7th Grade Science Curriculum Guide 2011-2012

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					DMPS 7th
Grade Science
Curriculum      2011
                                                                 DMPS 7th Grade Science Curriculum 2011

Iowa Core Statements
1. Understand and apply knowledge of the complementary nature of structure and function and the commonalities among

Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of    organization for
structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems.

2. Understand and apply knowledge of interdependency of organisms, changes in environmental conditions, survival of
   individuals and species and the cycling of matter and energy in ecosystems.

All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly
changing external environment.

Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep
conditions within the range required to survive.

Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and
communication on many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by
heredity and in part from experience.

Species acquire many of their unique characteristics through biological adaptation which involves the selection of naturally occurring variations in

Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular

For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy
through photosynthesis. That energy then passes from organism to organism in food webs.

3. Understand and demonstrate knowledge of the social and personal implications of environmental issues.

Chapter 12 of the Iowa Administrative Code states that science instruction shall include conservation of natural resources; and environmental

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                                                                   DMPS 7th Grade Science Curriculum 2011
The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water,
range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including
humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific
niches in the ecosystem.

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

The solid earth consists of layers including a lithosphere; a hot, convecting mantle and a dense metallic core.

Tectonic plates constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as
earthquakes, volcanic eruptions, and mountain building, are results of these plate motions.

Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic
eruption, and deposition of sediment, while destructive forces include weathering and erosion.

Some changes in the earth can be described as the “rock cycle.” Rocks at the earth’s surface weather, forming sediments that are buried, then
compacted, heated, and often re-crystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive
plate motions, and the rock cycle continues.

Soil consists of weathered rocks and decomposed organic matter from dead plants, animals, and bacteria. Soils are often found in layers, with each
having a different chemical composition and texture.

Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of
rocks, and contributing to the weathering of rocks.

5. Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality.

Water, which covers the majority of the earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the “water
cycle.” Water evaporates from the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or snow, and falls to the surface
where it collects in lakes, oceans, soil and in soil and rocks underground.

Water is a solvent. As it passes through the water cycle, especially as it moves on the earth’s surface and underground, it dissolves minerals and
gases and carries them to the oceans, rivers, and other surface water.

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Natural and human forces can contribute to contamination of surface water and groundwater.

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

The earth processes we see today including erosion, movement of tectonic plates, and changes in atmospheric composition are similar to those that
occurred in the past.

Earth history is also influenced by occasional catastrophes such as the impact of an asteroid or a comet.

Fossils provide important evidence of how life and environmental conditions have changed.

7. Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and
   chemical properties and physical and chemical changes and their relationship to the conservation of matter and energy.

A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample.
A mixture of substances often can be separated into the original substances using one or more of the characteristic properties.

Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic
properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways;
metals is an example of such a group.

Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or
reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the
living and nonliving substances that we encounter.

8. Understand and apply knowledge of forms of energy and energy transfer.

Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a
chemical. Energy is transferred in many ways.

Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.

Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that
object- emitted by or scattered from it- must enter the eye.

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Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced.

In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be
involved in such transfers.

The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches
the earth, transferring energy form the sun to the earth. The sun’s energy arrives as light with a range of wavelengths, consisting of visible light,
infrared, and ultraviolet radiation.

DMPS Graduate Ends Statements:
Graduates demonstrate strategies for lifelong learning

• They exhibit competent thinking
• They exhibit intuitive thinking
• They understand systems and processes, including the understanding of underlying structures
• They exhibit creative and innovative thinking
• They anticipate future trends
• They demonstrate critical thinking and problem solving abilities

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

• They demonstrate proficiency in science, including life, earth and physical science

Graduates possess technological and information literacy

• They can access and evaluate information from a variety of sources to continue their learning
• They understand, manage and create oral, written and multimedia communication
• They utilize appropriate technology to apply or analyze information

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National Core Science Literacy Standards____________________________________
Reading In Science

Key Ideas and Details

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

   2. Determine the central ideas or conclusions of a distinct from prior knowledge or opinions.

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

   4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
   relevant to grades 6–8 texts and topics.

   5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

   6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

   Integration of Knowledge and Ideas

   7. 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).

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

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

   Range of Reading and Level of Text Complexity

   10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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Writing in Science
Text Types and Purposes

1. Write arguments focused on discipline-specific content.

        A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
           and evidence logically.
        B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
           credible sources.
        C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, 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. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

        A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to
           achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        E. Establish and maintain a formal style and objective tone.
        F. Provide a concluding statement or section that follows from and supports the information or explanation presented.

