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					                                                                      Science Curriculum
Science 7th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1. Changes in properties and states of matter provide evidence of the atomic theory of matter
                          Measurable Learner                 Process Integrated    Bloom             Instructional Strategies Student       Assessment of Show Me
   Concepts
                              Objective                     Standards   Skills      Level                  Activities/Resources                    Goal(s)
        A                   The students will:
Objects, and the
materials they are
made of, have
properties that                                                                 Not assessed at this level
can be used to
describe and
classify them
        B
Properties of
mixtures depend
upon the
concentrations,                                                                 Not assessed at this level
properties, and
interactions of
particles
         C
Properties of
matter can be
explained in
terms of moving
particles too                                                                   Not assessed at this level
small to be seen
without
tremendous
magnification
         D
                     Scope and Sequence--Weather
Physical changes
                     and Climate
in the state of
                     1. Demonstrate the relationship                                                                                       Rubric rating the proficiency of
                                                                                       Application




matter that result
                     between temperature and the                                                     Experiment: Demonstrate the effects   students' demonstration of the
from thermal
                     movement of atmospheric gases          1:6,                                     of temperature on the movement of     effects of temperature on the
changes can be
                     (i.e., warm air rises due to                                                    atmospheric gases.                    movement of atmospheric
explained by the
                     expansion of the volume of gas,                                                                                       gases.
Kinetic Theory of
                     cool air sinks due to contraction of
Matter
                     the volume of gas)
        1                                                                     12/3/2011                                         Cape Girardeau Public Schools 2005
                                                                    Science Curriculum
Science 7th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1. Changes in properties and states of matter provide evidence of the atomic theory of matter
                        Measurable Learner              Process Integrated         Bloom       Instructional Strategies Student   Assessment of Show Me
    Concepts
                            Objective                  Standards   Skills           Level            Activities/Resources                Goal(s)
         E

The atomic model
describes the
                                                                                Not assessed at this level
electrically neutral
atom

         F

The periodic table
organizes the
elements
according to their                                                              Not assessed at this level
atomic structure
and chemical
reactivity

         G                                            ;

Properties of
objects and
states of matter
                                                                                Not assessed at this level
can change
chemically and/or
physically

          H
Chemical
bonding is the
combining of
different pure
substances
(elements,                                                                      Not assessed at this level
compounds) to
form new
substances with
different
properties
        2                                                                     12/3/2011                                Cape Girardeau Public Schools 2005
                                                                    Science Curriculum
Science 7th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1. Changes in properties and states of matter provide evidence of the atomic theory of matter
                         Measurable Learner               Process Integrated       Bloom                   Instructional Strategies Student          Assessment of Show Me
   Concepts
                             Objective                   Standards   Skills         Level                        Activities/Resources                       Goal(s)
        I




                                                                                     through Application
                                                                                       Comprehension
                    Scope and Sequence--Weather                                                                                                     Rubric for student's oral or
                                                                                                           After the Water Cycle Modeling Activity,
                    and Climate                     1.                                                                                              written explanation of how /why
                                                                                                           students will explain that the amount of
                    Explain that the amount of matter                                                                                               the amount of matter remains
                                                                                                           matter remains constant while being
                    remains constant while being                                                                                                    constant while being recycled
                                                                                                           recycled through the water cycle.
    Mass is         recycled through the water cycle                                                                                                through the water cycle.
conserved during
 any physical or
chemical change Scope and Sequence - Weather
                 and Climate - Rock Cycle and




                                                                                          Application
                                                                                                           Simulate the effects of the rock cycle
                 Plate Tectonics
                                                                                                           processes on rocks through               Rubric for the simulation
                 2. Simulate that the amount of
                                                                                                           experimenting with how the amount of     experiment report.
                 matter remains constast while
                                                                                                           matter remains constant while being.
                 being recycled through the rock
                 cycle
Science 7th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2. Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
                         Measurable Learner               Process Integrated       Bloom                   Instructional Strategies Student          Assessment of Show Me
   Concepts
                             Objective                   Standards   Skills         Level                        Activities/Resources                       Goal(s)
        A

