Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
Cytology SC-7-UD-U-1 SC-7-UD-S-1 Active transport Investigate structure (e.g. cells, tissues, organs) and 7 weeks
Students will understand Students will describe and compare Asexual function (e.g. growth, muscular function, digestion)
Genetics
that specialized structures sexual and asexual reproduction, reproduction in living systems.
Atoms Analyze reproduction (e.g., asexual, sexual)
SC-07-3.4.1 called genes are located in including advantages and disadvantages Biodegradable Living structures at all levels of organization
Students will: the chromosomes of each of each items demonstrate the complementary nature of structure
describe the role of living cell. These structures Carbohydrates and function. Important levels of organization for
genes/chromosomes in have the task of passing on SC-7-UD-S-2 Cell theory structure and function include cells, tissues, organs,
the passing of Students will research and describe the Cells organ systems, organisms (e.g., bacteria, protists,
information from one
characteristics that make
role of genes/chromosomes in the Cellular fungi, plants, animals) and ecosystems.
generation to another offspring resemble their respiration functions needed to sustain life.
(heredity); parents (heredity). passing of information from one Chromosome All organisms are composed of cells, the
compare inherited and generation to another (heredity) Compound light fundamental unit of life. Most organisms are single
learned traits. SC-7-UD-U-2 microscope cells; other organisms, including plants and animals
Students will understand SC-7-UD-S-3 Consumer are multicellular.
Every organism requires a that inherited traits of an Students will describe the differences Diffusion
set of instructions for between learned and inherited behaviors Egg Students will:
offspring come directly Electron Observe the chicken egg as an example of a large
specifying its traits. This
from the genes of the and characteristics, and classify microscope single cell.
information is contained in
genes located in the parent, while learned traits examples of each using tables, graphs or Equilibrium Practice correct use of the compound microscope
chromosomes of each cell are acquired after birth diagrams Eukaryotes (e.g., parts, magnification, par focal, care)
that can be illustrated through interactions with Fermentation Model the organelles present in plant and animal
through the use of models. SC-7-UD-S-4 Fertilization cells by drawings on poster board using colored
the offspring’s Gene pencils and construction paper.
Heredity is the passage of Students will research variations within
these instructions from one surroundings Lipids Model a cell using different media (e.g. clay,
species that result from sexual Matter gelatin, polystyrene)
generation to another and
should be distinguished SC-7-UD-U-3 reproduction Meiosis Plan, illustrate, and present analogies to assigned
from learned traits. Students will understand Metabolism organelles. (E.g., nucleus is analogous to the
DOK 2 that asexual reproduction SC-7-UD-S-5 Mitosis manager of a company)
Students will compare the physiological Mutation Observe and report findings of living plant cells
SC-07-3.4.2
involves only the passing Nucleic acids (Elodea) and animal cells (human cheek cells)
on of one parent’s genes, similarities among people from
Students will describe and Organ systems Given an onion plant, design an experiment that
geographically and culturally diverse
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
compare sexual and resulting in offspring with origins Organelles will determine its parts and explain how they work
asexual reproduction. genes identical to those of Organism together.
Organs Conduct an experiment to Observe and data to
Reproduction is a
the parent. Sexual Osmosis write a lab report describing diffusion and osmosis.
characteristic of all living reproduction requires the Passive transport Design and create an aquarium in which some
systems and is essential to combination of genes from Photosynthesis organisms demonstrate photosynthesis and other
the continuation of every male and female sex cells, Producer ones demonstrate cellular respiration.
species as evidenced creating offspring with a Prokaryotes Use yarn to draw and illustrate the various steps
through observable Proteins of
patterns. A distinction
blend of traits. Replication mitosis.
should be made between Sexual Illustrate the two meiotic divisions to create a
organisms that reproduce SC-7-UD-U-4 reproduction flipbook.
