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Science Curriculum

ConceptsMeasurable Learner

Objective

Process

Standards

Integrated

SkillsDOK

Instructional Strategies

Student Activities/ResourcesAssessment

D The students will:

Physical

changes in the

state of matter

that result from

thermal changes

can be explained

by the Kinetic

Theory of Matter

1. describe the relationship

between temperature and the

movement of atmospheric gases

(i.e., 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

/Co

nce

pt

Experiment: Describe and

demonstrate the effects of temperature

on the movement of atmospheric gases

by creating a cloud chamber and

recording the results. Students will also

recommend and design improvements

to the cloud chamber.

Rubric rating the proficiency of

students' description and

demonstration of the effects of

temperature on the movement

of atmospheric gases and the

cloud chamber improvements.

Research can be done on the

internet and recommendations

can be written using computers.

I

Mass is

conserved

during any

physical or

chemical change

1. explain that the amount of

matter remains constant while

being recycled through the water

cycle.

1.6, 2.1 W, T

Re

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After the Water Cycle Modeling

Activity, students will explain that the

amount of matter remains constant

while being recycled through the water

cycle.

Rubric for student's oral or

written explanation of how /why

the amount of matter remains

constant while being recycled

through the water cycle.

Science: 7th 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

1 8/20/2009Cape Girardeau Public Schools 2005

Updated July 2009

Science Curriculum

GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems


Objective

Process

Standards

Integrated

SkillsDOK



C The students will:

Electromagnetic

energy from the

Sun (solar

radiation) is a

major source of

energy on Earth

1. identify solar radiation as the

primary source of energy for

weather phenomena.

1.8, 1.6, 3.5 R, T

Skill

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pt

1. Interpret data collected from the

identified Atmospheric tool which

measures solar radiation. (webbit)

2. Chart the identifying (atmospheric

characteristics) effects of solar

radiation on weather patterns.

3. Use this data to make a forecast.

1. Rubric for the webbit.

2. Rubric for the charting and

forecasting.

Content Standard 1: Properties and Principles of Matter and Energy

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



A The students will:

1. describe the common life

processes necessary to the

survival of organisms (i.e.. Growth,

reproduction, life span, response

to stimuli, energy use, exchange of

gases, use of water, elimination of

waste).

2. compare and contrast the

common life processes necessary

to the survival of organisms.

3.5, 1.6,

2.1,1.2, 1.4R, T

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Students will describe the common life

processes necessary to the survival of

organisms by creating a chart which

will help them to compare/contrast the

life processes of a flowering plant and

an animal.

Rubric for the chart and written

conclusion which describes the

common life processes

necessary to the survival a

flowering plant and animal.

1. recognize and demonstrate that

most plants and animals require

food and oxygen (needed to

release the energy from that food).

1:2, 1:8, 2.1,

3.5R

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Students will recognize and

demonstrate the requirement of food

and oxygen for most plants and

animals by performing the "Respiration

in Yeast" experiment.

A concluding lab report will be

the students' recognition and

demonstration of food and

oxygen requirements for most

plants and animals. A rubric will

used for assessment of the lab

report.

Organisms

have basic

needs for

survival

Science: 7th Grade

Content Standard 3: Characteristic and Interactions of Living OrganismsGLE 1: There is a fundamental unity underlying the diversity of all living organisms


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Cells are the

fundamental

units of

structure and

function of all

living things

1. recognize that all organisms are

composed of cells, the

fundamental units of life, which

carry on all life processes.

2. compare/contrast the different

types of cells which compose all

organisms.

1:4

1:8, 3.5, 1.6,

1.2

R, T

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1. Students will label a microscope

diagram by recognizing the functional

parts during the activity, "Microscope

Observations".

2. Students will create a chart of a

variety of cell samples which they

viewed under a microscope. The chart

will provide descriptions and

illustrations of the cells.

