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7th Grade Science Maps revised
 

7th Grade Science Maps revised

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    7th Grade Science Maps revised 7th Grade Science Maps revised Presentation Transcript

    • 7th 7th Grade Science Curriculum Map IntroductionThis document contains all mandated Arizona state standards for 7th grade science. The standards have been organized into units and clusters. Theunits represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similarconcepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progressionof the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document. OrganizationApproximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. Allunits and clusters must be taught prior to the third quarter benchmark assessments.Essential QuestionsEssential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should beable to answer these on their own by the end of the cluster.Big IdeasBig Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carrywith them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are notalways synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacheruse) has been provided in italics.Common MisconceptionsThese are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them duringinstruction.Content and Skill/Process StandardsThis document has been organized by content standards and skill or process standard. The content standards are those that represent knowledgespecific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientifichabits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to representpossible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona statestandards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context forteaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should beconnected to the other performance objectives in the cluster.8/13/12 1 Isaac Elementary School District
    • 7thCommon Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforcedor taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for4th-8th grade.PriorityWith input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-pointscale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are thosewith the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with thecodes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority forthis grade level are highlighted in blue and are expected to be mastered at this grade level.Key VocabularyThe key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are codedas tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words arehigh utility words that can be used across content areas or contexts. Tier three words are content specific words.ResourcesThe two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used forthe teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.Unit/Cluster ProjectThe Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particularcluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction andpractice should the teacher choose to implement them.AssessmentThe assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It isexpected that each cluster be assessed using a common formative assessment.OtherPerformance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeperlevel of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.8/13/12 2 Isaac Elementary School District
    • 7th Unit: Earth Science Cluster: Earth’s Structure Approximate Time: 9 days8/13/12 3 Isaac Elementary School District
    • 7th Essential Questions Big Ideas  How is the Earth like an onion?  The Earth has unique layers. Each of the layers has a unique composition and distinct properties. The Earth is like an onion in that it also has layers and although the layers are similar, they are not exactly the same. They are also alike in that a change in the inner layers results in a change in the outer layers but not always vice versa.  Does the Earth look the same today as it did yesterday?  The Earth’s surface or Crust is constantly changing. No, not exactly. The Earth’s surface is constantly changing as erosion, deposition, plate tectonics and volcanism occur. Although it can be slow, all of these change the surface and therefore the appearance of the Earth.8/13/12 4 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S6:C1:PO2 Describe the properties and (3) crust the composition of the following major (3) mantle layers of the Earth: (3) core  crust (2) composition  mantle (2) properties  core E S6:C1:PO3 Explain the following S1:C1:PO2 Select (2) attributed The Changing Earth processes involved in the formation of the appropriate resources (2) process Lesson 1.2 pg. 14-19 Earth’s structure: for background in (2) formation  erosion formation related to a (3) erosion The Earth’s Surface  deposition question, for use in the (3) deposition Lesson 3.2 pg. 82-88  plate tectonics design of a controlled (3) plate tectonics investigation (3) volcanism  volcanism S1:C2:PO2 Design an (2) independent investigation to test variable individual variables (2) dependent using scientific variable processes (2) control S1:C4:PO3 (2) quantitative Communicate the (2) qualitative results of an investigation with appropriate use of qualitative and quantitative informationClusterProject:Assessment:Unit: Earth ScienceCluster: Earth’s Processes8/13/12 5 Isaac Elementary School District