asexually and those that Students will understand Sperm Observe and illustrate mitotic stages of the onion
reproduce sexually. In that sexual reproduction Stereoscopic tip (plant) and whitefish (animal) using the
species that reproduce creates variations among microscope compound microscope
sexually, including humans offspring, gradually Tissues Creatively model the DNA molecule using
and plants, male and Transcription construction paper.
female sex cells carrying
contributing to a wide Zygote Demonstrate DNA transcription using prepared
genetic information unite to variety of life. Alleles cutouts.
begin the development of a Chromosome Students will:
new individual. SC-7-UD-U-5 DNA Build a model of DNA out of simple materials
DOK 2 Students will understand Dominant (i.e.
that the observable G. Mendel clay and tooth picks)
Gene Complete a lab on easy to observe human
differences among humans Genetic variations
are minor compared to engineering (look at various genetic traits such as hair color and
their internal similarity, as Genetics eye color).
evidenced by the ability of Genome Use Punnett squares to demonstrate inheritance
people from all over the Genotype patterns and to help determine probability of
Heredity inheritance.
world to physically mix Heterozygous Complete a Pedigree chart to determine the
through reproduction, Homozygous inheritance pattern over several generations of
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
blood transfusions and Incomplete organisms.
organ transplants. dominance Research human genetic disorders and produce an
Multiple alleles informational brochure for distribution at local
1. What is a cell?
Mutation doctors office.
2. What technology is used to
Pedigree Students create a family tree using photos of their
study cells?
Phenotype family. Write a family newsletter describing
3. What comprises the structure
Polygenic similarities and differences among members of the
of a cell?
4. How do animal and plant cells inheritance family. (Obtain pictures by writing family members
Punnett Square for help on the project).
differ?
Recessive Research the Human Genome project write an
5. How are cells organized?
RNA editorial on the importance and consequence of this
6. What problems can occur in
Sex-linked traits project.
organ transplants?
Transgenetic Survey the class for the presence of common
7. What is the relationship
between chemistry and life organisms traits
science? (height, hair color, eye color…) and create a graph
8. What is the difference and visual representation (life size cutout of the
between organic and inorganic average student) of your data.
Research the history of genetic from G. Mendel
compounds?
9. How do materials get into and to
out of cells? the present and create a wall size time line poster
10. What is the source of a living for
thing’s energy? the classroom.
Complete a lab to compare expected results
11. What is the difference
between a producer and a observed using Punnett squares and how the
consumer? principles of heredity are related to chance
12. How are photosynthesis and (probability) (red beans/white beans)
cellular respiration alike and
different?
13. How do cells grow and
divide?
14. What is the difference
between mitosis and meiosis?
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
15. How do cells reproduce new
organisms?
16. What is the difference
between asexual and sexual
reproduction?
17. How does fertilization
occur?
18. What are the components of
the DNA and RNA molecules?
19. How does DNA copy itself?
20. How does DNA transcribe a
message and enable the making
of a protein?
21. How can mutations occur?
1. What is genetics?
2. How are inherited traits
passed from one generation to
the next?
3. What is the importance of
genetics in your life?
Ecology SC-7-I-U-1 SC-7-I-S-1 Abiotic Factors Investigate and analyze population and 5 weeks
Students will understand that Students will research and investigate Biomes ecosystems.
species may become extinct environmental situations where small Biosphere Investigate energy flow in ecosystems
SC-07-4.7.1
even if environmental changes may have large impacts in both Biotic Factors Recognize how science is used to understand
Students will compare
conditions remain constant. living and non-living components of systems Carbon Cycle changes in populations, issues related to resources,
abiotic and biotic factors in
Competition between species (e.g., introduction of zebra mussels into the Carnivores and changes in environments.
an ecosystem in order to
for limited resources can Kentucky river, planting kudzu to stabilize Climax Investigate living organisms’ effects on the Earth
explain consequences of
change in one or more result in extinction. hillsides) community system.
Community Observe populations and determine the function
factors.
