the
structures of plants and animals that serve
similar functions by observing models,
dissections, and diagrams of plants and
animals. Students will record and
organize their observations with written
descriptions and illustrations. Internet
sites may be used for research.
Rubric for plant and
animal structure
observation chart which
identify the structures of
plants and animals.
Students will identify
structures of plants and
animals during a lab.
Students will write a
conclusion that compares
and contrasts the
structures of plants and
animals that serve similar
functions.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 1: There is a fundamental unity underlying the diversity of all living organisms
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
recognize most of the
organisms on Earth are
unicellular and other
organisms are multicellular;
and describe the difference
between unicellular and
multicellular organisms.
1.4
1.8
T
Recall
Skill/Concept
Biological
classifications
are based on
how
organisms are
related
Students will:
Scope and Sequence—
Characteristics of
Living Organisms
R
(unicellular = bacteria,
protests
multicellular = fungi, plants,
animals)
identify examples of
unicellular and
multicellular organisms.
1.4
1.5
1.6
T
Skill/Concept
E
R
5
Instructional Strategies/Student
Activities/Resources
Assessment
Students will
successfully label and
Students will look at one-celled
categorize unicellular
and multi-celled organisms under a (bacteria, amoeba)
microscope. Students will create
and multicellular
an illustration about each organism. (plants, animals).
Students will compare/contrast
Students will create
unicellular and multicellelar
an illustration on
organisms.
paper of a one-celled
and multi-celled
organism.
Students will hypothesize how
many unicellular and multicellular
organisms there are in the world.
Students will conduct research and
construct a graphic organizer.
Students will identify
examples of
unicellular and
multicellular
organisms through a
graphic organizer.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Scope and Sequence—
Characteristics of Living
Organisms
compare and contrast the
following plant and
animal cell structures:
cell membrane, nucleus,
cell wall, chloroplast,
and cytoplasm
recognize the chloroplast
as the cell structure
where food is produced
in plants and dome
unicellular organisms
(examples—algae, some
protests)
1.3
1.4
2.1
R
T
Skill/Concept
Strategic Thinking
The cell
contains a
set of
structures
called
organelles
hat
interact to
carry out
life
processes
through
physical
and
chemical
means
Assessment
Students will:
Students will compare/contrast
animal and plant cells.
Students will construct a 3-D model
of a plant a and/or animal cell.
Students will
successfully complete
a 3-D model and will
differentiate the
different organelles
and structures which
make up a plant or
animal cell.
Score with rubric
2.1
1.8
3.1
R
Students will complete “The Virtual
Cell” worksheet.
T
Recall
A
Instructional Strategies/Student
Activities/Resources
6
Students will recognize the structure
of chloroplast using a diagram and
internet illustrations.
Students will complete
“The Virtual Cell”
worksheet by using a
website on the
computer.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
recognize the cell
membrane helps regulate
the transfer of materials
in and out of the cell.
describe how the
chloroplast functions as
food production in a cell
through photosynthesis.
1.1
1.2
1.3
1.5
1.8
R
1.2
1.3
1.5
1.8
R
Recall
Scope and Sequence—
Cells and Body Systems
The cell
contains a
set of
structures
called
organelles
that
interact to
carry out
life
processes
through
physical
and
chemical
means
Assessment
Complete “Virtual Cell” worksheet.
Students will recognize that the cell
membrane is the “doorway” to the
cell.
Students will
successfully complete
the “Virtual Cell”
worksheet using a
computer.
Students will describe how the
chloroplast functions as food
production in a cell through
photosynthesis by creating a flow
chart which shows where the steps
of photosynthesis occur in a
chloroplast. Technology may be
used for research
Students will make a
poster which illustrates
a flow chart of the
steps of photosynthesis
in a chloroplast. A
rubric will be used to
score the chart.
Students will:
T
Recall
Skill/Concept
A
Instructional Strategies/Student
Activities/Resources
7
Photosynthesis
and cellular
respiration are
complementary
processes
necessary to
the survival of
most
organisms on
Earth
1.1
1.2
1.3
1.5
1.8
Scope and Sequence—Cells
and Body Systems
explain the photosynthesis is
a chemical change with
reactants (water and carbon
dioxide) and products
(energy rich sugar molecules
and oxygen) that takes place
in the presence of light and
chlorophyll.