    • 7th Approximate Time: 10 days Essential Questions Big Ideas  Though we cannot see it happening at the moment, how do we know  Lithospheric plate movement is one way that the that the tectonic plates in the lithosphere move? surface of the Earth is constantly changing. The surface changes in the Earth reflect the movement of the plates. There are several ways we can know this including taking measurements over time and comparing plate borders.  Tectonic plates move in three ways; converge,  How do tectonic plates move and what happens when they do? diverge, and transform. Depending on which way they move, a different landform will result. Plates move as the Earth below them shift and change with conduction and convection. The plates either slide past one another, over one another or into one another. When this happens, mountains, rift valley, sea floor spreading, faults, trenches, and volcanoes result.8/13/12 6 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S6:C2:PO3 Analyze the evidence that S1:C1:PO2 Select W-S3:C6:PO1 (3) lithospheric lithospheric plate movements occur appropriate resources R-S3:C1:PO6 (2) evidence for background R-S3:C2:PO3 information related to a question E S6:C2:PO4 Explain lithospheric plate (3) listhosphere Introduction to movement as a result of convection (3) asthenosphere Density (2) density (2) convection Showing (2) conduction Convection (Colored Water Model) I S6:C2:PO5 Relate plate boundary S1:C3:PO2 Form a (2) converge Earth’s Surface movements to their resulting landforms, logical argument (2) diverge Lesson 3.4 pg. 96-101 including: about a correlation (2) transform  mountains between variables or (2) mountain  faults sequence of events (2) fault  rift valleys (e.g., construct a (3) rift valley cause-and-effect chain (2) trench  trenches that explains a (2) volcano  volcanoes sequence of events) U S6:C2:PO6 Describe how earthquakes S2:C1:PO4 Analyze (3) seismograph are measured the use of technology (3) seismologist in science-related (3) seismic wave careers (seismologist) S1:C4:PO1 Choose an appropriate graphic representation for collected data:  line graph  double bar graph  stem and leaf plot  histogram8/13/12 7 Isaac Elementary School District
    • 7th Cluster Project: Assessment: Unit: Earth Science Cluster: Rocks and Minerals Approximate Time: 15 days8/13/12 8 Isaac Elementary School District
    • 7th Essential Questions Big Ideas  One day, while hiking in the desert you find what looks like a  The fossil record and rock record can tell us a great deal rock with the impression of a fish skeleton in it. What is this about who or what was in an area long ago. object and what can you infer from finding it in the desert? The item is a fossil. It is most likely telling us that at one time that area was covered with water and inhabited by fish. It could also be telling us that at one time there were bodies of water in the area and people who used/ate the fish from them.  Scientifically speaking, why are most women’s engagement rings  Rocks and minerals have observable, usable, properties. and saw blades used to cut metal made with diamonds? Diamonds are the most durable of the gemstones therefore they make a good choice for a piece of jewelry that will be worn everyday and will encounter a lot of use/abuse and for a saw that needs to be strong enough to cut metal.8/13/12 9 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular I S6:C1:PO1 Classify rocks and S2:C2:PO3 Apply the W-S3:C2:PO1 (3) mohs scale Streak Lab Earth’s Surface minerals by the following following scientific W-S3:C3:PO1 (2) hardness Lesson 2.1 pg. 43-49 observable properties: processes to other (2) texture  grain problem solving or (2) grain  color decision making  texture situations:  hardness  observing  classifying  organizing data S1:C2:PO5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs S1:C2:PO3 Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes S2:C2:PO3 Apply the following scientific processes to other problem solving or decision making situations:  Comparing S1:C3:PO6 Refine hypotheses based on results from investigations S1:C4:PO2 Display data collected from a controlled8/13/12 10 Isaac Elementary School District
    • 7th investigation S1:C4:PO5 Communicate the results and conclusion of the investigation8/13/12 11 Isaac Elementary School District
    • 7th I S6:C2:PO1 Explain the rock (3) rock cycle Earth’s Surface cycle Lesson 2.1 pg. 43-49 http://www.learner.org/interactives /rockcycle/index.html E S6:C2:PO2 Distinguish the S1:C2:PO1 (2) distinguish Sedimentary Rock components and characteristics Demonstrate safe (3) igneous Simulation (crayons) of the rock cycle for the behavior and (3) metamorphic following types of rocks: appropriate (3) sedimentary  igneous procedures (e.g., use  metamorphic and care of  sedimentary technology, materials, organisms) in all science inquiry S1:C4:PO4 Write clear, step-by-step instructions for following procedures (without the use of personal pronouns) S1:C1:PO1 Formulate questions based on observations that lead to the development of a hypothesis S1:C1:PO3 Explain the role of a hypothesis in a scientific inquiry I S6:C1:PO4 Describe how the (3) fossil Earth’s Surface rock and fossil record show that (3) fossil record Lesson 3.3 pg. 89-95 environmental conditions have (2) geological changed over geological and recent time Cluster Project: Assessment:8/13/12 12 Isaac Elementary School District