SC-7-I-U-2 SC-7-I-S-2 Competition organisms serve in an ecosystem
Students will understand Students will investigate potential factors Conservation A population consists of all individuals of a species
The number of organisms
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
an ecosystem can support that changes within an contributing to endangerment or extinction, Consumers that occur together at a given place and time. All
depends on the resources ecosystem may be caused including the effects of competition for Decomposers populations living together and the physical factors
available and abiotic resources Ecosystem with which they interact compose an ecosystem.
factors (e.g., quantity of
by the interactions of many Energy Pyramid Investigate factors (abiotic and biotic) that affect
light and water, range of factors, both biotic and SC-7-I-S-3 Food Chain the number of organisms an ecosystem can support
temperatures, soil abiotic. Seemingly small Students will identify a species which has Food Web
composition). Given changes can have become extinct and analyze data/evidence Green house Students will:
adequate biotic and abiotic significant consequences as to infer the contributing factors which led to effect Design and carry out an investigation to
resources and no diseases extinction Habitat determine if populations in a closed ecosystem
or predators, populations
their effects ripple through Herbivores change over time. Using dehydrated algae from a
(including humans) a community. SC-7-I-S-5 Limiting Factor pond determine if factors such as food, space, and
increase at rapid rates. Students will design and conduct Natural resources competition from
Lack of resources and SC-7-I-U-3 Niche other organisms limit the growth of a population.
investigations of changes to abiotic and
other factors, such as Students will understand Nitrogen Cycle Analyze 2000 census data and calculate the
predation and climate, limit
biotic factors in ecosystems, document Nonrenewable population density of Ft. Thomas and compare it to
that not all
the growth of populations and communicate observations, Omnivores other cities in Kentucky (or State-vs. -State).
actions/decisions have the
in specific niches in the procedures, results and conclusions Pioneer species Design a food web by displaying the foods used
ecosystem.
possibility of a desirable Pollution to
DOK 3 outcome. Sometimes a SC-7-I-S-4 Population produce a typical pizza or typical evening meal.
compromise requires Students will research and discuss Population Each item will be identified as a producer,
SC-07-4.6.4 accepting one unwanted Density consumer
Students will describe or
environmental impacts of actions Predator/Prey or decomposer. Analyze the humans’ position in an
outcome to avoid a (human or non-human) which
represent the flow of Preservation energy pyramid showing the humans as primary
energy in ecosystems,
different unwanted necessitate choosing between Producers and
using data to draw outcome. undesirable alternatives (e.g., losing Recycling secondary consumers. Discuss and analyze different
conclusions about the role crops to insects vs. applying toxic Autographs, human diets and how it relates to efficient energy
of organisms in an SC-8-I-U-2 heterotrophs and use.
ecosystem.
pesticides) trophic levels) Investigate and illustrate a food web for
Students will understand
that the matter in an Species organisms
For most ecosystems, the SC-8-I-S-1 Succession in your area. Analyze the importance of the food
major source of energy is
ecosystem is constantly Students will predict the effects of change Symbiosis web and how human activity dis turbs this food
sunlight. Energy entering transferred between and on one or more components within an Water Cycle web. Use this information to argue for or against
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
ecosystems as sunlight is among organisms and the ecosystem by analyzing a variety of data this activity. (Exp: Use of pesticides, herbicides,
transferred by producers physical environment. real
into chemical energy SC-8-I-S-2 estate development or pet control).
through photosynthesis.
While the form and Students will analyze ecosystems to identify (WPTransactive)
That energy then passes location is continuously patterns of cooperation that enhance Design dioramas of the six major biomes using
from organism in food changing, the total amount stability cooperative group learning. Identify the location of
webs. of matter in the system the major land biomes. Describe the climate,
DOK 3 remains constant. SC-8-I-S-3 dominant plant types and characteristic animals
Students will model the flow of energy adapted to each biome.
