Unit of Study 1: From Molecules to Organisms: Structures and Function

Standards that appear in this unit: MS-LS1-1, MS-LS1-2, MS-LS1-3, MS-LS1-8

SCIENCE LONG TERM TRANSFER GOALS

Students will be able to independently use their learning to:

1. Approach science as a reliable and tentative way of knowing and explaining the natural world and apply this understanding to a variety of situations.

2. Weigh evidence and use scientific approaches to ask questions, investigate, make informed decisions about how they live their daily lives, and engage in their vocations and communities.

3. Make and use observations to identify and analyze relationships and patterns in order to explain phenomena, develop models, and make predictions.

4. Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one component affects the entire system.

5. Explain how the natural and designed worlds are interrelated and the application of scientific knowledge and technology can have beneficial, detrimental, or unintended consequences.

LIFE SCIENCE BIG IDEAS AND ESSENTIAL QUESTIONS

Big Ideas Essential QuestionsBig Idea: Cells are the basic unit of life. How do organisms live, grow, respond to their environment and

reproduce?Content Skills

Cell Theory Unicellular Multicellular Needs of Living Things Organelles/Functions(5) Biological Organization

Plan /Carry out investigations using multiple variables Develop and use a model to describe a phenomenon Engage in arguments based on evidence

Connections to the K-6 Curriculum

Performance Tasks Vocabulary for SLO Cell Structure and Function SLO

Key Learning Activities Cell Model

Neshaminy School DistrictGrade 7 Science

Teacher Curriculum Map

2002 PA Science Standard 3.3.7.BB. Describe the cell as the basic structural and functional unit of living things.• Identify the levels of organization from cell to organism.• Compare life processes at theorganism level with life processes at the cell level.• Explain that cells and organisms have particular structures that under lie their functions.• Describe and distinguish among cell cycles, reproductive cycles and lifecycles.• Explain disease effects on structures or functions of an organism.

PSSA Assessment Anchor

2002 PA Science Standard 3.3.7.BB. Describe the cell as the basic structural and functional unit of living things. • Identify the levels of organization from cell to organism.• Compare life processes at the organism level with life processes at the cell level.• Explain that cells and organisms have particular structures that underlie their functions. • Describe and distinguish among cell cycles, reproductive cycles and life cycles. • Explain disease effects on structures or functions of an organism

2002 PA Science Standard 3.3.7.BB. Describe the cell as the basic structural and functional unit of living things. • Identify the levels of organization from cell to organism.• Compare life processes at the organism level with life processes at the cell level.• Explain that cells and organisms have particular structures that underlie their functions. • Describe and distinguish among cell cycles, reproductive cycles and life cycles. • Explain disease effects on structures or functions of an organism.

2002 PA Health and Safety Standard 10.1.6.B. Identify and describe the structure and function of the major body systems. • nervous • muscular• integumentary • urinary • endocrine • reproductive • immune

2002 PA Science Standard 3.3.7.B??

B. Describe the cell as the basic structural and functional unit of living things. • Identify the levels of organization from cell to organism.• Compare life processes at the organism level with life processes at the cell level.• Explain that cells and organisms have particular structures that underlie their functions. • Describe and distinguish among cell cycles, reproductive cycles and life cycles. • Explain disease effects on structures or functions of an organism.

Unit of Study 2: Organization for matter and energy flow in organisms.

Standards that appear in this unit: MS1-6, MS1-7

SCIENCE LONG TERM TRANSFER GOALS

Students will be able to independently use their learning to:

1. Approach science as a reliable and tentative way of knowing and explaining the natural world and apply this understanding to a variety of situations.

2. Weigh evidence and use scientific approaches to ask questions, investigate, make informed decisions about how they live their daily lives, and engage in their vocations and communities.

3. Make and use observations to identify and analyze relationships and patterns in order to explain phenomena, develop models, and make predictions.

4. Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one component affects the entire system.

5. Explain how the natural and designed worlds are interrelated and the application of scientific knowledge and technology can have beneficial, detrimental, or unintended consequences.

PHYSICAL SCIENCE BIG IDEAS AND ESSENTIAL QUESTIONS

Big Ideas Essential QuestionsBig Idea 3:Organisms obtain and use matter and energy through photosynthesis and cellular respiration processes.

How do organisms obtain and use the matter and energy they need to live and grow?

Content Skills Photosynthesis Cycles: Carbon and Oxygen Law of Conservation of Matter Cellular Respiration Producer Consumer Decomposer

Connections to the K-6 Curriculum

Performance Tasks

Key Learning Activities

2002 PA SCIENCE STANDARDS3.3.7.B. Describe the cell as the basic structural and functional unit of living things. • Compare life processes at the organism level with life processes at the cell level. • Explain that cells and organisms have particular structures that underlie their functions. 3.3.10.B. Describe and explain the chemical and structural basis of living organisms. • Identify the specialized structures and regions of the cell and the functions of each.

2002 PA SCIENCE STANDARDS3.3.7.B. Describe the cell as the basic structural and functional unit of living things. • Compare life processes at the organism level with life processes at the cell level. • Explain that cells and organisms have particular structures that underlie their functions. 3.3.10.B. Describe and explain the chemical and structural basis of living organisms. • Identify the specialized structures and regions of the cell and the functions of each.