    Production and Distribution of Writing

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

    5. 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.

    6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and

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Research to Build and Present Knowledge

7. 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.

8. 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.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

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Unit 1: Nature of Science
Approximate Timeline: Will be integrated throughout units in the year
     Content              Content Objectives         Iowa Core Statements                Common Student-Centered             Common             Graduate Ends
    Standards                                                                                 Learning Targets              Assessments
                         Measurement and          Identify and generate             NOS 1.I can demonstrate proper       Learning target       Graduates
Scientists observe,                                questions that can be
                          conversions within the                                     safety procedures.                   questions will         demonstrate
measure and                                        answered through scientific
                          metric system                                                                                   appear on tests        strategies for
compare natural                                    investigations.
properties and           Observation and                                            NOS 2. I can create a testable       throughout the         lifelong learning
                          inference                 Design and conduct different     question and design an experiment    year.
                         Collect, graph and       kinds of scientific               to test the question.                                      Graduates
                          analyze data             investigations.
                         Test/ experimental       Understand that different
                                                                                     NOS 3. I can measure length,                                knowledge and
                          design                   kinds of questions suggest
                                                                                     volume, temperature and mass                                understanding of a
                         Inquiry skills           different kinds of scientific     using appropriate equipment.                                rigorous
                         Lab safety and proper    investigations.                                                                               curriculum
                          equipment use                                              NOS 4. I can convert between
                                                   Select and use appropriate                                                                    integrated into all
                                                                                     common units within the metric
                                                   tools and techniques to                                                                       content areas
                                                   gather, analyze and interpret
                                                   data.                                                                                        Graduates
                                                                                     NOS 5. I can make qualitative and                           demonstrate
                                                   Incorporate mathematics in        quantitative observations.                                  proficiency in
                                                   scientific inquiry.                                                                           science, including
                                                                                     NOS 6. I can evaluate sources of                            life, earth and
                                                    Use evidence to develop                                                                      physical science
                                                                                     information for accuracy and
                                                   descriptions, explanations,
                                                   predictions, and models.          validity.
                                                                                                                                                Graduates possess
                                                    Think critically and logically   NOS 7. I can generate logical                               technological and
                                                   to make the relationships         inferences based on observations.                           information
                                                   between evidence and                                                                          literacy
                                                                                     NOS 8. I can create an appropriate
                                                    Recognize and analyze            scientific graph using my own
                                                   alternative explanations and      collected data set.
                                                                                     NOS 9. I can analyze my own data
                                                    Communicate and defend           set to produce a valid conclusion.
                                                   procedures and explanations.

                                                    Use appropriate safety
                                                   procedures when conducting

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Unit 1: Life on Earth
Approximate Timeline: 13 Weeks
      Content            Content Objectives           Iowa Core Statements           Common Student-Centered               Common               Graduate Ends
    Standards                                                                           Learning Targets                  Assessments
All living things       Characteristics of living   Understand and apply         Skills and Concepts:                   At 9 weeks (Oct.       Graduates
have structural          things                      knowledge of the                                                    24-28)                  demonstrate
and behavioral          Needs of living things      complementary nature of      Benchmark 1:                                                   strategies for
features that           Classification of living    structure and function and   1A. I can define the needs of living   Q#1                     lifelong learning
enable them to           things                      the commonalities among      things.
survive and             Basic characteristics of:   organisms                                                                                  Graduates
reproduce in                   Viruses                                           1B. I can define the characteristics   Q#2,3,4                 demonstrate
particular                     Bacteria             Understand and apply         of living things.                                              knowledge and
environments and               Protists             knowledge of:                                                                               understanding of a
are used to                    Fungi                    Interdependency         1C. I can differentiate between        Q#5,6
organize and                   Plants                      of organisms,         living and non-living things.                                  curriculum
classify them into             Animals                     changes in                                                                           integrated into all
groups.                 Structure/ function of             environmental         1D. I can classify organisms into 5    Q#7,8,9,10,11,12        content areas
                         plants                             conditions, and       kingdoms based on their
                               Stems                       survival of           characteristics.                                              Graduates
                               Roots                       individuals and                                                                      demonstrate
                               Leaves                      species.              1E. I can differentiate between                                proficiency in
                               Flowers                  The cycling of          viruses and bacteria.                  Q#13                    science, including
                               Seeds                       matter and energy                                                                    life, earth and
                                                                                                                                                 physical science
                        Plant processes                    in ecosystems         1F. I can recognize the role           Q#14,15,16
                               Photosynthesis                                    antibiotics and immunizations play
                                                                                                                                                Graduates possess
                               Reproduction                                      in the prevention and treatment of
                                                                                                                                                 technological and
                                  of flowering                                    disease.
                               Tropism                                           NOS 7. I can generate logical          Q#19,20
                        Test/ experimental                                       inferences based on observations.
                        Inquiry skills                                           NOS 1. I can demonstrate proper
                                                                                                                         Q# 17,18
                        Lab safety and proper                                    safety procedures.
                         equipment use
                                                                                  Benchmark 2:                           13 weeks
                                                                                  1G. I can identify basic plant          (Nov. 21- 23)
                                                                                  structures and relate them to their
                                                                                  function.                              Q#4,5,6