SC-08-4.7.2 and transfer of matter within Investigate and design water ecosystem using
1. What is ecology?
Students will: 2. In what ways do organisms aquariums and live organisms and distinguish
ecosystems, communities and niches
explain the interactions interact with each other? between the requirements for a marine and
of the components of 3. In what ways do nonliving freshwater ecosystems. Examine and analyze the
the Earth system (e.g., factors affect organisms in an limiting factors present in these ecosystems.
solid Earth, oceans, Investigate the use of a composting bin and
ecosystem?
atmosphere, living 4. How do organisms affect their determine which substances found in garbage are
organisms); environment? biodegradable and which are nonbiodegradable.
Analyze the active organisms in the decompositions
propose solutions to process. Use this information to write a feature
detrimental
article on composting.
interactions.
(WP-Transactive)
Investigate the pH of local water sources (rain,
Interactions among the
pond, stream and river) Compare and analyze data
solid Earth, the oceans, the
from each water source. Explore the possible
atmosphere and living
explanation of any difference’s
things have resulted in the
Investigate adaptations of moths (camouflage) to
ongoing development of a
analyze the usefulness of adaptation for survival.
changing Earth system.
Design and then display moths made from paper to
DOK 3
match a specific location in the classroom i.e.
desktop, bulletin board, and chalk tray. Identify and
analyze those likely to survive by sending out
student predators (bats) to find the hidden moths.
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
Investigate the regrowth (succession) of a newly
disturbed area of land (Construction Site) near
school. Collect data on numbers and types of plants
(organisms) that colonize the disturbed land.
Record data using photo images and written
documentation. Analyze the data over time to
determine the changes that take place in the
ecosystem.
SC-07-3.5.1 SC-7-BC-U-1 SC-7-BC-S-1 Species Examine evidence (e.g., fossils) for changes in 2 weeks
Students will: Students will understand Students will investigate parasitic and Evolution life
describe the usefulness that over time, some symbiotic relationships among Natural selection and environmental conditions.
of fossil information to Variation Investigate unity among organisms.
species have become so organisms Population Investigate biological adaptation and extinction.
make conclusions
about past life forms
adapted to each other that Gradualism
and environmental neither could survive SC-7-BC-S-3 Punctuated Students will:
conditions; without the other. Students will use information from the equilibrium Demonstrate the process of natural selection by
Fossils using newspaper and black and white cutouts.
explain the cause and fossil record to investigate changes in
Sedimentary rock Analyze how this process has happen and continues
effect relationship of SC-7-BC-U-3 organisms and their environments to
Relative dating to happen by examining organisms such as moths.
the extinction of a Students will understand make inferences about past life forms Radioactive Use pennies to demonstrate radioactive decay and
species and that fossils provide and environmental conditions elements use this model to determine how a radioactive
environmental changes.
evidence of how biological Homologous element can be used to determine a fossil’s age.
change over time accounts structures Model the evolutionary history of 40 different
Extinction of species is
for the diversity of species Vestigial animal-like characters by placing them in
common and occurs when
structures appropriate lineage.
the adaptive characteristics developed through gradual Embryology Research the disappearance of the dinosaurs.
of a species are insufficient processes over many Extinction Produce a presentation or written report on the
to allow its survival. Most
of the species that have
generations. Endangered theories related to their disappearance.
species (WP-Transactive)
lived on Earth no longer
1. What is the theory of Primates Construct a time line of the existence of Earth
exist. Fossils provide
evolution? Hominids using adding machine tape.
evidence of how
2. What evidence exists to Homo sapiens
environmental conditions
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
and life have changed. support evolution?
DOK 3 3. How fast does evolution
occur?
4. What are some causes of
extinction?
5. How can endangered species
be saved from extinction?
6. What is the geological time
scale and how are fossils dated?
7. What is the evolutionary
history of humans?
Earth’s History SC-7-BC-U-1 SC-7-BC-S-1 Fossils Examine evidence (e.g., fossils) for changes in
Students will understand Students will investigate parasitic and Ages of Rock life
that over time, some symbiotic relationships among Geological Time and environmental conditions.