3. Students will compare/contrast the

different types of cells which carry on

all life processes after observing cell

samples under a microscope.

1. Students will complete a

"microscope identification" lab

practical.

2. Rubric for the chart which

recognizes a variety cells which

serve as the fundamental units

of life and life processes.

3. Students will write a

summarizing paragraph about

the differences between the

types of cells which carry on all

life processes.

D

Plants and

animals have

different

structures that

serve similar

functions

necessary for

the survival of

the organism

1. identify and compare/contrast

the structures of plants and

animals that serve similar

functions (e.g., taking in water and

oxygen, support, response to

stimuli, obtaining energy,

circulation, digestion, excretion,

reproduction).

1:8, 3.5, 1.6,

1.2R, T

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During a lab activity, students will

identify, compare/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

practical.

Students will write a conclusion

that compares and contrasts the

structures of plants and animals that

serve similar functions.

Science: 7th Grade

Content Standard 3: Characteristic and Interactions of Living Organisms

GLE 1: There is a fundamental unity underlying the diversity of all living organisms


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



E The students will:

1. recognize most of the

organisms on Earth are unicellular

and other organisms are

multicellular, and describe the

difference between unicellular and

multicellular organisms.

(unicellular = bacteria, protests)

(multicellular = fungi, plants,

animals)

1:4, 1:8 T, R

Str

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1. Students will observe and recognize

microscopic samples of unicellular and

multicellular organisms under a microscope

during a lab activity.

(e.g., microscope slides of an amoeba, plant

leaf, and animal muscle tissue).

2. Students will create illustrations of their

observations of the microscopic samples of

unicellular and multicellular organisms.

3. Students will site characteristic

evidences (profiles) of unicellular and


1. Students will recognize

microscopic samples of

unicellular and multicellular

organisms and site evidence

during a lab practical.

2. Rubric for illustrations of

samples of unicellular and


3. Rubric for written profiles of

descriptions of a unicellular and


2. Identify examples of unicellular

and multicellular organisms (e.g.

some fungi, plants, animals). 1.4, 1.5, 1.6 T, R

Skill

/Co

nce

pt

1. Students will identify examples of

unicellular organisms during a lab

activity, "Comparing Protists". (note:

from Integrated Science Laboratory

Manual)


unicellular and multicellular through

research and by creating a graphic

organizer which categorizes a variety

of images/illustrations of unicellular and


1. Students will write a lab

report for "Comparing Protests"

which identifies examples of

unicellular organisms.

2. Rubric for the graphic

organizer which identifies

examples of unicellular and


Biological

classifications

are based on

how organisms

are related


GLE 1: There is a fundamental unity underlying the diversity of all living organisms

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK

Instructional Strategies Student

Activities/ResourcesAssessment



following plant and animal cell

structures: cell membrane,

nucleus, cell wall, chloroplast, and

cytoplasm.

1.3, 1.4, 2.1 R, T

Skill

/Co

nce

pt

1. Students will compare and contrast

plant and animal cell structures in a lab

activity, "A Magnified View of Life"

from Teaching Resources, Cells and

Heredity.

2. Students will compare and contrast

plant and animal cell structures in a lab

activity, "Cell Models". In this activity,

students will create a model for a plant

cell and a model for an animal cell.

1. Students will complete a lab

report which summarizes the

similiarties and differences of

plant and animal cell structures.

2. Rubric for cell models which

include the comparison and

contrast of specific plant and

animal cell structures.

2. recognize the chloroplast as the

cell structure where food is

produced in plants and some

unicellular organisms.

(e.g., algae, some protests)

2.1, 1.8, 3.1 R, TR

eca

ll, S

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an

d

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1. Students will recognize the structure

of chloroplasts using a diagram and

internet illustrations. Students will

construct their own unique diagram of

a chloroplast.

2. Students will recognize the function

of chloroplasts in plants and some

unicellular organisms after conducting

an experiment.

