7th grade science curriculum overview - dmps...

Proficiency Scale

7th Grade Science Curriculum Overview 2017-2018http://science.dmschools.org http://grading.dmschools.org

http://grading.dmschools.org/

http://science.dmschools.org/

7th Grade Science Curriculum Overview 2017-2018

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book.

DMPS Grading Resources: http://grading.dmschools.org/

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The common core state standard code is located on each

The Learning Goal is the complete Level 3 of the scale. Each lettered bullet point represents one Learning Target.

Evidence shows the student can...

Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4

4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3

3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3

1.0

Produce no evidence appropriate to the learning targets at any level

0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

http://grading.dmschools.org/


Transitioning to the new Iowa Science Standards:

In order to ensure our current K-12 students are scientifically-literate, global citizens who are prepared for college and career success, We are in the process of transitioning to new science standards that reflect what students in grades K-12 should know and be able to do as a result of instruction. Recognizing science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge, Iowa’s Science Standards are written as a modified version of the Next Generation Science Standards and are designed to address six major conceptual shifts.

1. The NGSS reflect how science is done in the real world by intertwining three dimensions - Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Scroll to the bottom of each hyperlink to see the K-12 matrix for each practice and concept.

2. The NGSS are student performance expectations.3. The NGSS build coherently from grades K through 12.4. The NGSS focus on deeper understanding of content and applications of content.5. The NGSS integrate science, technology, and engineering throughout grades K–12.6. The NGSS correlate to the Common Core State Standards in English language arts (ELA) and mathematics.

Teacher responsibilities for the 2016-17 school year.Working within your current curriculum, engage in the following activities over the course of next year. This is your time to intentionally focus on the crosscutting concepts and science and engineering practices before we completely switch to the new standards.

Focus on deliberate, guided integration of science and engineering practices into lessons/units. It may be helpful to record which science and engineering practices are being used by students and modeled by teachers. Explicitly address all eight practices at some point throughout the year

Use prompts that encourage students to identify and use appropriate crosscutting concepts. It may be helpful to post the crosscutting concepts in the room to help focus conversations and connections. Explicitly address all seven crosscutting concepts throughout the year.

Field test lessons/unit and classroom assessments that are intentionally focused on building students’ learning toward each of the dimensions (SEPs, CCCs, and DCIs) of the new standards.

Begin to intentionally teach content that was not previously taught and begin to pare down content that is no longer included or no longer emphasized in the standards.

Begin evaluating instructional resources and begin modifying existing materials to more completely align with the standards.

Please contact Adam Puderbaugh at [email protected] if you are interested in professional development opportunities around the new standards.

Areas highlighted in yellow at the bottom of the topic scales are suggested areas to start your NGSS exploration.

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mailto:[email protected]

http://www.nextgenscience.org/sites/default/files/Appendix%20E%20-%20Progressions%20within%20NGSS%20-%20052213.pdf

http://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf

http://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf

http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf

http://www.nextgenscience.org/

https://iowacore.gov/iowa-core/subject/science


SEMESTER 1Unit Content Standards Content Topics Sample TasksMatter and Energy in Chemical Changes8 Weeks

Understand and apply knowledge of: Physical and chemical changes and their relationship to the conservation of matter and energy.

Periodic Table and Atomic Structure

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Chemical Reactions

The student will analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred.

The student will conduct an experiment to determine if energy is absorbed or released during a chemical reaction.

The student will interpret a model to determine if matter is or is not conserved in a chemical reaction, and explain the reasoning.

Restless Earth10 Weeks

Understand and apply knowledge of the structure and processes of the earth system and the processes that change the earth and its surface.

Structure of and Processes That Change Earth

The student will use data sets and/or maps that show patterns (location and frequency) of earthquakes, volcanic eruptions and tsunami events in a region to predict the likelihood of future geologic events.

The student will use plate tectonic models to support the explanation that, due to convection, matter cycles between Earth’s surface and deep mantle.

The student will give evidence to defend the claim that the Earth’s continents were once connected and are in constant motion.

Student will explain the chemical and physical processes that form rocks and minerals and cycle Earth’s materials.

Understand and apply knowledge of earth history based on physical evidence.

History of Earth The student will construct scale models of the geologic time scale to determine the relative ages of a sequence of events.

The student will use geologic evidence to determine the relative ages of a sequence of events that occurred in the Earth’s past.The student will use evidence from the rock and fossil record to explain how past changes in Earth conditions have caused major extinctions of some life forms and have allowed others to flourish.

The student will construct explanations for why most individual organisms, as well as some entire species, that lived in the past were never fossilized.