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                                    1H. I can describe how plants and
                                    other organisms use the products       Q# 7,8,9,10
                                    of photosynthesis.

                                    1I. I can connect photosynthesis to    Q# 11,12
                                    other living things.

                                    1J. I can trace the process of         Q# 13,14,15,16,
                                    reproduction in a flowering plant.     17,18

                                    1K. I can predict a plant’s response
                                    to a variety of stimuli.               Q#19,20

                                    NOS 2. I can create a testable         Q#1
                                    question and design an experiment
                                    to test the question.

                                    NOS 5. I can make qualitative and      Q#2,3
                                    quantitative observations.

Suggested Resources:

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Unit 2: Matter & Energy in Chemical Changes
Approximate Timeline: 7 Weeks
  Content Standards            Content Objectives    Iowa Core Statements          Common Student-Centered              Common               Graduate Ends
                                                                                      Learning Targets                 Assessments
Atoms, individually and        Physical/chemical    Understand and apply                                             At 21 weeks            Graduates
through their                   properties and       knowledge of:              Skills and Concepts:                  (Jan 23-27)             demonstrate
interactions with one           changes               Elements,                                                                              strategies for
another, form all matter       Atomic structure          compounds,            2A. I can identify the basic
                                                                                                                      Q# 1,2,3,4,5            lifelong learning
in the universe.               Valance electrons         mixtures, and         structure of the atom
                                and bonding               solutions based on                                                                 Graduates
                               Conservation of           the nature of their   2B. I can explain that a chemical     Q#6,7,8                 demonstrate
                                matter                    physical and          reaction results in a new substance                           knowledge and
                               Periodic table            chemical              with unique properties and                                    understanding of a
                               Chemical                  properties.           differentiate between a chemical                              rigorous
                                formulas/equations   Physical and chemical      and physical change.                                          curriculum
                               Elements,compounds   changes and their                                                                        integrated into all
                                                     relationship to the        2C. I can use the periodic table to
                                and mixtures                                                                          Q#9,10,11,12,13,        content areas
                                                     conservation of matter     determine the characteristics of an
                               Measurement and                                                                       14
                                                     and energy                 element.                                                     Graduates
                                conversions within
                                the metric system                                                                                             demonstrate
                                                     Understand and apply       2D. I can determine if an atom will   Q#16,17                 proficiency in
                               Observation and
                                                     knowledge of forms of      bond based on its valance                                     science, including
                                                     energy and energy          electrons.                                                    life, earth and
                               Test/ experimental                                                                                            physical science
                                design                                          2E. I can distinguish between
                               Inquiry skills                                  balanced and unbalanced equations     Q#18,19,20             Graduates possess
                                                                                                                                              technological and
                                                                                2F. I can distinguish between an                              information
                                                                                element, compound and mixture.                                literacy

                                                                                NOS 3. I can measure length,          Q#25
                                                                                volume, temperature and mass
                                                                                using appropriate equipment.