1. Rubric for chloroplast

diagram.

2. Experiment concluding

paragraphs will be written by

students. Students will

conclude on the basic

chloroplast functions in plants

and unicellular organisms.

Rubric will be used to assess

the lab and concluding

paragraph.

The cell

contains a set

of structures

called

organelles that

interact to carry

out life

processes

through

physical and

chemical

means

Content Standard 3: Characteristic and Interactions of Living OrganismsGLE 2: Living organisms carry out life processes in order to survive

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




3. describe how the cell

membrane helps regulate the

transfer of materials in and out of

the cell.

1.1, 1.2, 1.3,

1.5, 1.8R

Str

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Students will recognize that the cell

membrane helps regulate the transfer

of materials in and out of cells by

completing an experimental design

lab about diffusion and osmosis.

Students will complete a lab

write up for an experimental

design lab about diffusion and

osmosis. Students will write a

hypothesis; complete a data

table; graph the data; write a

conclusion.

4. identify the function of the

chloroplast during photosynthesis.

1:2 1:3, 1.5,

1:8R, T

Re

ca

ll

Students will identify how a chloroplast

functions 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. Rubric will be used.

GLE 2: Living organisms carry out life processes in order to survive

The cell

contains a set

of structures

called

organelles that

interact to carry

out life

processes

through

physical and

chemical

means

Science: 7th Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



B The students will:

1. describe how plants use energy

from the Sun to produce food and

oxygen through the process of

photosynthesis.

1:1, 1.2, 1.3,

1.5, 1.8R

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Students will recognize how plants use

energy from the sun by participating in

the Lab activity: "Shine On!" from

Teaching Resources "Cells and

Heredity .


write up for the activity which

includes a hypothesis, data

table, graph, and conclusion.

Rubric will be used.

2. describe how 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, 1.8R

Str

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Students will explain that

photosynthesis is a chemical change by

participating in the Lab:

"Photosynthesis"


write up for the activity which

includes a hypothesis, data

table, graph, and conclusion.

Rubric will be used.

3. describe how 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,

1:8R

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Students will identify oxygen's function

by cells in most organisms by

participating in the Lab: "Respiration in

Yeast" and drawing conclusions.


write up which includes a

hypothesis, data table, graph,

and conclusion. Rubric will be

used.

Science: 7th Grade



Photosynthesis

and cellular

respiration are

complementary

processes

necessary to

the survival of

most

organisms on

Earth


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Photosynthesis

and cellular

respiration are

complementary

processes

necessary to

the survival of

most

organisms on

Earth

4. describe the importance of the

transport and exchange of oxygen

and carbon dioxide to the survival

of the organism.

1:2, 1,3, 1:5,

1:8R

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1. Students will perform an

experimental design lab about the

effects of oxygen and carbon dioxide

on the development of bean plants.

2. Students will describe the

importance of oxygen & carbon dioxide

exchanges to the survival of an

organism in a written conclusion.


the lab write up and the

conclusion which will cite

evidence of the importance of

oxygen & carbon dioxide

exchanges to the survival of an

organism.

C

Complex

multicellular

organisms have

systems that

interact to carry

out life

processes

through

physical and

chemical

means

1. identify and give examples of

each level of organization (cell,

tissue, organ, organ system) in

multicellular organisms (plants,

animals).

2.1, 3.5, 1.8 R, T

Str

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the levels of life organization through

the Lab activity: "Exploring Body

Tissue and Body Systems" from

"Integrated Science Laboratory

Manual" page 91.

2. Students will compare different

body tissues and give examples of their

corresponding organs.


write up which includes data

and observations of tissues;

and a conclusion which

compares different body tissues

and giving examples of the

corresponding organs. Rubric

will be used.



Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




2. illustrate and explain the path

water and nutrients take as they

move through the transport system

of a plant.