1.1
1.2
1.3
1.5
1.8
identify oxygen is
needed by all cells of
most organisms for the
release of energy from
nutrient (sugar)
molecules (Do NOT
assess the term cellular
respiration).
1.2
1.3
1.5
1.8
Students will recognize how plants
use energy from the sun by
participating in an experiment:
Part A—Sun, Part B—Shade, Part
C—Closet, and Part D--Classroom
Students will draw
conclusions about
how plants need the
sun to produce food
and oxygen through
the process of
photosynthesis.
Students will explain that
photosynthesis is a chemical
change by participating the
activity: “Photosynthesis.”
Students will explain
that photosynthesis is
a chemical reaction.
Students will identify oxygen’s
function by cells in most
organisms by participating in the
lab: “Respiration in Yeast” and
explaining the results.
Students will
complete a lab write
up which includes a
hypothesis, data table,
graph, and
conclusion.
Scoring rubric will be
used to grade.
Skill/ Concept
Strategic Thinking
Students will:
Scope and Sequence—
Characteristics of
Living Organisms
recognize plants use
energy from the Sun to
produce food and
oxygen through the
process of
photosynthesis.
R
R
R
8
Assessment
Recall
Skill/Concept
B
Instructional Strategies/Student
Activities/Resources
Skill/Concept
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Students will:
describe the importance
of the transport and
exchange of oxygen and
carbon dioxide to the
survival of the
organism.
research this importance
to human respiratory
disorders/diseases.
1.2
1.3
1.5
1.8
1.2
1.3
1.5
1.8
Skill/Concept
Strategic Thinking
Photosynthesis
and cellular
respiration are
complementary
processes
necessary to the
survival of
most organisms
on Earth
Assessment
R
Students will describe the
importance of oxygen and carbon
dioxide exchanges to the survival
of the organism by researching
human respiratory
disorders/diseases which exist in
humans.
Students will write
brief research
descriptions of human
respiratory
disorders/diseases.
Rubric will be used
for scoring.
Power point with notes
Students will
complete activity and
relate how cells,
tissues, organs, and
organ systems are
organized.
Skill/Concept
Strategic Thinking
B
Instructional Strategies/Student
Activities/Resources
R
C
Scope and Sequence—
Cells and Body Systems
Identify and give
examples of each level
or organization (cell,
tissue, organ, organ
system) in multicellular
organisms (plants,
animals).
2.1
3.5
1.8
R
Skill/Concept
Complex
multicellular
organisms have
systems that
interact to carry
out life
processes
through
physical and
chemical means
T
9
Students will identify examples of
the levels of life organization
through activity “Discovering
Levels of Organization.”
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
1.4
1.2
R
T
1.2
1.3
1.6
1.8
3.5
1.3
1.5
1.8
3.5
R
T
R
Strategic Thinking
R
After participating in a lab activity
“Celery,” students will illustrate
and explain the path water and
nutrients take as they move through
the transport system of a plant.
Students will complete “Human
Body Systems” review in the
computer lab.
Rubric will be used to
evaluate the lab report
which illustrates and
explains the path
water and nutrients
take as they move
through the transport
system of a plant.
In groups of 4 or 5,
the students will
construct a body
systems project. Each
group will give an oral
presentation of their
project.
Strategic Thinking
explain the interactions
between the circulatory
and digestive systems
nutrients are processed
by the digestive system,
passed into the blood
stream, and transported
in and out of the cell.
compare and contrast
the processes of
mechanical and
chemical digestion, and
their role in providing
materials necessary for
the survival of the cell
and organism.
explain the importance
of the transport and
exchange of nutrient and
waste molecules to the
survival of the cell and
organism.
3.5
1.3
Skill/Concept
Students will:
illustrate and explain the
path water and nutrients
take as they move
through the transport
system of a plant.
Complex
multicellular
organisms
have
systems that
interact to
carry out
life
processes
through
physical and
chemical
means
Assessment
After participating in the lab
activities, students will
compare/contrast the processes of
mechanical and chemical digestion
through diagramming on a graphic
organizer. Technology can be used
to create the graphic organizer.