SC-07-3.5.1
Scale Analyze Earth’s history (e.g., Earth processes,
Students will: species have become so organisms catastrophes, evidence for changes).
describe the usefulness adapted to each other that
of fossil information to neither could survive SC-7-BC-S-2 Students will:
make conclusions Students will explore the environmental Investigate changes in life and environmental
about past life forms
without the other.
factors that have resulted in the conditions by collecting fossils. Observe structure
and environmental of fossils and rock layers in which fossils were
conditions; SC-7-BC-U-3 extinction of species
found.
explain the cause and Students will understand Create a diorama of past environments in which
effect relationship of that fossils provide SC-7-BC-S-3 organism lived.
the extinction of a evidence of how biological Students will use information from the Investigate geologic time. Construct a model or
species and change over time accounts fossil record to investigate changes in picture that shows the divisions of geologic time on
environmental changes. organisms and their environments to a time line.
for the diversity of species
make inferences about past life forms Date a rock layer in land features.
Extinction of species is developed through gradual Design a model and carry out an experiment to
common and occurs when processes over many and environmental conditions show radioactive decay can be used to determine
the adaptive characteristics generations. the
of a species are insufficient SC-7-BC-S-4 absolute age of a rock containing radioactive
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
to allow its survival. Most SC-7-BC-U-4 Students will compare the results from a isotopes.
of the species that have Students will understand variety of investigations (based on Determine the relative order of events by
lived on Earth no longer that results of scientific interpreting geologic cross sections.
exist. Fossils provide
similar hypotheses) to identify Design a model of a fossil.
evidence of how
investigations are seldom differences between their
environmental conditions exactly the same, but if the outcomes/conclusions and propose
and life have changed. differences are large it is reasonable explanations for those
DOK 3 important to try to figure discrepancies
out why. Keeping careful
records is important to help
investigate what might
have caused the
differences.
1. What evidence can be found
that the Earth has changed over
time?
2. How do you tell what rock is
the oldest?
Matter SC-7-STM-U-1 SC-7-STM-S-1 Boiling Point, Students will: 4 weeks
SC-07-1.1.1 Students will understand Students will compare the physical and Freezing Point, Use a density column to analyze the affects
Students will: that equal volumes of chemical properties of a variety of Condensation, density produces on various liquids and small
classify substances substances, including examples of solids, Evaporation & objects.
different substances liquids and gases Sublimation. Produce models which illustrate the three main
according to their usually have different Boyle’s Law states of matter.
chemical/reactive
weights. SC-7-STM-S-2 Charles’s Law Investigate the effects of temperature on the
properties;
Students will distinguish between Density volume of a balloon.
infer real life States of Matter Use a vacuum to determine the changes
SC-7-STM-U-3 elements and compounds and classify
applications for Thermal associated
substances based on Students will understand them according to their properties Expansion with reduced pressure.
chemical/reactive that elements, as well as Expert group investigation of laws and principles
Elements
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
properties. compounds, can be SC-7-STM-S-4 Compounds associated with states of matter
classified according to their Students will observe reactions between Reactions
In chemical reactions, the substances that produce new substances
total mass is conserved.
similar properties, Comparing and
Substances are often including how they react very different from the reactants contrasting
classified into groups if with each other and how Predictions
they react in similar ways. they may be used. The
The patterns which allow patterns, which allow
classification can be used
to infer or understand real
classification, can be used
life applications for those to infer or understand real
substances. life applications for those
DOK 3 substances.
SC-07-1.1.2 1. How do the different states of
Students will: matter relate to each other?
classify elements and 2. How is an object’s internal
compounds according structure related to its state of
to their properties; matter?
compare properties of 3. How does a change it
different combinations temperature effect an objects
of elements. internal structure and its state of
matter?
Observations of simple 4. How does density affect an
experiments illustrate that objects ability to sink or float?
the atoms of chemical 5. How do changes in
elements do not break temperature and pressure effect
down during normal and object’s physical properties?
laboratory reactions such
as heating, exposure to
electric currents, or
reaction with acids.
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
Elements combine in many
ways to produce
compounds. Common
patterns emerge when
comparing and contrasting
the properties of
compounds to the elements
from which they are made.