Forms of energy
have a source, a
means of transfer                                                               Not assessed at this level
(work and heat),
and a receiver


        B




       3                                                                      12/3/2011                                                 Cape Girardeau Public Schools 2005
                                                                     Science Curriculum
Mechanical
energy comes
from the motion
(kinetic energy)
                                                                              Not assessed at this level
and /or relative
position (potential
energy) of an
object

         C




                                                                                    through Application
                                                                                                          1. Interpret data collected from the
Electromagnetic
                      Scope and Sequence - Weather                                                        identified Atmospheric tool which




                                                                                        Knowledge
energy from the
                      and Climate                                                                         measures solar radiation. (webbit)
Sun (solar                                                                                                                                           1. Rubric for the webbit.
                      1. Identify solar radiation as the
radiation) is a                                                                                                                                         2. Rubric for the charting.
                      primary source of energy for                                                                                        2. Chart
major source of
                      weather phenomena                                                                   the identifying (atmosheric
energy on Earth
                                                                                                          characteristics) effects of solar
         D                                                                                                radiation on weather patterns.

Chemical
reactions involve
changes in the
bonding of atoms                                                              Not assessed at this level
with the release
or absorption of
energy

Science 7th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2. Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
                           Measurable Learner               Process Integrated    Bloom                   Instructional Strategies Student            Assessment of Show Me
   Concepts
                               Objective                   Standards   Skills      Level                        Activities/Resources                         Goal(s)
         E
Nuclear energy is
a major source of
energy                                                                        Not assessed at this level
throughout the
universe
         F


        4                                                                    12/3/2011                                                  Cape Girardeau Public Schools 2005
                  Science Curriculum

Energy can
change from one
form to another
within systems,         Not assessed at this level
but the total
amount remains
the same




      5                12/3/2011                     Cape Girardeau Public Schools 2005
                                                                       Science Curriculum
Science 7th Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 1. The motion of an object is described by its change in position relative to another object or point
                        Measurable Learner               Process Integrated Bloom               Instructional Strategies Student   Assessment of Show Me
   Concepts
                            Objective                   Standards   Skills   Level                    Activities/Resources                Goal(s)
        A
The motion of an
object is
described as a
change in
position,
                                                                                  Not assessed at this level
direction, and
speed relative to
another object
(frame of
reference)

        B
An object that is
acelerating is
speeding up,
                                                                                  Not assessed at this level
slowing down, or
changing
direction

        C
Momentum
depends on the
mass of the
object and the                                                                    Not assessed at this level
velocity with
which it is
traveling




        6                                                                        12/3/2011                                 Cape Girardeau Publi Schools 2005
                                                     Science Curriculum
Science 7th Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2 Forces that affect motion

                      Measurable Learner    Process Integrated Bloom       Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective        Standards   Skills   Level            Activities/Resources                Goal(s)
        A

Forces are
classified as
either contact
forces (pushes,
pulls, friction,
buoyance) or
non-contact
                                                             Not assessed at this level
forces (gravity,
magnetism), that
can be
described in
terms of
direction and
magnitude

        B

Every object
exerts a
gravitational                                                Not assessed at this level
force on every
other object

        C

Magnetic forces
are related to
electrical forces
as different
                                                             Not assessed at this level
aspects of a
single
electromagnetic
force




        7                                                    12/3/2011                                Cape Girardeau Publi Schools 2005
                                                     Science Curriculum
Science 7th Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2 Forces that affect motion

                      Measurable Learner    Process Integrated Bloom       Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective        Standards   Skills   Level            Activities/Resources                Goal(s)
        D

Newton's Laws
of Motion explain
the interaction of
mass and
                                                             Not assessed at this level
forces, and are
used to predict
changes in
motion

        E
Perpendicular
forces act
                                                             Not assessed at this level
independently of
each other
        F

Simple
machines
(levers, inclined
planes, wheels
and axles,
pulleys) affect
                                                             Not assessed at this level
the forces
applied to an
object and/or
direction of
movement as
work is done




        8                                                    12/3/2011                                Cape Girardeau Publi Schools 2005
                                                                         Science Curriculum
Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 1. There is a fundamental unity underlying the diversity of all living organisms