Students’ diagrams
(graphic organizers)
will be peer and
teacher evaluated with
a rubric.
Skill/Concept
C
Instructional Strategies/Student
Activities/Resources
Students will participate in the
activity “Heart Beats” and in the lab
conclusion explain the importance
of the transport and exchange of
nutrient and waste molecules to the
survival of the organism.
Students will complete a
lab write-up which
includes a hypothesis,
data table, graph, and
conclusion.
Rubric will be used for
scoring
10
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Assessment
Create a newsletter which explains
the interactions between the
circulatory and respiratory systems
and relates their proper functioning
to good health. The newsletter will
include an assessment tool for
readers to use to evaluate their
health. Newsletters and research
will be done using computers and
the internet.
Use rubric for scoring
of newsletter
Students will participate in
“Stimulus—Responses Reaction
Time” activity and explain the
interactions between the nervous
system and the muscular systems.
They will record time differences
on a chart that they will create.
Peer observation and
comparison of charts
of stimulus responses
reaction times
systems that
interact to
carry out
life
processes
through
physical and explain the interactions
chemical
between the nervous
means
and muscular systems
when an organism
responds to a stimulus.
1.2
1.4
1.6
1.7
1.8
2.1
Strategic Thinking
Students will:
explain the interactions
between the circulatory
and respiratory systems in
exchanging oxygen and
carbon dioxide between
cells and the atmosphere
(when oxygen enter the
body, passes into the
blood stream, and is
Complex
transported into the cell;
multicellular carbon dioxide is
organisms transported out of the cell,
passes into the body).
have
T
1.2
1.4
1.6
2.1
Skill/Concept
C
Instructional Strategies/Student
Activities/Resources
11
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
G
Life processes
can be
disrupted by
disease
(intrinsic
failures of the
organ systems
or by infection
due to other
organisms)
Students will:
Scope and Sequence—
Cells and Body Systems
predict the response the
body may take to
maintain internal balance
during an environmental
change (examples—
shivering when cold,
slowing metabolism
when food supply
decreases or when
dehydrated, adrenaline
rush when frightened).
1.1
1.2
3.5
Strategic Thinking
Extended Thinking
Cellular
activities and
responses can
maintain
stability
internally while
external
conditions are
changing
(homeostasis)
Assessment
After researching how the human
body may respond to different
environmental changes, students
will write a power writing
concluding paragraph which
predicts how their body would
respond to a described situation
(prompt).
Use of rubric to
evaluate and score the
concluding
paragraph.
Skill/Concept
F
Instructional Strategies/Student
Activities/Resources
After researching the cause and effect
of different disease, groups of
students will explain the cause and
effects on the human body of an
assigned disease with an oral
presentation. Students will provide a
handout to the class which
summarizes their presentation; and
identifies their disease as infectious or
noninfectious and vaccines in the
treatment or prevention of their
assigned disease.
Students will be
evaluated on their
individual group task
and the results of
their group work by
using a rubric.
Scope and Sequence—
Disease
explain the cause and
effect of diseases
(examples—AIDS,
cancer, diabetes,
hypertension) on the
human body.
1.1
1.2
2.1
12
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Assessment
Life
processes
can be
disrupted
by disease
(intrinsic differentiate between
failures of infectious and
the organ noninfectious diseases.
systems or
by
infection
due to
other
organisms)
explain the role of
antibiotics and vaccines
in the treatment and
prevention of diseases.
1.8
4.1
3.1
1.8
4.1
3.1
1.8
4.1
3.1
Recall
Skill/Concept
relate some common
diseases (examples—
cold, influenza, strep
throat, dysentery, fungal
infections) to the
organisms that cause
them (bacteria, viruses,
protest, fungi).
Strategic Thinking
Students will:
Skill/Concept
G
Instructional Strategies/Student
Activities/Resources
13
Students will relate some common
Peer evaluations and a
diseases using the oral presentation
rubric will be used for
hand-outs of the previous activity by scoring
creating a summarizing chart of the
information; writing a decisive
power writing paragraph about the
diseases being a concern for our
community and/or school district.
Power Point with notes
Students will research the role of
antibiotics and vaccines in
controlling various diseases.