Unit of Study 3: Growth, Development and Genetic Inheritance of Organisms

Standards that appear in this unit: LS1-4, LS1-5, LS 3-1, LS 3-2

SCIENCE LONG TERM TRANSFER GOALS

Students will be able to independently use their learning to:

1. Approach science as a reliable and tentative way of knowing and explaining the natural world and apply this understanding to a variety of situations.

2. Weigh evidence and use scientific approaches to ask questions, investigate, make informed decisions about how they live their daily lives, and engage in their vocations and communities.

3. Make and use observations to identify and analyze relationships and patterns in order to explain phenomena, develop models, and make predictions.

4. Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one component affects the entire system.

5. Explain how the natural and designed worlds are interrelated and the application of scientific knowledge and technology can have beneficial, detrimental, or unintended consequences.

PHYSICAL SCIENCE BIG IDEAS AND ESSENTIAL QUESTIONS

Big Ideas Essential QuestionsBig Idea 1:

Content Skills

Connections to the K-5 Curriculum

Performance Tasks

Key Learning Activities

Unit of Study 4: Earth Systems

Standards that appear in this unit: MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, PS4-1

SCIENCE LONG TERM TRANSFER GOALS

Students will be able to independently use their learning to:

1. Approach science as a reliable and tentative way of knowing and explaining the natural world and apply this understanding to a variety of situations.

2. Weigh evidence and use scientific approaches to ask questions, investigate, make informed decisions about how they live their daily lives, and engage in their vocations and communities.

3. Make and use observations to identify and analyze relationships and patterns in order to explain phenomena, develop models, and make predictions.

4. Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one component affects the entire system.

5. Explain how the natural and designed worlds are interrelated and the application of scientific knowledge and technology can have beneficial, detrimental, or unintended consequences.

PHYSICAL SCIENCE BIG IDEAS AND ESSENTIAL QUESTIONS

Big Ideas Essential QuestionsBig Idea 1:Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms.

How can one explain the structure, properties, and interactions of matter?

Content Skills

Connections to the K-5 Curriculum

Performance Tasks

Key Learning Activities

2002 PA Science Standard 3.5.7A. Describe earth features and processes. • Describe major layers of the earth. • Describe the processes involved in the creation of geologic features (e.g., folding, faulting, volcanism, sedimentation) and that these processes seen today (e.g., erosion, weathering crustal plate movement) are similar to those in the past.

• Describe the processes that formed Pennsylvania geologic structures and resources including mountains, glacial formations, water gaps and ridges. • Explain how the rock cycle affected rock formations in the state of Pennsylvania. • Distinguish between examples of rapid surface changes (e.g., landslides, earthquakes) and slow surface changes (e.g., weathering). • Identify living plants and animals that are similar to fossil forms.

2002 PA Science Standard 3.5.7A. Describe earth features and processes. • Describe major layers of the earth. • Describe the processes involved in the creation of geologic features (e.g., folding, faulting, volcanism, sedimentation) and that these processes seen today (e.g., erosion, weathering crustal plate movement) are similar to those in the past. • Describe the processes that formed Pennsylvania geologic structures and resources including mountains, glacial formations, water gaps and ridges. • Explain how the rock cycle affected rock formations in the state of Pennsylvania. • Distinguish between examples of rapid surface changes (e.g., landslides, earthquakes) and slow surface changes (e.g., weathering). • Identify living plants and animals that are similar to fossil forms.

2002 PA Science Standard 3.5.7A. Describe earth features and processes. • Describe major layers of the earth. • Describe the processes involved in the creation of geologic features (e.g., folding, faulting, volcanism, sedimentation) and that these processes seen today (e.g., erosion, weathering crustal plate movement) are similar to those in the past. • Describe the processes that formed Pennsylvania geologic structures and resources including mountains, glacial formations, water gaps and ridges. • Explain how the rock cycle affected rock formations in the state of Pennsylvania. • Distinguish between examples of rapid surface changes (e.g., landslides, earthquakes) and slow surface changes (e.g., weathering). • Identify living plants and animals that are similar to fossil forms.

2002 PA Science Standard 3.4.7C. Identify and explain the principles of force and motion. • Describe the motion of an object based on its position, direction and speed. • Classify fluid power systems according to fluid used or mode of power transmission (e.g., air, oil). • Explain various motions using models. • Explain how convex and concave mirrors and lens change light images. • Explain how sound and light travel in waves of differing speeds, sizes and frequencies.

Unit of Study 5: Weather and Climate

Standards that appear in this unit: MS-ESS2-4, MS-ESS2-5, MS-ESS2-6

SCIENCE LONG TERM TRANSFER GOALS

Students will be able to independently use their learning to:

1. Approach science as a reliable and tentative way of knowing and explaining the natural world and apply this understanding to a variety of situations.

2. Weigh evidence and use scientific approaches to ask questions, investigate, make informed decisions about how they live their daily lives, and engage in their vocations and communities.

3. Make and use observations to identify and analyze relationships and patterns in order to explain phenomena, develop models, and make predictions.

4. Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one component affects the entire system.

5. Explain how the natural and designed worlds are interrelated and the application of scientific knowledge and technology can have beneficial, detrimental, or unintended consequences.

PHYSICAL SCIENCE BIG IDEAS AND ESSENTIAL QUESTIONS

Big Ideas Essential Questions

Content Skills

Connections to the K-5 Curriculum

Performance Tasks

Key Learning Activities

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