                          Measurable Learner             Process  Integrated            Bloom                                      Instructional Strategies Student          Assessment of Show Me
   Concepts
                              Objective                 Standards    Skills              Level                                           Activities/Resources                       Goal(s)
        A
                     Scope and Sequence -




                                                                                           Comprehension through Application and
                     Characteristics of Living
                     Organisms
                                                                                                                                                                            Rubric for the chart which
                1. Describe the common life
                                                                                                                                   Students will describe the common life   describes the common life
                processes necessary to the
                                                                                                                                   processes necessary to the survival of   processes necessary to the




                                                                                                         Analysis
                survival of organisms (i.e.. Growth,
                                                                                                                                   organisms by creating a chart which      survival of organisms.
                reproduction, life span, response
                                                                                                                                   help them to compare/contrast the life   Written conclusion which
                to stimuli, energy use, exchange of
                                                                                                                                   processes of the 5 kingdoms of           compares/contrasts the lfie
Organisms have gases, use of water, elimination of                                                                                 organisms.                               processes of the 5 kingdoms of
basic needs for waste)                                                                                                                                                      organisms.
    survival
                2. Compare and contrast the
                common life processes necessary
                to the survival of organisms.

                     Scope and Sequence--Cells and




                                                                                       Application and
                                                                                                                                   Students will recognize and              A concluding lab report will be



                                                                                         Knowledge
                     Body Systems 2. Recognize and




                                                                                          Analysis
                                                                                                                                   demonstrate the requirement of food      the students' recognition and



                                                                                          through
                     demonstrate that most plants and
                                                         1:2, 1:5, 1:8                                                             and oxygen for most plants and           demonstration of food and
                     animals require food and oxygen
                                                                                                                                   animals by performing the "Respiration   oxygen requirements for most
                     (needed to release the energy
                                                                                                                                   in Yeast" experiment.                    plants and animals.
                     from that food)
        B

Organisms
progress
through life
                                                                                  Not assessed at this level
cycles unique to
different types of
organisms

        C




        9                                                                        12/3/2011                                                                      Cape Girardeau Public Schools 2005
                                                                       Science Curriculum
                                                                                                                            1. Students will label a microscope
                                                                                                                                                                      1. Students will complete a
                                                                                                                            diagram by recognizing the functional




                                                                                        Knowledge through Application and
                     Scope and Sequence -                                                                                                                             "microscope identification" lab
                                                                                                                            parts during the activity, "Microscope
                     Characteristics of Living                                                                                                                        practical.
                                                                                                                            Observations".
                     Organisms
                                                                                                                                                                      2. Rubric for the chart which
Cells are the                                                                                                               2. Students will create a chart of a
                     1. Recognize that all organisms                                                                                                                  recognizes a variety cells which




                                                                                                    Analysis
fundamental                                                                                                                 variety of cell samples which they
                     are composed of cells, the               1:4                                                                                                     serve as the fundamental units
units of structure                                                                                                          viewed under a microsope. The chart
                     fundamental units of life, which         1:8                                                                                                     of life and life processes.
and function of                                                                                                             will provide descriptions and
                     carry on all life processes.
all living things                                                                                                           illustrations of the cells.
                                                                                                                                                                      3. Students will write a
                     2. Compare/contrast the different                                                                                                                paragraph which
                                                                                                                            3. Students will compare/contrast the
                     types of cells which compose all                                                                                                                 compares/contrasts the
                                                                                                                            different types of cells which carry on
                     organisms.                                                                                                                                       different types of cells which
                                                                                                                            all life processes after observing cell
                                                                                                                                                                      carry on all life processes.
                                                                                                                            samples under a microscope.
        D
                                                                                                                                                                      Rubric for plant and animal




                                                                                        Knowledge through Application and
                     Scope and Sequence--Cells and                                                                                                                    structure observations which
                     Body Systems                                                                                                                                     identify the structures of plants
Plants and
                                                                                                                            During a lab activity, students will      and animals.
animals have
                     1. Identify, compare, and contrast                                                                     identify, compare, and contrast the
different
                     the structures of plants and                                                                           structures of plants and animals that     Students will identify structures