Students will create a
Venn diagram
comparing and
contrasting infection
and noninfectious
diseases.
Students will create a
handout or poster
explaining how
antibiotics play a role
in the
controlling/prevention
of diseases.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
identify examples of
asexual reproduction
(examples—plants
Reproduction
budding, binary fission
can occur
of a single cell
asexually or
organisms).
sexually
compare and contrast
the reproductive
mechanisms of classes
of vertebrates
(examples—internal vs.
external fertilization).
explain how flowering
plants reproduce
sexually.
Skill/Concept
1.2
1.5
1.8
1.4
Recall
compare and contrast the
processes of asexual and sexual
reproduction, including the type
and number of cells involved
(one body cell in asexual, two
sex cells in sexual), and the
number of gene sets (body cell
has two sets, sex cells have one
set each) passed from parent(s)
to offspring.
1.4
1.4
1.2
1.3
14
Students will compare and contrast the
processes of asexual (mitosis) ands
sexual reproduction (meiosis) after
examining examples of the different
stages of these processes by using
microscope slides or website
connections. Students will then create
a flow chart for both processes; and
write a concluding power writing
paragraph to demonstrate their
understanding of the similarities and
differences of the processes.
A lab practical for the
microscope slides will
be used. A rubric will
be used for the
concluding power
writing paragraph.
Students will label provided
examples (diagrams or microscope
slide) of asexual reproduction.
A lab practical will be
used to evaluate.
Strategic
Thinking
Students will:
Scope and Sequence—
Reproduction and
Heredity
Students will create a concept map
which compares and contrasts the
reproductive mechanisms of classes of
vertebrates using physical
characteristics of the organisms.
Students will then write a concluding
power writing paragraph
A rubric will be used
to evaluate.
Skill/
Concept
A
After researching and identifying the
parts of a flower, students will write a
song which explains how flowering
plants reproduce sexually.
A rubric will be used.
A lab practical will be
used.
Science Seventh Grade
Content Standard 3: Characteristics and Interactions of Living Organisms
GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
C
passed on and combined
to form the genetic code
for the new organism
(Assess only the
concept—not the term
or process of meiosis).
Skill/Concept
1.2
1.5
1.8
Recall
1.2
1.5
1.8
1.2
1.5
1.8
Recall
Students will:
Scope and Sequence—
Reproduction and
Heredity
identify chromosomes
as cellular structures
that occur in pairs that
carry hereditary
information in units
Chromosomes called genes.
are
recognize that when
components asexual reproduction
of cells that occurs, the same genetic
occur in pairs information found in the
and carry
parent cell is copied and
hereditary
passed on to each new
information daughter cell (Assess
from one cell only the concept—not
to daughter
the term or process of
cells and from mitosis).
parent to
recognize that when
offspring
sexual reproduction
during
occurs, genetic material
reproduction from both parents is
15
After researching the hereditary concepts
of mitosis and meiosis through technology
or hands-on type activities, students will
create a chart which identifies/recognizes
the hereditary differences of asexual and
sexual reproduction. Students may write a
power writing paragraph to defend why
they think a provided prompt is describing
the hereditary concepts of asexual or
sexual reproduction.
Lab assessments will
occur with the handson activities. A rubric
will be used to
evaluate the chart. A
rubric will be used to
evaluate the power
writing paragraph.
Power Point with notes
Students will
summarize (orally or
written) how asexual
and sexual
reproduction works.
Students will differentiate between
mitosis and meiosis.
Science Seventh Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
There is
heritable
variation
within
every
species
of
organism
recognize that when
asexual reproduction
occurs, the daughter cell
is identical to the parent
cell (assuming no change
in the parent genes).
recognize that when
sexual reproduction
occurs, the offspring is
not identical to either
parent due to the
combining of the
different genetic codes
contained in each sex
cell.
1.2
1.5
1.8
1.2
1.5
1.8
Recall
Students will:
Scope and Sequence—
Reproduction and
Heredity
Recall
D
16
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1: Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
describe the composition
of the Earth’s
atmosphere (examples—
mixture of gases, water
The
and minute particles)
atmosphere and how it circulates as
(air) is
air masses.
composed
of a
mixture of
gases,
including
describe the role
water
vapor, and atmosphere (examples—
clouds, ozone) plays in
minute
precipitation, reflecting
particles
and filtering light from
the Sun, and trapping
heat energy emitted from
the Earth’s surface.