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SEMESTER 2Unit Content Standards Content Topics Sample Tasks

Life on Earth10 Weeks

Understand and apply knowledge of the complimentary nature of structure and function and the commonalities among organisms.

Characteristics of Life

The student will use evidence to create an argument if a given object is living or nonliving based on its needs and characteristics.

Classification of Living things

The student will classify organisms according to their characteristics and defend the choices using evidence.

Structure, Function and Processes of Plants

The student will identify basic plant structures and explain their function in growth and reproduction.

The student will construct an explanation that energy is transferred from plants to animals and relate this to photosynthesis.

Environmental Science8 Weeks

Understand and apply knowledge of: Interdependency of organisms, changes in environmental conditions, and survival of individuals and species

Interdependent Relationships and Energy in Ecosystems

The student will use a food web or food chain to determine relationships among organisms.

The student will construct explanations for common patterns of interactions within ecosystems.

The student will use known environmental factors to hypothesize future success of a given population within an ecosystem.

The student will trace the flow of energy through an ecosystem.Natural Selection and Adaptations

The student will construct explanations for how genetic variations of traits in a population increase some individual’s probability of surviving and reproducing.

Environmental Issues and Human Impacts

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Yearlong Skills Topics These topics should be taught along with content topics and should be assessed in either 1st or 2nd semester when you have sufficient evidence.

Science Investigative Skills

Fits well with first semester if you are having students engage in science fair

Scientific Tool Use and Measurement

Don’t spend a lot of time in this area out of context.

Argumentative Writing

Look for opportunities within the content when students are asked to create an argument or explanation from evidence.

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Topic Knowledge:Periodic Table and Atomic Structure(semester 1)

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students will: Standard 3.1b.3

A. Examine similarities and differences between substances placed in groups on the Periodic Table B. Interpret the periodic table to create a diagram of the structure of an atom C. Predict whether an element will bond with another element based on its groups characteristics

2 Students will:

Recognize or recall specific vocabulary such as:A. atom, proton, neutron, electron, nucleus, energy level, atomic number, atomic mass, positive, negative, neutral, bond

Basic knowledge such as:

B. Recall the location of elements with specific characteristics on the periodic table (i.e. metal, non-metal, metalloid, solid, liquid, gas)

C. Describe an element’s placement on the periodic table based on its properties (i.e. metal, non-metal, metalloid, solid, liquid, gas)

D. Describe and illustrate relationship between protons, neutrons and electronsE. Remember that atoms are the basic building blocks of all matter

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

NGSS ExplorationScience and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.)

Develop and/or use a model to predict and/or describe phenomena Crosscutting Concept Exploration: Structure and Function: Patterns

Macroscopic patterns are related to the nature of microscopic and atomic-level structure


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Topic Knowledge:Chemical Reactions


3Proficient


A. Predict how substances will react other substances to form new substances with different properties.B. Defend the following claim with evidence: During physical changes and chemical reactions, atoms do not appear,

disappear or change their identitiesC. Create a model to illustrate that atoms may bond by giving, taking or sharing electrons with each other. D. Represent that chemical reactions occur when the bonding arrangement among atoms changes, resulting in the change

of reactant substances into products

2 Students will:

Recognize or recall specific vocabulary such as: A. electron, bond, reaction, chemical, conservation, mass, valance, matter, physical, reactant, product, energy, element,

compound, substance

Basic knowledge such as:B. Identify the differences between a chemical and a physical changeC. Recall that in a chemical reaction, atoms gain, lose or share electronsD. Describe the signs a chemical reaction has taken place


NGSS ExplorationScience and Engineering Practice Exploration: Using Mathematical and Computational Thinking (Explore 6-8 expectations with examples below.)

Use mathematical representations to describe and/or support scientific conclusions and design solutions. Create algorithms (a series of ordered steps) to solve a problem

Crosscutting Concept Exploration: Scale, Proportion, and Quantity, Energy and Matter Scientific relationship can be represented through the use of algebraic expressions and equations. Matter is conserved because atoms are conserved in physical and chemical processes


Topic Knowledge:Structure of and Processes That Change Earth


3Proficient

Students will: Standard 2.1.3, 2.1.2, 2.1.4

A. Analyze and interpret the movement of tectonic plates and the resulting geological eventsB. Explain how land is created as the result of a combination of constructive and destructive forces, such as volcanic

eruptions, deposition of sediment, weathering and erosionC. Create a model of the rock cycle and describe how different rocks form.