                                                                                                    Analysis
structures that
                     animals that serve similar                                                                             serve similar functions by observing      of plants and animals during a
serve similar
                     functions.                                                                                             models, dissections, and diagrams of      lab practical.
functions
                                                                                                                            plants and animals. Students will
necessary for
                     (e.g., taking in water and oxygen,                                                                     record their observations with written    Students will write a conclusion
the survival of
                     support, response to stimuli,                                                                          descriptions and illustrations.           that compares and contrasts
the organism
                     obtaining energy, circulation,                                                                                                                   the structures of plants and
                     digestion, excretion, reproduction)                                                                                                              animals that serve similiar
                                                                                                                                                                      functions.


Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 1. There is a fundamental unity underlying the diversity of all living organisms

                          Measurable Learner                Process  Integrated        Bloom                                Instructional Strategies Student           Assessment of Show Me
   Concepts
                              Objective                    Standards    Skills          Level                                     Activities/Resources                        Goal(s)
        E




        10                                                                       12/3/2011                                                                 Cape Girardeau Public Schools 2005
                                                                    Science Curriculum

                  Scope and Sequence -                                                                                   1. Students will observe and recognize




                                                                                   Knowledge through Comprehension and
                  Characteristics of Living                                                                              microscopic samples of unicellular and
                  Organisms                                                                                              multicellular organisms under a             1. Students will recognize
                                                                                                                         microscope during a lab activity.           microscopic samples of
                  1. Recognize most of the                                                                                                                           unicellular and multicellular
                  organisms on Earth are unicellular                                                                     (e.g., microscope slides of an amoeba, organisms during a lab practical.




                                                                                                Application
                  and other organisms are                                                                                plant leaf, and animal muscle tissue).
                  multicellular, and describe the                                                                                                                    2. Rubric for illustrations of
                                                         1:4, 1:8   T
                  difference between unicellular and                                                                     2. Students will create illustrations of    samples of unicellular and
                  multicellular organisms.                                                                               their observations of the microscopic       multicellular organisms.
                                                                                                                         samples of unicellular and multicellular
                  (unicellular = bacteria, protists)                                                                     organisms.                                  3. Rubric for written profiles of
Biological        (multicellular = fungi, plants,                                                                                                                    descriptions of a unicellular and
classifications                  animals)                                                                                3. Students will describe one               multicellular organisms.
are based on                                                                                                             unicellular organism and one
how organisms                                                                                                            multicellular organism in written profiles.
are related

                                                                                                                         1. Students will identify examples of




                                                                                   Comprehension and Application
                                                                                                                         unicellular organisms during a lab
                                                                                                                                                                    1. Students will write a lab
                                                                                                                         activity, "Comparing Protists". (note:




                                                                                       Knowledge through
                                                                                                                                                                    report for "Comparing Protists"
                                                                                                                         from Integrated Science Laboratory
                                                                                                                                                                    which identifies examples of
                  2. Identify examples of unicellular                                                                    Manual)
                                                                                                                                                                    unicellular organisms.
                  and multicellular organisms.
                                                        1.4, 1.5, 1.6 #2 T #3 T
                                                                                                                         2. Students will identify examples of
                                                                                                                                                                    2. Rubric for the graphic
                                                                                                                         unicellular and multicellular through
                                                                                                                                                                    organizer which identifies
                                                                                                                         research and by creating a graphic
                                                                                                                                                                    examples of unicellular and
                                                                                                                         organizer which categorizes a variety of
                                                                                                                                                                    multicellular organisms.
                                                                                                                         images/illustrations of unicellular and
                                                                                                                         multicellular organisms.