Recall
Skill/Concept
Students will:
Scope and Sequence—
Weather and Climate
Recall
Skill/Concept
C
17
Assessment
Experiment write-up
and concluding
Students will describe the
description of the
composition of the Earth’s
composition of the
atmosphere after performing an
Earth’s atmosphere
experiment which tests for different will be evaluated.
gases in the air. Students will
Experimental design
design and perform an experiment
write-up of the
which observes the particles moving movement of air
in the air and how they moved.
particles will be
evaluated.
Students will describe the role
atmosphere plays in the relationship
of air temperature and the amounts
of carbon dioxide after investigating
how the levels of greenhouse gases
have changed.
A descriptive
investigative write-up
will be evaluated by
peers and teacher
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1: Earth;s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Scope and Sequence—
Weather and Climate
differentiate between
weather and climate.
Climate is
a
description
of average
weather
conditions
in a given
area and identify factors that
over time affect climate
(examples—latitude,
altitude, prevailing wind
currents, amount of solar
radiation.
Skill/Concept
Students will:
Skill/Concept
D
Assessment
18
Students will differentiate between
weather and climate by investigating
the weather of Southeast Missouri
over a period of time in order to
identify the area’s climate.
Experiment write-up
of this differentiation
of weather an climate
will be evaluated by
peers and teacher
Students will complete “Global
Wind Patterns” and “Wind and
Pressure Relationships” activities
Teacher observation
explain convection currents are
the result of uneven heating
inside the mantle resulting in the
melting of rock materials,
convection of magma,
eruption/flow of magma and
movement of crystal plates.
explain how rock layers
are affected by the
folding, breaking, and
uplifting of rock layers
due to plate motion.
relate the processes of
earthquakes and
volcanoes to the building
of mountains and
formation of trenches.
1.2
1.3
1.8
1.6
2.3
2.1
1.4
Skill/Concept
There are
internal
processes
and
sources
of energy
within the
geosphere
that cause
changes
in Earth’s
crystal
plates
Students will:
Scope and Sequence—
Rock Cycle and Plate
Tectonics
Students will explain that convection Students’ explanations
currents are the result of uneven
will be a part of a
heating inside the mantle when
concluding lab report.
writing their conclusion for the
investigation.
Skill/Concept
B
Students will explain how rock
layers are affected by different
processes by performing
experiments: A Model of Three
Faults, and Change Crust
Students’ explanations
and models will be
evaluated by peers and
teacher for each
experiment
Skill/Concept
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will relate the processes of
earthquakes and volcanoes to the
building of mountains and the
formation of trenches through
performing several investigations:
Model Seafloor Spreading, Mapping
Earthquakes and Volcanoes, and
Earthquakes and Volcanoes
webquest.
Model, map, and web
activity will be
evaluated by peers and
with a rubric scored by
the teacher
19
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
heating, recrystallization,
resurfacing due to forces that
drive plate motion.
1.8
1.6
1.2
1.8
1.6
1.2
Skill/Concept
1.8
1.6
1,2
Skill/Concept
Students will:
Scope and Sequence—
Rock Cycle and Plate
Tectonics
explain how heating and
cooling in the mantle
Continual layer leads to the
changes formation of
in the
metamorphic rocks and
Earth’s some igneous rocks.
materials make inferences about
and
the formation of igneous
surface and metamorphic rocks
that
from their physical
result
properties (examples—
from
crystal size indicates rate
internal of cooling, air pockets or
and
glassy texture indicate
external volcanic activity.
processes
is
described explain and diagram the
external and internal processes
by the
of the rock cycle (examples—
rock
weathering, erosion,
cycle
sedimentation, compaction,
Recall
C
20
Students will make inferences about
the formation of igneous and
metamorphic rocks from their
physical properties through
performing experiments: Igneous
Rock Lab and Metamorphic Rock
Lab
Students will explain and diagram
the external and internal processes of
the rock cycle after developing a
graphic organizer about rocks and
minerals and performing
experiments on the rock cycle and
sedimentary rocks.