Understanding of these
patterns allows for
evidence- based
predictions of new or
different combinations of
elements/compounds.
DOK 2
Motion and Force SC-7-MF-U-1 SC-7-MF-S-1
Students will understand that Students will use appropriate tools and
SC-07-1.2.1 an object remains at rest or technology (e.g., timer, meter stick, balance,
Students will explain the maintains a constant speed spring scale) to investigate the position,
cause and effect and direction of motion unless speed and motion of objects
relationship between an unbalanced force acts on
simple observable motion it (inertia). SC-7-MF-S-2
and unbalanced forces. Students will test the cause and effect
SC-7-MF-U-2 relationship between straight-line motion
An object remains at rest or Students will understand and unbalanced forces
maintains a constant speed that forces acting against
and direction of motion SC-7-MF-S-3
each other can be balanced, Students will investigate balanced and
unless an unbalanced force canceling each other out
acts on it (e.g., gravity). unbalanced forces and their effect on
When an unbalanced force
and having no net effect. objects and their motion
acts on an object, the
change in speed or SC-7-MF-U-3 SC-7-MF-S-4
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
direction depends on the Students will understand Students will make inferences and draw
size and direction of the that gravity is an attractive conclusions about the motion of objects,
force. and predict changes in position and motion
DOK 3
force created by mass. All as related to the mass or force
objects are attracted to
each other by gravity, but SC-7-MF-S-5
this attraction is easy to see Students will calculate work as the
only when at least one of product of force and distance moved in
the objects has a large the direction of the force
mass.
SC-7-MF-S-6
st Students will identify gravity as a force that
How are Newton’s 1 and
acts over a distance, and distinguish it from
2nd laws of motion other forces that do the same (e.g.
connected to unbalanced magnetism)
forces and straight line
motion? SC-7-MF-S-7
Students will investigate the properties of
gravity and observe its effects on objects
SC-7-MF-S-8
Students will distinguish between
weight (as a function of gravity) and
mass (matter content) of an object
SC-07-2.3.3 SC-7-EU-U-1 SC-7-EU-S-1 Gravitational
Students will describe the Students will understand Students will research how the laws of force
concept of gravity and the that regular and predictable motion have been (and are still) used to
effect of gravitational force make predictions about the movement of
Gravity
movement is not limited to
between the sun, moon and planets and satellites
Earth. our solar system. New
technologies, coupled with SC-7-EU-S-3
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
The gravitational pull of the an understanding of the Students will investigate the structure of
Sun and moon on Earth’s laws of motion, allow for the galaxy and the Earth’s place within
oceans as the major cause
of tides can be understood
the discovery of celestial it
from generalizations based bodies that cannot be
on evidence. directly observed. SC-7-EU-S-4
DOK 2 Students will analyze the evidence used
SC-7-EU-U-2 to infer the composition of the Earth’s
SC-07-2.3.1 Students will understand interior and evaluate the models based
Students will make
inferences and predictions
that our solar system is part upon that evidence
related to changes in the of a larger collection of
Earth’s surface or millions of stars (Milky SC-7-EU-S-2
atmosphere based on Way Galaxy), any of which Students will describe the effects of
data/evidence. may be the center of its gravity on the movements and
own system of orbiting interactions of the Earth, sun and moon
The Earth’s processes we
see today, including planets.
SC-7-EU-S-5
erosion, movement of
lithospheric plates and SC-7-EU-U-3
Students will model the layers of the
changes in atmospheric Students will understand that Earth, explain interactions between
composition, are gravitational interactions them and describe potential results of
predictable and similar to within the Earth, sun and those interactions
those that occurred in the moon system impact
past. Analysis of evidence phenomena and organisms
from Earth’s history on the surface of the Earth.
substantiates the
conclusion that the planet SC-7-EU-U-4
has also been influenced by Students will understand
occasional catastrophes that models of the interior
such as the impact of an
asteroid or comet.
of the Earth have been
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
DOK 3 constructed primarily from
inferences based on limited
SC-07-2.3.2
Students will explain the
data obtained during
layers of the Earth and their earthquakes and volcanic
interactions. eruptions. These models
are useful, but are open to
The use of revision or rejection as new
models/diagrams/graphs
helps illustrate that the
information is obtained.