       11                                                                    12/3/2011                                                                  Cape Girardeau Public Schools 2005
                                                                          Science Curriculum




Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2. Living organisms carry out life processes in order to survive

                        Measurable Learner                 Process  Integrated     Bloom                             Instructional Strategies Student              Assessment of Show Me
   Concepts
                            Objective                     Standards    Skills       Level                                  Activities/Resources                           Goal(s)
        A

                                                                                                                     1. Students will compare and contrast
                   Scope and Sequence -                                               Analysis through Application   plant and animal cell structures in a lab    1. Students will complete a lab
                   Characteristics of Living                                                                         activity, "A Magnified View of Life" from    report which compares and
                   Organisms                                                                                         Teaching Resources, Cells and                contrasts plant and animal cell
                                                                                                                     Heredity.                                    structures.
                   1. Compare and contrast the            1.3, 1.4, 2.1
                   following plant and animal cell                                                                   2. Students will compare and contrast        2. Rubric for cell models which
                   structures: cell membrane,                                                                        plant and animal cell structures in a lab    include the comparison and
     The cell      nucleus, cell wall, chloroplast, and                                                              activity, "Cell Models". In this activity,   contrast ofspecific plant and
contains a set of cytoplasm                                                                                          students will create a model for a plant     animal cell structures.
structures called                                                                                                    cell and a model for an animal cell.
  organelles that
 interact to carry
      out life
    processes
through physical
   and chemical
         12                                                                    12/3/2011                                                             Cape Girardeau Public Schools 2005
      means
contains a set of
structures called                                                           Science Curriculum
  organelles that
 interact to carry   2. Recognize the chloroplast as
      out life




                                                                                        Knowledge
                     the cell structure where food is
    processes        produced in plants and some
through physical     unicellular organisms.
   and chemical
      means          (e.g., algae, some protists)


                     Scope and Sequence - Cells and                                                 *Activity "Egg-sperimen With a Cell"




                                                                                        Knowledge
                     Body Systems                                                                   from Teaching Resources Cells and        see assessment: lab data
                                                           1.1, 1.2, 1.3,                           Heredity                             *   table, graph, lab report; scoring
                      3. Recognize the cell membrane          1.5, 1.8                              Activity: Cell Membranes and             guide;                      Lab
                     helps regulate the transfer of                                                 Permeability" from Integrated Science    Report & Questions
                     materials in and out of the cell                                               Laboratory Manual




                                                                                        Knowledge
                     4. Recognize the function of the      1:2 1:3, 1.5,
                                                                                                    Activity "Light and Plants"              lab report
                     chloroplast is photosynthesis              1:8


        B
                 Scope and Sequence -




                                                                                        Knowledge
                 Characteristics of Living
                                                                                                    1. Activity "Shine On!" from Teaching
                 Organisms 1. Recognize plants             1:1, 1.2, 1.3,                                                                    1. lab report                  2.
                                                                                                    Resources "Cells and Heredity
                                                              1.5, 1.8                                                                       lab report
 Photosynthesis use energy from the Sun to                                                            2. Activity "Photosynthesis"
   and cellular  produce food and oxygen through
 respiration are the process of photosynthesis
complementary
    processes    Scope and Sequence - Cells and
necessary to the Body Systems       2. Recognize                                        Knowledge
survival of most photosynthesis is a chemical
  organisms on change with reactants (water and            1:1, 1.2, 1.3,
       Earth                                                                                        1. Activity :Photosynthesis"             Lab Report
                 carbon dioxide) and products                 1.5, 1.8
                 (energy-rich sugar molecules and
                 oxygen) that takes place in the
                 presence of light and chlorophyll


                     3. Recognize oxygen is needed
                                                                                        Knowledge




                     by all cells of most organisms for                                             1. Activity: "Respiration in Yeast"
                                                          1:2, 1,3, 1:5,                                                                     1. Lab Report
                     the release of energy from nutrient                                            2. Demonstration: "Respiration in
                                                                1:8                                                                               2. Lab Questions
                     (sugar) molecules (Do NOT                                                      Yeast"
                     assess the term cellular respiration

        13                                                                       12/3/2011                                         Cape Girardeau Public Schools 2005
                                                                             Science Curriculum




                                                                                             Comprehension
                    4. Describe the importance of the
                    transport and exchange of oxygen
                    and carbon dioxide to the survival
                    of the organism

Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2. Living organisms carry out fife processes in order to survive

                         Measurable Learner                  Process  Integrated          Bloom              Instructional Strategies Student         Assessment of Show Me
   Concepts
                             Objective                      Standards    Skills            Level                   Activities/Resources                      Goal(s)
        C
                    Scope and Sequence - Cells and
                    Body Systems                       1.