Experiment write-up of
these two rock labs
will be evaluated by
peers and the teacher
Experiment write-up of
these two rock labs will be
evaluated. The graphic
organizer will be evaluated
along with the final
diagram of the external and
internal processes of the
rock cycle using a rubric.
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
relate the different forms
water can take (examples—
snow, rain, sleet, fog, clouds,
dew, humidity) as it moves
through the water cycle to
atmospheric conditions
(examples—temperature,
pressure, wind direction and
speed, humidity) at a given
geographic location.
explain how thermal
energy is transferred
throughout the water
cycle by the processes of
convection, conduction,
and radiation.
1.2
1.4
1.5
1.8
2.1
1.2
1.4
1.5
1.8
2.1
1.2
1.4
1.5
1.8
2.1
T
Skill/Concept
explain and trace the possible
paths of water through the
hydrosphere, geosphere, and
atmosphere (examples—the
water cycle: evaporation,
condensation, precipitation,
surface run-off/groundwater
flow).
Strategic Thinking
Changes
in the
form of
water as
it moves
through
Earth’s
systems
are
described
as the
water
cycle
Students will:
Scope and Sequence—
Weather and Climate
Recall
E
21
Students will explain and trace the
possible paths of water through the
hydrosphere, geosphere, and
atmosphere by creating a three-D
model of the water cycle and using
the computer program,
INSPIRATION, to create a mind
map of the water cycle.
A rubric will be used
to evaluate the three-D
model and the
computer generated
water cycle mind map.
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
recognize the
characteristics of air
masses (examples—
high/low barometric
pressure, temperature)
and predict their effect
on the weather in a
given location.
identify weather
conditions associated
with cold fronts and
warm fronts.
Skill/Concept
explain how the
differences in surface
temperature, due to the
different heating and
cooling rates of water
and soil, affect the
temperature and
movement of the air
above.
Recall
Constantly
changing
properties
of the
atmosphere
occur in
patterns
which are
described
as weather
Students will:
Scope and Sequence—
Weather and Climate
Recall
F
22
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s Systems (geoshphere , atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Recall
collect and interpret
weather data
(examples—cloud cover,
precipitation, wind speed
and direction) from
weather instruments and
maps to explain present
day weather and to
predict the next day’s
weather
Skill/Concept
Strategic Thinking
Constantly
changing
properties
of the
atmosphere
occur in
patterns
which are
described
as weather
Students will:
identify factors that affect
weather patterns in a
particular region
(examples—proximity to
large bodies of water,
latitude, altitude,
prevailing winds currents,
amount of solar radiation,
location with respect to
mountain ranges).
recognize significant
changes in temperature
and barometric pressure
may cause dramatic
weather phenomena
(examples—severe
thunderstorms,
tornadoes, hurricanes).
Strategic Thinking
F
23
Students will recognize the
relationship of temperature and
barometric pressure by collecting
daily data; organizing the data; and
graphing the data. Students will
recognize and analyze the changes
in these variables which may cause
dramatic weather phenomena.
Students’ recognition of
the relationship of
temperature and barometric
pressure through the
analysis of their graphed
data in a concluding
paragraph will be
evaluated. The charted and
graphed data will be
evaluated by a rubric.
Science Seventh Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 3: Human activity is dependent upon and affects Earth’s resources and systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Earth’s
materials
are
limited
natural
resources
affected
by
human
activity
Students will:
Scope and Sequence—
Weather and Climate
provide examples of how
the availability of fresh
water for humans and
other living organisms is
dependent upon the
water cycle.
Recall
A
24
Assessment
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
formulate testable
questions and
hypotheses.
Extended Thinking
“Hypothesis Writing Practice”
recognize the
importance of the
independent variable,
dependent variables,
control of constants, and
multiple trials to the
design of a valid
experiment.
Extended Thinking
Simpson’s “Controls and
Variables”
See Rationale
design and conduct a
valid experiment.
evaluate the design of an
experiment and make
suggestions for reasonable
improvements or
extensions of an
experiment.