2 Students will:

Recognize or recall specific vocabulary such as:A. tectonic plates, convection, subduction, rock cycle, magma, mantle, rock, mineral, crust, core, convergent, divergent,

transform, fault, igneous, metamorphic, sedimentary, mid-ocean ridge, Pangea, Continental Drift

Basic knowledge such as:B. Describe the formation and characteristics of igneous, sedimentary, and metamorphic rockC. the Earth’s crust is made up of a set of interconnecting plates that are in constant motionD. Recall the difference between a rock and a mineralE. Describe how the movement in plates can create earthquakes, mountains or volcanic eruptionsF. Describe (including their relative positions) the layers of the Earth (core, mantle, crust)


NGSS ExplorationScience and Engineering Practice Exploration: Analyze and Interpret Data, Constructing Explanations and Designing Solutions (Explore 6-8 expectations with examples below.)

Analyze and interpret data to provide evidence for phenomena Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion

Crosscutting Concept Exploration: Stability and Change, Systems and System Models Stability might be disturbed by either sudden events or gradual changes over time Models can be used to represent systems and their interactions(inputs, outputs, process) and energy, matter, and information flows within systems

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Topic KnowledgeHistory of Earth


3Proficient

Students will: Standard 2.3.1, 2.3.2, 2.3.3

A. Interpret what has occurred in Earth’s past by analyzing the Earth process we see today.B. Use fossil evidence to create an explanation about how life and environmental conditions on Earth have changed over

timeC. Judge the validity of the fossil record as a (incomplete) record of life on EarthD. Analyze the evidence supporting major extinction events interpret their possible causes

2 Students will:

Recognize or recall specific vocabulary such as:A. fossil, Geologic Time Scale, extinct, relative age, absolute age, radioactive dating

Basic knowledge such as:B. Describe evidence that supports the idea that Earth’s history has been influenced by occasional catastrophes such as the

impact of an asteroid or a cometC. Describe how the Earth is constantly changing D. Identify why most living things do not become fossilsE. Explain how fossils help scientists determine what past life and climate were likeF. Identify evidence that supports the idea that the continents are in constant motionG. Describe the difference between relative and absolute age


NGSS ExplorationScience and Engineering Practice Exploration: Analyzing and Interpreting Data (Explore 6-8 expectations with examples below.)

Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships

Crosscutting Concept Exploration: Stability and Change, Patterns Stability might be disturbed by either sudden events or gradual changes over time Graphs, charts, and images can be used to identify patterns in data

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Topic Knowledge:Characteristics of Life


3Proficient

Students will: Standard 4.4b.1, 4.4b.2, 4.1.3

A. Create an argument based on evidence to classify objects as living or non-living B. Describe with examples the characteristics of life (have cells, DNA, reproduce, grow and develop, sense and respond

to the environment, use energy)C. Analyze mechanisms of homeostasis and describe how they maintain a stable internal environment

2 Students will:

Recognize or recall specific vocabulary such as:A. homeostasis, stimulus, response, cell, DNA, reproduction, energy, waste, growth, development, heredity

Basic knowledge such as:B. Identify the characteristics of living thingsC. Remember needs of living things (water, energy, space, air)D. Describe the types of reproduction (sexual vs. asexual)E. Recognize the difference between living, non-living and dead (once living)


NGSS ExplorationScience and Engineering Practice Exploration: Engaging in Argument from Evidence (Explore 6-8 expectations with examples below.)

Construct an argument supported by empirical evidence and scientific reasoning to support or refute an explanation for a phenomenaCrosscutting Concept Exploration: Stability and Change

Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.


Topic Knowledge

Classification of Living things


3Proficient

Students will: Standard 4.1.1

A. Compare and contrast the characteristics and structures of unicellular and multicellular organismsB. Classify organisms into kingdoms based on their structures and characteristics

2 Students will:

Recognize or recall specific vocabulary such as:A. kingdom, nucleus, tissues, chloroplast, cell wall, consumer, producer, decomposer, classification, unicellular,

multicellular, organism

Basic knowledge such as:B. Identify characteristics that can be used to classify living thingsC. Provide examples of how living things can be multicellular or unicellular


NGSS ExplorationScience and Engineering Practice Exploration: Asking Questions and Defining Problems (Explore 6-8 expectations with examples below.)