3.5, 1.3 R

Skill

/Co

nce

pt

After participating in a designed

laboratory activity "Celery", students

will illustrate and explain the path water

and nutrients take as they move

through the transport system of a plant.

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.

3. 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.

1.4, 1.2 R, T

Skill

/Co

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pt Students will explain the interactions

between circulatory and digestive

systems by participating in the *Web

Quest "Human Body Systems" and

creating a concluding flow chart.

The concluding flow-chart

which explains the interactions


digestive systems will be

assessed with a rubric.


processes of mechanical and

chemical digestion, and their role

in providing materials necessary

for survival of the cell and

organism.

1.2, 1.3, 1.6,

1.8, 3.5 R, T

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After participating in laboratory activities

which are related to this topic, students will

compare/contrast the processes of

mechanical and chemical digestion through

diagramming (graphic organizer).

Technology can be used to create the

graphic organizers.

Students' diagrams (graphic

organizers) will be peer

evaluated with a rubric.

Lab write ups will be assessed

with a rubric.

5. identify the importance of the

transport and exchange of nutrient

and waste molecules to the

survival of the cell and organism.

1.3, 1.5, 1.8,

3.5R

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ate

gic

Th

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g After participating in laboratory activities

which are related to this topic, students will

identify the transport and exchange of

nutrient and waste molecules in cell and

organisms through diagramming (graphic

organizer). Technology can be used to

create graphic organizers.

Students' diagrams (graphic

organizers) will be peer

evaluated with a rubric.

Lab write ups will be assessed

with a rubric.

Complex

multicellular

organisms have

systems that

interact to carry

out life

processes

through

physical and

chemical

means


Science 7th Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK






respiratory systems in exchanging

oxygen and carbon dioxide

between cells and the atmosphere

(when oxygen enters the body,

passes into the blood stream, and

is transported into the cell; carbon

dioxide is transported out of the

cell, passes into the blood stream,

and exits the body).

1.2, 1.4, 1.6,

1.7, 1.8, 2.1T, R

S

kill

/Co

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pt

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. Newsletter and research can be

done using computers and the internet.

A rubric will used.


between the nervous and

muscular systems when an

organism responds to a stimulus.

1.2, 1.4, 1.6,

2.1T, R

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Create a game plan and team line up of

a sporting event (baseball) which

explains the interactions of the nervous

and muscular systems; and relates the

roles of the nervous and muscular

systems to the "team player concept"

and roles of a baseball team. Different

sports may be used for this analogy

activity.

A rubric will used. Peer

evaluation may be used.

Presentations could be give by

students.

Complex

multicellular

organisms have

systems that

interact to carry

out life

processes

through

physical and

chemical

means

Science: 7th Grade

Content Standard 3: Characteristic and Interactions of Living OrganismsGLE 2: Living organisms carry out fife processes in order to survive


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



F The students will:

Cellular

activities and

responses can

maintain

stability

internally while

external

conditions are

changing

(homeostasis)

1. predict the response the body

may take to maintain internal

balance during an environmental

change (e.g., shivering when cold,

slowing metabolism when food

supply decreases or when

dehydrated, adrenaline rush when

frightened).

1.1, 1.2, 3.5 T, R

Skill

/Co

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pt After researching how the human body

may respond to different environmental

changes, students will write a

summarizing paragraph which

predicts how their body would respond

to a described situation (prompt).

A rubric will be used to

evaluate the summarizing

paragraph.

G

Life processes

can be

disrupted by

disease

(intrinsic

failures of the

organ systems

or by infection

due to other

organisms)

1. explain the cause and effect of

diseases (e.g., AIDS, cancer

diabetes, hypertension) on the

human body.

1.1, 1.2, 2.1 T, R

Skill

/Co

nce

pt

After researching the cause and effect

of different diseases, 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 explains the role of antibiotics 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.


Science: 7th Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



G The students will:

2. relate some common diseases

(i.e., cold, influenza, strep throat,

dysentery, fungal infections) to the

organisms that cause them

(bacteria, viruses, protests, fungi).