    • 7th Unit: Earth Science Cluster: Earth and the Solar System Approximate Time: 20 days Essential Questions Big Ideas  There are observable, predictable patterns of movement for the Sun, Earth, and Moon.  What is the relationship between the Earth’s tilt on its axis and the  The different seasons result from the tilt of Earth on its weather in the Northern and Southern Hemispheres? axis. Since the Earth is tilted on its axis, the Northern and Southern Hemispheres are not the equidistant from the Sun. The closer hemisphere experiences summer while the one that is further away experiences winter. In this way, the Northern and Southern hemispheres experience opposite seasons and as the Earth revolves around the sun, the seasons change as the hemispheres get closer to or further from the sun.  How do scientists know that the Moon’s gravity affects Earth?  The gravitational pull of the Moon causes the Earth’s tides. The tides provide evidence of the Moon’s gravity affecting Earth. High and low tide result from variation in pull of the Moon’s gravity based on how close that side of the Earth is to the Moon.8/13/12 13 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular U S6:C3:PO6 Explain the relationship (2) solar system Space Science among common objects in the solar (2) galaxy Lesson 1.1 pg. 9-14 system, galaxy, and the universe (2) universe http://www.solarsystemscope.com/ E S6:C3:PO2 Construct a model for S1:C2:PO1 Scale (2) relative the relative positions of the Earth, Demonstrate safe conversions position Sun and Moon behavior and (2) Earth appropriate (2) Sun procedures (e.g., use (2) Moon and care of technology, materials, organisms) in all science inquiry S1:C4:PO4 Write clear, step-by-step instructions for following procedures (without the use of personal pronouns) S1:C2:PO4 Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers) S2:C2:PO3 Apply the following scientific processes to other problem solving or decision making situations:  Measuring E S6:C3:PO1 Explain the phases of S1:C3:PO3 Analyze Math – (2) phase Moon Diary Space Science the Moon in terms of the relative results of data fractions (2) waxing Lesson 2.3 pg. 59-63 positions of the Earth, Sun and Moon collection in order to (2) waning accept or reject the (3) gibbous http://www.moonconnection.com/ hypothesis (2) crescent (2) full8/13/12 14 Isaac Elementary School District
    • 7th S1:C3:PO4 (2) quarter Determine validity and reliability of (2) valid results of an (2) validity investigation (2) reliable (2) reliability8/13/12 15 Isaac Elementary School District
    • 7th U S2:C1:PO1 Identify how diverse S2:C2:PO1 Describe (3) Percival people and/or cultures, past and how science is an Lowell present, have made important ongoing process that (3) Copernicus contributions to scientific innovations; changes in response Percival Lowell and Copernicus to new information and discoveries S2:C2:PO2 Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories E S6:C3:PO2 Construct a model for S1:C2:PO1 (3) eclipse Space Science the relative positions of the Earth, Demonstrate safe (2) relative Lesson 2.3 pg. 63-66 Sun and Moon as they relate to behavior and (3) umbra corresponding eclipses appropriate (3) penumbra procedures (e.g., use and care of technology, materials, organisms) in all science inquiry S3:C2:PO3 Design and construct a solution to an identified need or problem using simple classroom materials E S6:C3:PO3 Explain the (2) interrelated Space Science interrelationship between the Earth’s (2) tide Lesson 2.3 pg. 65-66 tides and the Moon (2) gravity (3) centrifugal http://www.moonconnection.com/ force E S6:C3:PO4 Explain the seasons in (2) axis Space Science the Northern and Southern (2) tilt Chapter Investigation Hemispheres in terms of the tilt of (2) hemisphere Pg. 50-51 the Earth’s axis relative to the Earth’s (2) revolution revolution around the sun (2) rotation (2) season (2) opposite U S6:C3:PO5 Identify the following (3) constellation http://science.discovery.com/tv/ major constellations visible (2) visibility space-week/constellation/ (seasonally) from the Northern (2) seasonal constellation.html Hemisphere: (3) Orion8/13/12 16 Isaac Elementary School District
    • 7th  Orion (3) Ursa Major  Ursa Major (Great Bear) (3) Cygnus  Cygnus (3) Scorpius (3) Cassiopeia  Scorpius  Cassiopeia U S2:C1:PO2 Describe how a major S3:C2:PO4 Describe (2) revolutionized milestone in science or technology a scientific discovery (2) milestone has revolutionized the thinking of the that influences time (e.g., global positioning system, technology telescopes, seismographs, photography) S2:C1:PO3 Analyze the impact of a major scientific development occurring within the past decade U S2:C1:PO1 Identify how diverse (3) Luis Alvarez http://www.nobelprize.org/ people and/or cultures, past and (3) Walter nobel_prizes/physics/laureates present, have made important Alvarez /1968/alvarez-bio.html contributions to scientific innovations; Luis Alvarez and Walter Alvarez Cluster Project: Assessment:8/13/12 17 Isaac Elementary School District