Extended
Thinking
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation
Students will:
Extended
Thinking
A
25
“Independent Inquiry
Investigations”
Students will conduct experiments
throughout the school year and
complete: testable questions, IV &
DV, constants, hypotheses, and
materials.
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Recall
Skill/Concept
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation
Students will:
recognize that different kinds
of questions suggest different
kinds of scientific
investigations (examples—
some involve observing and
describing objects,
organisms, or events; some
involve collecting specimens;
some involve experiments;
some involve making
observations in nature; some
involve discovery of new
objects and phenomena; some
involve making models).
acknowledge there is no
fixed procedure called
“the scientific method”,
but some investigations
involve systematic
observations, carefully
collected and relevant
evidence, logical
reasoning, and
imagination in
developing hypotheses
and other explanations.
Strategic Thinking
Extended Thinking
A
26
See rationale
Students will outline scientific
method while conducting their
experiments.
Teacher observation
and rubric scoring
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Scientific understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
make qualitative
observations using the
five senses.
Scientific
inquiry
relies upon
gathering
evidence
from
qualitative
and
quantitative
observations
determine the
appropriate tools and
techniques to collect
data.
use a variety of tools
and equipment to gather
data (examples—
microscopes,
thermometers, analog
and digital meters,
computers, spring
scales, balances, metric
rulers, graduated
cylinders, stopwatches.
Strategic Thinking
Scope and Sequence—
All Units
See rationale
Skill/Concept
Students will:
See rationale
Strategic Thinking
Extended Thinking
B
27
Students will participate in various
labs throughout the school year.
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
B
Students will:
See Rationale
Skill/Concept
See Rationale
Activity “Metric Measurement”
“Metric Olympics” –measure
distances of events such as paper
plate throw, straw javelin toss, in SI
units
judge whether
measurements and
computation of
quantities are reasonable.
Strategic
Thinking
See Rationale
calculate the range and
average/mean of a set of
data.
See Rationale
compare
amounts/measurements.
28
Students will measure
and record various
objects using SI units
Activity “Metric Measurement”
Skill/
Concept
Scientific
inquiry
relies upon
gathering
evidence
from
qualitative
and
quantitative
observations
Skill/Concept
measure length to the nearest
millimeter, mass to the nearest
gram, volume to the nearest
milliliter, force (weight) to the
nearest Newton, temperature
to the nearest degree Celsius,
time to the nearest second.
Using a concept map,
students will list SI
units and their root
words along with their
values.
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use if science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
D
Scientific
inquiry includes
evaluation of
explanations
(hypotheses,
laws, theories)
in light of
scientific
principles
(understandings)
Strategic
Thinking
See Rationale
recognize the possible
effects of errors in
observations,
measurements, and
calculations on the
formulation of
explanations.
See Rationale
Scope and Sequence—
All Units
evaluate the reasonableness
of an explanation
(conclusion).
analyze whether
evidence (data) and
scientific principles
support proposed
explanations
(hypotheses, laws,
theories).
29
Peer observation
Teacher observation
Rubric
Skill/Concept
Strategic
Thinking
Students will do experiments and
activities throughout the entire
school year.
use data as support for
observed patterns and
relationships, and to
make predictions to be
tested.
Extended
Thinking
Evidence is
used to
formulate
explanations
Students will:
use quantitative and
qualitative data as
support for reasonable
explanations
(conclusions).
Strategic
Thinking
C
See Rationale
See Rationale
Science Seventh Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
The nature of
science relies
upon
communication
of results and
justification of
explanations
Students will:
communicate the
procedures and results
of investigations and
explanations through:
Students will do experiments and
activities throughout the school
year.
a. oral presentations
b. drawings and maps
c. data tables (allowing
for the recordings and
analysis of data relevant to
the experiment, such as
independent and dependent
variables, multiple trials,
beginning and ending
times of temperatures,
derived quantities)
d.
graphs (bar, single
line, pictograph)
e.
equations and
writings
Skill/Concept
Strategic Thinking
Extended Thinking
E
30
Peer observation
Teacher observation
Rubric
A
Students will:
Designed
objects are used
to do things
better or more
easily and to do
some things
that could not
otherwise be
done at all
explain how
technological
improvements such as
those developed for use
in space exploration, the
military, or medicine,
have led to the invention
of new products that may
improve lives here on
Earth (examples—new
materials, freeze-dried
foods, infrared goggles,
Velcro, satellite imagery,
robotics, lasers).