1.8, 4.1, 3.1

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Students will relate some common

diseases using the oral presentation

hand-outs of the previous activity by

creating a summarizing chart of the

information; writing a concluding

paragraph assessing how the diseases

being a concern for our community.

A rubric will be used. Peer

evaluations could be used.

3. differentiate between infectious

and noninfectious diseases.1.1, 1.2, 2.1

Skill

/Co

nce

pt

See G.1 activity

4. explain the role of antibiotics

and vaccines in the treatment and

prevention of diseases.

1.1, 1.2, 2.1

Skill

/Co

nce

pt

See G.1 activity

Science: 7th Grade



Life processes

can be

disrupted by

disease

(intrinsic

failures of the

organ systems

or by infection

due to other

organisms)


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK





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.

1.2, 1.5, 1.8,

1.4T, R

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Students will compare and contrast the

processes of asexual (mitosis) and 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 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 paragraph.

2. identify examples of asexual

reproduction (i.e., plants budding,

binary fission of single cell

organisms).

1.4

Re

ca

ll Students will label provided examples

(diagrams or microscope slide) of

asexual reproduction.

A lab practical will used to

evaluate.


reproductive mechanisms of

classes of vertebrates (i.e.,

internal vs. external fertilization).

2.1, 2.3S

kill

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pt

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

paragraph.

A rubric will be used.

4. describe how flowering plants

reproduce sexually.1.2, 1.3 R

Skill

/Co

nce

pt

After researching and identifying the

parts of a flower in a lab, students will

write a song which describes how

flowering plants reproduce sexually.

A rubric will be used. A lab

practical will be used.


Reproduction

can occur

asexually or

sexually

GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. identify chromosomes as

cellular structures that occur in

pairs that carry hereditary

information in units called genes.

1.2, 1.5, 1.8 T, R

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After researching the hereditary concepts

of mitosis and meiosis through technology or

hands-on lab activities, students will

create a chart which identifies the

hereditary differences of asexual and sexual

reproduction.

Students could write a paragraph to defend

why they think a provided prompt is

describing the hereditary concepts of

asexual or sexual reproduction.

Rubrics will assess the hands-

on lab activities.


evaluate the chart.


evaluate the paragraph.

2. recognize and describe how

when asexual reproduction occurs,

the same genetic information

found in the parent cell is copied

and passed on to each new

daughter cell (Assess only the

concept - not the term or

process of mitosis).

1.2, 1.5, 1.8 T, R

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Th

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See C.1 activity

3. recognize and describe how

when sexual reproduction occurs,

genetic material from both parents

is passed on and combined to

form the genetic code for the new

organism (Assess only the

concept - not the term or

process of meiosis).

1.2, 1.5, 1.8 T, R

Exte

nd

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Th

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See C.1 activity

Content Standard 3: Characteristic and Interactions of Living OrganismsGLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

Chromosomes

are

components of

cells that occur

in pairs and

carry hereditary

information

from one cell to

daughter cells

and from parent

to offspring

during

reproduction

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. recognize and describe when

asexual reproduction occurs, the

daughter cell is identical to the

parent cell (assuming no change in

the parent genes).

1.2, 1.5, 1.8 T, R

Exte

nd

ed

Th

inkin

g

See C.1 activity

2. recognize and describe 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 T, RE

xte

nd

ed

Th

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GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

Science: 7th Grade


There is

heritable

variation within

every species

of organism


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. describe the composition of the

Earth's atmosphere (i.e., mixture

of gases, water and minute

particles) and how it circulates as

air masses.

3.5

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Students will describe the composition

of the Earth's atmosphere after

performing an experiment which tests

for different gases in the air.

Students will design and perform an

experiment which observes the

particles moving in the air and how they

moved.


the lab write up and concluding

description of the composition

of the Earth's atmosphere.