                                                                                NOS 4. I can convert between          Q#24
                                                                                common units within the metric
Suggested Resources:

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Unit 3: The Restless Earth
Approximate Timeline: 8 weeks
     Content               Content Objectives            Iowa Core Statements           Student-Centered           Common            Graduate Ends
    Standards                                                                           Learning Targets          Assessments
The Earth is            Continental drift           Understand and apply                                        At 28 weeks         Graduates
constantly              Plate tectonics             knowledge of the structure and   Skills and Concepts:       (March 5-14)         demonstrate
changing due to a              Mountain building    processes of the earth system                                                    strategies for
variety of natural             Earthquakes          and the processes that change                                                    lifelong learning
forces.                                  tsunamis   the earth and its surface        3A. I can explain how      Q# 1,2,3
                               Volcanoes                                             plate tectonics shape                          Graduates
                        Minerals                    Understand and apply             earth’s landscape.                              demonstrate
                        Rocks & rock cycle          knowledge of earth history                                                       knowledge and
                        Geologic time               based on physical evidence       3B. I can identify the     Q# 4,5,6,7           understanding of a
                               Fossils                                               reasons why                                     rigorous
                        Inquiry skills                                               earthquakes occur.                              curriculum
                        Observation and inference                                                                                    integrated into all
                                                                                      3C. I can differentiate
                                                                                                                 Q# 8,9,10            content areas
                                                                                      between a rock and a
                                                                                      mineral.                                       Graduates
                                                                                      3D. I can summarize        Q#11,12,13,14        proficiency in
                                                                                      the rock cycle and list                         science, including
                                                                                      the three types of rock.                        life, earth and
                                                                                                                                      physical science
                                                                                      3E. I can identify how
                                                                                      fossils provide            Q#15,13,17,18       Graduates possess
                                                                                      evidence of changes in                          technological and
                                                                                      life and environmental                          information
                                                                                      conditions over time.                           literacy

                                                                                      NOS 6. I can evaluate      Q#19,20
                                                                                      sources of information
                                                                                      for accuracy and

Suggested Resources:

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Unit 4: Environmental Science
Approximate Timeline: 8 Weeks
 Content Standards            Content Objectives           Iowa Core Statements         Common Student-               Common           Graduate Ends
                                                                                        Centered Learning            Assessments
All ecosystems have         Environmental                Understand and apply                                     At 36 weeks         Graduates
biotic and abiotic           organization                 knowledge of:              Skills and Concepts:          (May 21-25)          demonstrate
factors that interact       Food chains, webs and         The interdependency                                                         strategies for
with one another.            pyramids                        of organisms,                                                              lifelong learning
                            Producers/consumers             changes in              4A. I can differentiate       Q#1,2,3
                             (herbivore, omnivore,           environmental           between organism,                                 Graduates
Behavioral and               carnivore, scavenger)/          conditions, and         population, community,                             demonstrate
physical adaptations         decomposers                     survival of             ecosystem and biosphere.                           knowledge and
of living things allow      Types of interactions           individuals and                                                            understanding of
them to survive and                Predation                species.                4B. I can trace how energy    Q#4,5,6
                                                                                                                                        a rigorous
reproduce in their                 Parasitism             the cycling of matter    moves through an
environment.                       Mutualism                and energy in           ecosystem.
                                                                                                                                        integrated into
                                   Commensalism             ecosystems
                                                                                                                                        all content areas
                                   Competition                                      4C. I can identify the role   Q# 7,8
Humans can alter            Population dynamics          Understand and             of the producer, consumers
their environment in                                                                 and decomposer.                                   Graduates
                                   Limiting factors      demonstrate knowledge of
both positive and                  Carrying capacity     the social and personal
negative ways with                                                                   4D. I can determine how       Q#9,10,11            proficiency in
                            Adaptation                   implications of
their behavior and                                        environmental issues       human activity impacts the
                            Environmental problems                                                                                     including life,
choices.                                                                             environment.
                             and solutions                                                                                              earth and
                                   Effect on cycles                                                               Q#11,12,13           physical science
                                                                                     4E. I can interpret a food
                                      of nature(carbon,
                                      nitrogen, water)                               web.
                                                                                                                                       Graduates
                            Collect, graph and analyze                                                                                 possess
                                                                                     4F. I can identify factors    Q#14,15
                             data                                                                                                       technological
                                                                                     that determine the carrying
                                                                                     capacity of an ecosystem.                          and information
                                                                                     4G. I can give examples of    Q#16,17,18
                                                                                     adaptations and how they
                                                                                     help an organism survive
                                                                                     and reproduce.

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                               DMPS 7th Grade Science Curriculum 2011
                                      4H. I can identify different   Q#19,20,21
                                      types of interactions.

                                      NOS 8. I can create an         Q# 22
                                      appropriate scientific
                                      graph using my own
                                      collected data set.

                                      NOS 9. I can analyze my        Q# 23,24,25
                                      own data set to produce a
                                      valid conclusion.

Suggested Resources:

      14 Revised Spring 2011

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