Skill/Concept
Science Seventh Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will evaluate how
technology has improved the
world and made it easier to do
some things not otherwise done—
example—space probes.
Students will give
oral reports with
visual aids to the
class.
Rubric for assessment
B
Skill/Concept
Advances in
technology
often result in
improved data
collection and
an increase in
scientific
information
identify the link between
technological developments
and the scientific discoveries
made possible through their
development (examples—
Hubble telescope and stellar
evolution, composition and
structure of the universe; the
electron microscope and cell
organelles; sonar and the
composition of the Earth;
manned and unmanned space
missions and space
exploration; Doppler radar and
weather conditions; MRI and
CAT-scans and brain activity).
31
Students will identify common
products that have been developed
as a result of research. Students
will identify and explain ways
society has benefited from the
technologies developed through
space exploration.
Students will be able
to identify several
products that
originated from the
NASA program and
be able to relate how
they have improved
quality of life.
Science Seventh Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
describe how
technological solutions
to problems
(examples—storm
Technological runoff, fiber optics,
solutions to windmills, efficient car
problems
design, electronic trains
often have
without conductors,
drawbacks as sonar, robotics, Hubble
well as
telescope) can have
benefits
both benefits and
drawbacks (examples—
design constraints,
unintended
consequences risks)
(Assess Locally)
Skill/Concept
C
Students will discuss how
information and technology has
modified solutions but also have
had negative consequences.
Students will
compare/contrast
technological
solutions and their
positive and negative
consequences in
society by creating a
Venn diagram.
Scoring of Venn
diagram
32
Science Seventh Grade
Content Standard 8: Impact of Science, Technology and Human Activity
A
Students will:
People of
different gender
and ethnicity
have
contributed to
scientific
discoveries and
the invention of
technological
innovations
describe how the contributions of
scientists and inventors, representing
different cultures, races, and gender,
have contributed to science
technology and human activity
(examples—George Washington
Carver, Thomas Edison, Thomas
Jefferson, Isaac Newton, Marie
Curie, Galileo, Albert Einstein, Mai
Jemison, Edwin Hubble, Charles
Darwin, Jonas Salk, Louis Pasteur,
Jane Goodall, Tom Akers, John
Wesley Powell, Rachel Carson)
(Assess Locally)
Recall
Skill/Concept
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will research a given
scientist or inventor.
Students will prepare
a research paper or
oral presentation to be
scored by rubrics.
recognize the difficulty science
innovators experience as they
attempt to break through
accepted ideas (hypotheses,
laws, theories) of their time to
reach conclusions that may lead
to changes in those ideas and
serve to advance scientific
understanding (examples—
Darwin, Copernicus, Newton).
recognize explanations have
changed over time as a result
of new evidence.
Skill/
Concept
Scientific
theories are
developed
based on the
body of
knowledge that
exists at any
particular time
and must be
rigorously
questioned and
tested for
validity
Skill/Concept
B
33
Students will research a given
scientist and appreciate what they
endured to gain knowledge.
See Rationale
Students will prepare
a research paper or
oral presentation to be
scored by rubrics.
Science Seventh Grade
Content Standard 8: Impact of Science , Technology and Human Activity
GLE 3: Science and technology affect, and are affected by, society
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
described ways in which
science and society influence
one another (examples—
scientific knowledge and the
procedures used by scientists
influence the way many
individuals in society think
about themselves, others,
and the environment;
societal challenges often
inspire questions for
scientific research; social
priorities often influence
research priorities through
the availability of funding
for research).
Social,
political,
economic,
ethical and
environmental
factors
strongly
influence, and
are influenced
by, the
direction of
progress of
identify and evaluate the
science and physical, social, economic,
and/or environmental
technology
problems that may be
overcome using science and
technology (examples—the
need for alternative fuel,
human travel in space,
AIDS).
34
Skill/Concept
Students will:
See Rationale
Skill/Concept
B
Instructional Strategies/Student
Activities/Resources
See Rationale
Assessment
35