Experimental design write-up of

the movement of air particles

will be evaluated with a rubric.

2. describe the role atmosphere

(e.g., clouds, ozone) plays in

precipitation, reflecting and

filtering light from the Sun, and

trapping heat energy emitted from

the Earth's surface.

3.5, 4.6

Str

ate

gic

Th

inkin

g

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 lab write-up will be evaluated

with a rubric.

Science: 7th 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

The

atmosphere

(air) is

composed of a

mixture of

gases,

including water

vapor, and

minute particles


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



E The students will:

1. explain and trace the possible

paths of water through the

hydrosphere, geosphere, and

atmosphere (i.e., the water cycle:

evaporation, condensation,

precipitation, surface run-

off/groundwater flow.

1.2, 1.4, 1.5,

1.8, 2.1T, R

Skill

/Co

nce

pt

Students will explain and trace the

possible paths of water through the

hydrosphere, geosphere, and

atmosphere by creating a 3-D model of

the water cycle and using the computer

program, Inspiration, to create a mind

map of the water cycle.


evaluate the 3D model and the

computer generated water

cycle mind map.

2. relate the different forms water

can take (i.e., snow, rain, sleet,

fog, clouds, dew, humidity) as it

moves through the water cycle to

atmospheric conditions (i.e.,

temperature, pressure, wind

direction and speed, humidity) at a

given geographic location.

1.2, 1.4, 1.5,

1.8,T, R

Str

ate

gic

Th

inkin

g

After hands-on labs, students will

create a flow chart will illustrates how

water takes on different forms.

Rubrics will be used for the

labs and the flow chart.

3. 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, T,R

Str

ate

gic

Th

inkin

g

After hands-on labs, students will

create a flow chart will illustrates how

the three processes of thermal energy

affect the water cycle.

Rubrics will be used for the

labs and the flow chart.

Changes in the

form of water

as it moves

through Earth's

systems are

described as

the water cycle

Science: 7th 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


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. 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.

1.6, 3.5

Skill

/Co

nce

pt

2. describe the characteristics of

air masses (i.e., high/low

barometric pressure, temperature)

and predict their effect on the

weather in a given location.

1.6, 3.5

Skill

/Co

nce

pt

3. identify weather conditions

associated with cold fronts and

warm fronts.

1.6

Re

ca

ll

Climate is a

description of

average

weather

conditions in a

given area due

to the transfer

of energy and

matter through

Earth's Systems

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

Science 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




4. identify factors that affect

weather patterns in a particular

region (e.g., proximity to large

bodies of water, latitude, altitude,

prevailing wind currents, amount

of solar radiation, location with

respect to mountain ranges).

3.5, 1.6

Re

ca

ll

5. collect and interpret weather

data (e.g., 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.

1.6, 1.8

Str

ate

gic

Th

inkin

g

Students will collect and record

weather data for interpretation and

make predictions for the next day's

weather.

Data will be organized in a chart.


6. describe the significant

changes in temperature and

barometric pressure may cause

dramatic weather phenomena

(i.e., severe thunderstorms,

tornadoes, hurricanes).

1.6, 1.8

Str

ate

gic

Th

inkin

gStudents will recognize the relationship

of temperature and barometric

pressure by collecting daily data;

organizing the data; and graphing the

data. Students will describe 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.

Climate is a

description of

average

weather

conditions in a

given area due

to the transfer

of energy and

matter through

Earth's Systems

Science: 7th Grade


GLE 2: Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




7. differentiate between weather

and climate.3.5, 4.6, 1.8

Str

ate

gic

Th

inkin

g

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.


8. identify factors that affect

climate (e.g., latitude, altitude,

prevailing wind currents, amount

of solar radiation.

3.5, 4.6, 1.8

Re

ca

ll

See F-7.