Earth is layered. The
lithosphere is the thin crust SC-7-EU-U-5
and the upper part of the Students will understand
mantle. Lithospheric plates that the Earth’s layers vary
move slowly in response to widely in their properties,
movements in the mantle.
There is a dense core at the
and interactions between
center of the Earth. them can manifest
DOK 2 themselves in ways that
impact both the Earth and
its organisms.
How does the movement of
celestial bodies through
space effect life on Earth?
How do catastrophic events
in the atmosphere affect
life on the lithosphere?
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
What are the four main
layers of the Earth (with
description) and the effect
of each individual layer on
the Earth as a whole?
What are the ramifications
of the pull of gravity on the
Earth from other celestial
bodies?
SC-07-4.6.2 SC-7-ET-U-1 SC-7-ET-S-1 Energy transfer
Students will: Students will understand Students will investigate a variety of Transformations
describe the transfer that most of the energy that Earth systems that are powered by solar Abstract
and/or transformations powers the Earth’s systems (e.g. water cycle, climate, carbon cycle)
of energy which occur
Molecules
in examples that
comes from the sun. and/or geothermal (e.g. plate tectonics, Convey
involve several different Energy from inside the volcanism) energy
forms of energy (e.g., Earth, however, is
heat, electrical, light, responsible for some SC-7-ET-S-3
motion of objects and important phenomena Students will explain where energy comes
chemical). from (and goes next) in a variety of real-world
(volcanism, plate
Explain, qualitatively or tectonics).
examples (e.g. burning, respiration, residential
quantitatively, that heat lighting, dry cell batteries) involving different
lost by hot object forms of energy (e.g. heat, light, kinetic,
equals the heat gained SC-7-ET-U-2 chemical)
by cold object. Students will understand
SC-7-ET-S-6
that the amount of energy Students will describe the kinetic molecular
The transfer and
in a closed system remains theory of matter
transformation of energy
can be examined in a variety the same, so that the
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
of real life examples. Models energy lost by a hot object SC-7-ET-S-7
are an appropriate way to equals the energy gained Students will experiment with heat flow
convey the inside closed and open systems to
abstract/invisible transfer of
by a cold one.
energy in a system.
explore the concept of thermal
Heat energy is the SC-7-ET-U-3 equilibrium
disorderly motion of Students will understand
molecules. Heat can be that all energy must have a SC-7-ET-S-4
transferred through source and may change Students will identify forms of energy
materials by the collisions that are transferred via waves
of atoms or across space by
forms or be transferred in a
radiation. If the material is wide variety of ways,
fluid, currents will be set up including via waves. SC-7-ET-S-5
in it that aid the transfer of Students will equate work done on an object
heat. To change with change in energy of the object
SC-7-ET-U-4
something's speed, to bend Students will understand
or stretch things, to heat or
cool them, to push things
that thermal energy and
together, to expand or motion are inseparable
contract them or tear them when viewed at the
apart all require transfers molecular level.
(and some transformations)
of energy. Heat lost by hot
object equals the heat
gained by cold object. This
is an energy conservation
statement. Whenever hot
and cold objects are put in
contact, heat energy always
transfers from the hot
object to the cold object and
this continues until all the
Metcalfe County
Core Content for Assessment Curriculum
7th Grade Science
Kentucky Essential Program of Studies Key/Common Activities Formative/
Core Content Questions Concepts and Skills Vocabulary and Summative
Version 4.1 Program of Studies Assessments Assessment
Understanding Dates
mass is at the same
temperature. Students
should understand that heat
produced by burning comes
from the release of chemical
energy of the substance.
DOK 3
SC-07-4.6.3
Students will understand that
waves are one way that
energy is transferred. Types
of waves include sound, light,
earthquake, ocean and
electromagnetic.