    • 7th Unit: Life Science Cluster: Interactions with Ecosystems Approximate Time: 11 days Essential Questions Big Ideas  What is the relationship between organisms and the environment?  Organisms and environments constantly interact. A change in either the organisms or the environment will result in a change in the other.  What would happen to a food chain if one of the organisms in it were to  Food chains and food webs represent the become extinct? interdependence of organisms within an ecosystem. Extinction of an organism from the food chain would dramatically change the environment and therefore the food chain for all of the other organisms. It is possible that the loss of one organism could result in the loss of others due to the disruption of the environment and interactions. Conversely, it could result in the over population of another species if the one to become extinct was a predator.8/13/12 18 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular I S4:C3:PO1 Compare food chains in a (3) food chain Ecology specified ecosystem and their (3) food web Lesson 1.3 pg. 22-29 corresponding food web (2) transfer (2) corresponding (2) energy E S4:C3:PO2 Explain how organisms obtain (2) obtain Ecology and use resources to develop and thrive (2) resources Lesson 2.1 pg. 45-51 in: (3) niche  niches (2) niche Ecology  predator/prey relationships (2) predator Lesson 2.2 pg. 54-62 (2) prey E S4:C3:PO6 Create a model of the (2) interaction Ecology interactions of living organisms within an (2) ecosystem Lesson 1.1 pg. 9-13 ecosystem (3) biotic factor (3) abiotic factor S2:C1:PO1 Identify how diverse people (3) Rachel Carson http://www.rachelcarson.org and/or cultures, past and present, have made important contributions to scientific innovations; Rachel CarsonCluster Students will create a model of a real or created ecosystem. Models should includeProject: food webs, niches and explanations of the relationships between organisms in theEcology system.ModelsAssessment:Unit: Life ScienceCluster: Populations Approximate Time: 25 days8/13/12 19 Isaac Elementary School District
    • 7th Essential Questions Big Ideas  In any given ecosystem what is the risk of any one organism  All organisms in a given ecosystem affect one another. A experiencing a drastic population boom? change with one population will result in changes with other populations. In any ecosystem, the risk of an organism experiencing a population boom is that it will likely adversely affect other organisms in the ecosystem. If the organism is a predator it will likely wipeout the organisms on which it feeds which could then lead to an over population of the organism on which that one fed and so on.  Although we live in Arizona, why should we all be concerned  The Earth is one large ecosystem with other, smaller, about the destruction/change of habitats in other regions of the ecosystems in it. Changing one affects all the others. world (i.e., the South American rainforests or the Arctic)? We should all be concerned because every individual habitat or environment on Earth is connected. It may take a while for the effects to become evident in our own environments but they will occur and will likely be problematic.8/13/12 20 Isaac Elementary School District
    • 7th Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources Core/Cross Lab/Activity Web & Core Curricular E S4:C3:PO3 Analyze the (2) ecosystem Ecology interactions of living organisms (2) interaction Lesson 1.4 pg. 30-37 with their ecosystems (3) biome  Limiting factors (2) limiting factor Ecology  Carrying capacity (3) carrying capacity Lesson 2.3 pg. 63-69 I S4:C3:PO4 Evaluate data related S1:C3:PO1 Analyze data (3) overgrazing to problems associated with obtained in a scientific (3) forest management population growth (e.g., investigation to identify (3) deforestation overgrazing, forest management, trends (3) non-native species invasion of non-native species) and (2) invasion possible solutions S2:C2:PO3 Apply the following scientific processes to other problem solving or decision making situations:  identifying variables  generating hypotheses S1:C3:PO5 Formulate a conclusion based on data analysis S1:C3:PO7 Formulate new questions based on the results of a previous investigation S3:C1:PO1 Analyze environmental (2) pollution Ecology risks (e.g., pollution, destruction of (2) destruction Lesson 3.2 pg. 89-97 habitat) caused by human (2) habitat interaction with biological or geological systems I S4:C3:PO5 Predict how S2:C2:PO3 Apply the (2) flood environmental factors (e.g., floods, following scientific processes (2) drought droughts, temperature changes) to other problem solving or (2) survival rate affect survival rates in living decision making situations: (2) environmental factor organisms  predicting  communicating  questioning  inferring8/13/12 21 Isaac Elementary School District
    • 7th S3:C1:PO2 Analyze environmental Ecology benefits of the following human Lesson 3.3 pg. 98-105 interactions with biological or geological systems:  reforestation  habitat restoration  construction of dams S3:C1:PO3 Propose possible S3:C2:PO1 Propose viable solutions to address the methods of responding to an environmental risks in biological or identified need or problem geological systems S3:C2:PO2 Compare solutions to best address an identified need or problem Cluster Project: Assessment:8/13/12 22 Isaac Elementary School District