Science: 7th Grade


GLE 2: Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

Climate is a

description of

average

weather

conditions in a

given area due

to the transfer

of energy and

matter through

Earth's Systems


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Earth's

materials are

limited natural

resources

affected by

human activity

1. provide examples of how the

availability of fresh water for

humans and other living

organisms is dependent upon the

water cycle.

1.8, 3.5

Skill

/Co

nce

pt

GLE 3: Human activity is dependent upon and affects Earth's resources and systems

Science: 7th Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. formulate testable questions

and hypotheses.1.3, 1.6, 1.8

Skill

/Co

nce

pt

2. identify and describe the

importance of the independent

variable, dependent variables,

control of constants, and multiple

trials to the design of a valid

experiment.

1.3, 1.6, 1.8

Skill

/Co

nce

pt

3. design and conduct a valid

experiment.1.3, 1.6, 1.8

Exte

nd

ed

Th

inkin

g4. evaluate the design of an

experiment and make suggestions

for reasonable improvements or

extensions of an experiment.

1.3, 1.6, 1.8

Str

ate

gic

Th

inkin

g

Science: 7th 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

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

See Rationale

See Rationale

See Rationale,

Activity "Independent Inquiry Investigations"

See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




5. recognize that different kinds of

questions suggest different kinds

of scientific investigations (e.g.,

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).

1.3, 1.6, 1.8

Skill

/Co

nce

pt

6. 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.

1.3, 1.6, 1.8R

eca

ll

Science: 7th Grade



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

See Rationale

See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. make qualitative observations

using the five senses.1.3, 1.6, 1.8

Re

ca

ll

2. determine the appropriate tools

and techniques to collect data.

1.3, 1.6, 1.8,

1.4

Skill

/Co

nce

pt

3. use a variety of tools and

equipment to gather data (e.g.,

microscopes, thermometers,

analog and digital meters,

computers, spring scales,

balances, metric rulers, graduated

cylinders, stopwatches).

1.3, 1.6, 1.8,

1.4 Re

ca

ll

Science: 7th Grade



Scientific

inquiry relies

upon gathering

evidence from

qualitative and

quantitative

observations

See Rationale

See Rationale

See Rationale

1. Activity "Metric Measurement"--assessment Lab Report


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




4. measure length to the nearest

millimeter, mass to the nearest

gram, volume to the nearest

milliter, force (weight) to the

nearest Newton, temperature to

the nearest degree Celsius, time

to the nearest second.

1.3, 1.6, 1.8,

1.4 Re

ca

ll

5. compare amounts and

measurements.

1.3, 1.6, 1.8,

1.4

Skill

/Co

nce

pt

6. judge whether measurements

and computation of quantities are

reasonable.

1.3, 1.6, 1.8,

1.4, 1.7S

tra

teg

ic T

hin

kin

g

7. calculate the range and

average/mean of a set of data.

1.3, 1.6, 1.8,

1.4, 1.7 Re

ca

ll

Science: 7th Grade



Scientific

inquiry relies

upon gathering

evidence from

qualitative and

quantitative

observations

See Rationale


See Rationale


See Rationale

See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. use quantitative and qualitative

data as support for reasonable

explanations (conclusions).

1.3, 1.6, 1.8,

1.4, 1.7

Skill

/Co

nce

pt

2. use data as support for

observed patterns and

relationships, and to make

predictions to be tested.

1.3, 1.6, 1.8,

1.4

Skill

/Co

nce

pt

3. determine the possible effects

of errors in observations,

measurements, and calculations

on the formulation of explanations

(conclusions).

1.3, 1.6, 1.8,

1.4, 1.7

Skill

/Co

nce

pt

4. evaluate the reasonableness of

an explanation (conclusion).

1.3, 1.6, 1.8,

1.4, 1.7

Str

ate

gic

Th

inkin

g

5. analyze whether evidence

(data) and scientific priniciples

support proposed explanations

(hypotheses, laws, theories).

