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									                                                                                  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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