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.
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