Ask questions to identify and/or clarify evidence and/ or the premise of an argument Crosscutting Concept Exploration: Patterns

Graphs, charts, and images can be used to identify patterns in data. Patterns can be used as evidence to support an explanation

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Topic Knowledge:Structure, Function and Processes of Plants


3Proficient


A. Construct a scientific explanation based on evidence for the role of photosynthesis and the cycling of matter and flow of energy in and out of organisms

B. Categorize basic plant structures and their function in growth and reproductionC. Illustrate the inputs and outputs of photosynthesis that supports growth and transforms energy

2 Students will:

Recognize or recall specific vocabulary such as:A. photosynthesis, pollen, chloroplast, root, stem, leaf, flower, pollination, seed, fruit, fertilization, germination, stamen,

pistil, ovary, cellular respiration, chlorophyll, reactants, products

Basic knowledge such as:B. Recall that plants use a process called photosynthesis to make foodC. Recognize that photosynthesis requires sunlight, water and carbon dioxideD. Describe how a plant is made of roots, stems and leavesE. Recall that the purpose of a flower is for plant sexual reproductionF. Describe how seeds develop in fruits and are the product of reproduction and have different ways of being dispersed


NGSS ExplorationScience and Engineering Practice Exploration: Constructing Explanations and Designing Solutions (Explore 6-8 expectations with examples below.)

Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events. Crosscutting Concept Exploration: Structure and Function

Substructures have shapes and parts that serve functions Complex natural and designed structures can be analyzed to determine how they function

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Topic Knowledge:Interdependent Relationships in Ecosystems


3Proficient

Students will: Standard 4.5.2

A. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

B. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.C. Use ideas from food chain and food web to support why biodiversity is an important factor in any ecosystemD. Describe patterns of interactions among organisms across multiple ecosystems (predatory and mutually beneficial

relationships)

2 Students will:

Recognize or recall specific vocabulary such as:A. organism, population, community, ecosystem, biotic, abiotic, predator, prey, symbiosis, producer, consumer,

decomposer, herbivore, carnivore, omnivore, parasite, host, limiting factors, carrying capacity, overpopulation, niche, food chain, food web

Basic knowledge such as:B. Describe how living things are interdependent in an ecosystemC. List the differences between biotic and abiotic factorsD. Represent that the number of living things in an ecosystem is dependent on resources available within the ecosystemE. List characteristics of producers, consumers and decomposersF. Describe the general organization of ecosystem G. Identify that the number of organisms an ecosystem can support depends on the resources available and abiotic factors


NGSS ExplorationScience and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.)

Develop a model to describe a phenomena Crosscutting Concept Exploration: Energy and Matter

The transfer of energy can be tracked as matter flows through a natural system


Topic Knowledge:Natural Selection and Adaptations


3Proficient

Students will: Standard 4.4b.4, 4.4b.5

A. Create an explanation based on evidence for how species acquire many of their unique characteristics through biological adaptation which involves the selection of naturally occurring variations in populations

B. Compare and contrast types of biological adaptations that that enhance survival and reproductive success in a particular environment. (include changes in structures, behaviors, and physiology)

2 Students will:Recognize or recall specific vocabulary such as:

A. natural selection, adaptation, evolution, traits, mutation, genes, DNA

Basic knowledge such as:B. Explain some changes in traits are beneficial, while others cause a species to declineC. Remember that evolution is small genetic changes over long periods of timeD. Discuss how adaptations help organisms to survive and reproduce in their environmentE. Describe the differences between types of adaptations


NGSS ExplorationScience and Engineering Practice Exploration: Constructing Explanations (Explore 6-8 expectations with examples below.)

Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomenaCrosscutting Concept Exploration: Cause and Effect

Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

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Topic Knowledge:Environmental Issues and Human Impacts


3Proficient

Students demonstrate they have developed an understanding of: Standard 4.5.1

A. Create a claim based on evidence that addresses the impact of industrialization and human population growth on the environment

B. Develop steps individuals can take to lessen their negative impact on the environmentC. Evaluate scientific evidence surrounding global climate change

2 Students will recognize or recall:

Specific vocabulary such as:A. pollution, conservation, extinction, endangered, deforestation, invasive species, habitat destruction, biodiversity,

reduce, reuse, recycle, renewable, non-renewable, biodegradable, conservation, global climate change

Basic knowledge such as:B. Describe how human behaviors impact the environment in both negative and positive waysC. Discuss sustainable practices to lessen the human impact on the environment (3 R’s)D. Describe how our use of resources determines whether they are renewable or nonrenewable.


NGSS ExplorationScience and Engineering Practice Exploration: Engaging in Argument from Evidence (Explore 6-8 expectations with examples below.)

Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Crosscutting Concept Exploration: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

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Topic Knowledge:Scientific Investigative Skills


3Proficient

Students will: Standard 1.2, 1.1A. Create a testable question and formulate a related hypothesis (questioning)B. Design and conduct an investigative experiment (experimental design)C. Collect relevant data from an experiment and make supported conclusions based on that data set (data analysis

and conclusions)D. Communicate scientific findings (scientific communication)E. Conduct an experiment to test a question, identifying independent and dependent variablesF. Represent data graphicallyG. Effectively communicate scientific information

2 Students will:

Recognize or recall specific vocabulary such as:A. hypothesis, qualitative, quantitative, observation, inference, procedure, evidence, claim, conclusion, graph, theory,

law, predict, model, opinion, cause, effect, variable (independent & dependent), control, experiment

Basic knowledge such as:B. Formulate a hypothesis given an investigative question C. Identify the variables and control in an experiment D. Categorize observations as qualitative or quantitativeE. Support a claim using evidence from a credible source

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.In the future this unit will be fulfilled by integrating Science and Engineering Practices into all pieces of instruction. Look at Appendix F for grade band expectations for all of the SEP’s. http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf

Topic Knowledge:

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3Proficient

Students demonstrate they have developed an understanding of: Standard 1.4.1

A. Convert between units within the metric system and standard systemB. Appropriately use each tool to gather scientific data

2 Students will recognize or recall:

Specific vocabulary such as:A. meter stick, graduated cylinder, density, volume, length, scale, mass, weight, displacement, glassware, thermometer,

microscope

Basic knowledge such as:B. Describe the general function and use of each toolC. Apply general units of measurement (g, kg, m, cm, mm km, L, mL, °C) appropriatelyD. Choose an appropriate tool for a specific use


This topic should be taught within other content topics and not as a separate unit on measurement at the beginning of the semester.

Topic Knowledge:

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4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Standard 1.6 Write grade-appropriate arguments to support claims with clear reasons and relevant evidence.

A. Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically B. Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence D. Establish and maintain a formal style E. Provide a concluding statement or section that follows from and supports the argument presented

2 Students will recognize or recall :

Specific vocabulary such as:A. Accurate, alternate, opposing, argument, claim, evidence, reasoning, logical, relevant, support

Basic processes such as:B. Identify the characteristics of a model argument compositionC. Write arguments using a teacher-provided template

Connections to ELA Common Core Standards: http://www.nextgenscience.org/sites/default/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf

THROUGHOUT THE SCHOOL YEAR

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http://www.nextgenscience.org/sites/default/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf

http://www.nextgenscience.org/sites/default/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf


Unit Content Standards Content Topics Sample TasksScience InquiryThroughout year

Standard 1: Identify and generate questions that can be answered through scientific investigations. Standard 2: Design and conduct different kinds of scientific investigations. Standard 3: Understand that different kinds of questions suggest different kinds of scientific investigations. Standard 4: Select and use appropriate tools and techniques to gather, analyze and interpret data. Standard 5: Incorporate mathematics in scientific inquiry. Standard 6: Use evidence to develop descriptions, explanations, predictions, and models. Standard 7: Think critically and logically to make the relationships between evidence and explanations. Standard 8: Recognize and analyze alternative explanations and predictions. Standard 9: Communicate and defend procedures and explanations. Standard 10: Use appropriate safety procedures when conducting investigations.

Scientific Investigative Skills

Science Fair


Students will participate in a rotation lab using the various scientific tools and measurement to complete teacher created tasks.

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THROUGHOUT THE SCHOOL YEARSkill Standard Topic Sample TasksReading in ScienceThroughout year

Standard 1: Cite specific textual evidence to support analysis of science and technical texts.

Standard 2: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Standard 3: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Standard 4: Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.

Standard 5: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Citing evidence in text in support of or refuting a scientific argument

The student will use evidence from the rock and fossil record to explain how past changes in Earth conditions have caused major extinctions of some life forms and have allowed others to flourish.

Writing in ScienceThroughout year

Standard 1: Write arguments focused on discipline-specific content.

Standard 2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Standard 3: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standard 4: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Standard 5: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

Standard 6: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


Formally assessed in 7 th Grade:

Assessment Ideas:

1. The student will make a claim for or against continental drift and give evidence to defend the claim.

2. The student will make a claim for or against viruses as living things and give evidence to defend the claim.

3. The student will make a claim for or against the use of genetically modified organisms and give evidence to defend the claim.

4. The student will make a claim for or against the drilling of oil in protected areas in Alaska.

*See attached rubric for scoringTechnical/Procedural Writing

Formally assessed in 8th Grade: Lab reports. See Lab Report Expectations for 7th Grade criteria.

Research Writing

Formally assessed in 6th Grade: Research Report

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Standard 7: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Standard 8: Draw evidence from informational texts to support analysis, reflection, and research.

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7th grade science curriculum overview - dmps...

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