1.3, 1.6, 1.8,

1.4, 1.7

Skill

/Co

nce

pt

See Rationale

See Rationale

See Rationale

See Rationale



Scientific

inquiry includes

evaluation of

explanations

(hypotheses,

laws, theories)

in light of

scientific

principles

(understanding

s)

Science: 7th Grade

See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




The nature of

science relies

upon

communication

of results and

justification of

explanations

1. communicate the procedures

and results of investigations and

explanations through:

* oral presentations

* drawings and maps

* data tables (allowing for

recording and analysis of data

relevant to the experiment, such

as independent/dependent

variables, multiple trials, beginning

and endng times or temperatures,

derived quantities)

* graphs (bar, single line,

pictograph).

* equations and writings.

1.3, 1.6, 1.8,

1.4, 1.7, 2.2,

Skill

/Co

nce

pt

Science: 7th Grade

See Rationale




Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Designed

objects are

used to do

things better or

more easily and

to do some

things that

could not

otherwise be

done at all

1. 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

(e.g., new materials, freeze-dried

foods, infrared goggles, Velcro,

satellite imagery, robotics, lasers).

3.1, 1.6 T

Skill

/Co

nce

pt

B

Advances in

technology

often result in

improved data

collection and

an increase in

scientific

information

1. identify the link between

technological developments and

the scientific discoveries made

possible through their

development (e.g., 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).

3.1, 1.6 T

Skill

/Co

nce

pt

* See Rationale

Science: 7th Grade

Content Standard 8: Impact of Science, Technology and Human ActivityGLE 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

* See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Technological

solutions to

problems often

have

drawbacks as

well as benefits

1. describe how technological

solutions to problems (e.g., storm

water runoff, fiber optics,

windmills, efficient car design,

electronic trains without

conductors, sonar, robotics,

Hubble telescope) can have both

benefits and drawbacks (e.g.,

design constraints, unintended

consequences, risks) (Assess

Locally).

3.1, 1.6 T, R

Skill

/Co

nce

pt

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

Science: 7th Grade

Content Standard 8: Impact of Science, Technology and Human Activity

* See Rationale


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




People of

different gender

and ethnicity

have

contributed to

scientific

discoveries and

the invention of

technological

innovations

1. describe how the contributions of

scientists and inventors, representing

different cultures, races, and gender,

have contributed to science,

technology and human activity (e.g.,

George Washington Carver, Thomas

Edison, Thomas Jefferson, Isaac

Newton, Marie Curie, Galileo, Albert

Einstein, Mae Jemison, Edwin Hubble,

Charles Darwin, Jonas Salk, Louis

Pasteur, Jane Goodall, Tom Akers,

John Wesley Powell, Rachel Carson).

4.6 G, RE

Skill

/Co

nce

pt

B

1. describe 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 (e.g., Darwin

Copernicus, Newton).

4.6, 3.1 RS

kill

/Co

nce

pt

2. describe how explanations have

changed over time as a result of new

evidence.

4.6, 3.6, 1.6 R

Skill

/Concept

* See Rationale

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.

* See Rationale

* See Rationale

Content Standard 8: Impact of Science, Technology and Human Activity

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

Science: 7th Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. describe ways in which science

and society influence one another

(e.g., 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).

1.6, 4.3 G, RE

Skill

/Co

nce

pt

2. identify and evaluate the

physical, social, economic, and/or

environmental problems that may

be overcome using science and

technology (e.g., the need for

alternative fuel, human travel in

space, AIDS).

3.7, 3.8, 3.5 T, R, RE

Str

ate

gic

Th

inkin

g

Science: 7th Grade

Content Standard 8: Impact of Science, Technology and Human ActivityGLE 3: Science and technology affect, and are affected by, society

Social, political,

economic,

ethical and

environmental

factors strongly

influence, and

are influenced

by, the direction

of progress of

science and

technology

* See Rationale

* See Rationale


Updated July 2009

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