                                                                                             Knowledge
                    Identify and give examples of each                                                       * Activity "Exploring Body Tissue and
                    level of organization (cell, tissue,                                                     Body Systems" from "Integrated
                    organ, organ system) in                                                                  Science Laboratory Manual" page 91
                    multicellular organisms (plants,
                    animals)




                                                                                             Application
                    2. Illustrate and explain the path
                    water and nutrients take as they
                    move through the transport
                    system of a plant
Complex
multicellular       3. Explain the interactions

                                                                                             Comprehension
organisms have      between the circulatory and
systems that        digestive systems nutrients are
interact to carry   processed by the digestive                 1.4, 1.2                                      *Web Quest "Human Body Systems"         Scoring Guide
out life            system, passed into the blood
processes           stream, and transported in and out
through physical    of the cell
and chemical
means
                    4. Compare and contrast the
                                                                                                             1 Activity : "The Digestive System" 2.
                    processes of mechanical and                                                                                                     1. Lab question sheet
                                                                                             Analysis




                                                                                                              Activity "Digestion of Carbohydrates"
                    chemical digestion, and their role      1.2, 1.3, 1.6,                                                                                 2. lab report
                                                                               #3 T                          3. "The Human Digestive System" web
                    in providing materials necessary              1.8                                                                                     3. lab questions
                                                                                                             site 4. "Compare and Contrast
                    for survival of the cell and                                                                                                       4. graphic organizer
                                                                                                             Mechanical and Chemical Digestion"
                    organism


        14                                                                            12/3/2011                                            Cape Girardeau Public Schools 2005
                                                                          Science Curriculum




                                                                                            Recognize
                    5. Identify the importance of the
                    transport and exchange of nutrient
                                                         1.3, 1.5, 1.8                                      Activity " Heart Beats"                lab report/data table/graph
                    and waste molecules to the
                    survival of the cell and organism

Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2. Living organisms carry out fife processes in order to survive

                         Measurable Learner               Process  Integrated          Bloom                Instructional Strategies Student        Assessment of Show Me
   Concepts
                             Objective                   Standards    Skills            Level                     Activities/Resources                     Goal(s)
        C
                  6. Explain the interactions
                  between the circulatory and
                  respiratory systems in exchanging




                                                                                            Comprehension
Complex           oxygen and carbon dioxide
multicellular     between cells and the atmosphere                                                          Create a newsletter describing the
                                                         1.2, 1.4, 1.6,
organisms have (when oxygen enters the body,              1.7, 1.8, 2.1
                                                                               T                            systems of the human body (see Final    see scoring guide
systems that      passes into the blood stream, and                                                         Product -Human Body Systems)
interact to carry is transported into the cell; carbon
out life          dioxide is transported out of the
processes         cell, passes into the blood stream,
through physical and exits the body)
and chemical



                                                                                         Comprehensio
                                                                                                            1. Activity "Stimulus - Response in
means             7. Explain the interactions                                                                                                      1. lab report                2.
                                                                                                            Earthworms" 2. Activity: "Muscle
                  between the nervous and                                                                                                          lab report                3.
                                                         1.2, 1.3, 1.8, #3 T                                Fatigue" 3. "The Nervous System

                                                                                              n
                  muscular systems when an                                                                                                         Concept map using Inspiration
                                                                                                            Mind Map" 4. Activity "Stimulus -
                  organism responds to a stimulus                                                                                                                 4. lab report
                                                                                                            Response"
        D

Cells carry out
chemical
transformations
that use energy
                                                                                   Not assessed at this level
for the synthesis
or breakdown of
organic
compounds

        E

        15                                                                         12/3/2011                                             Cape Girardeau Public Schools 2005
                                                                        Science Curriculum

Protein structure
and function are
coded by the
                                                                                Not assessed at this level
DNA
(Deoxyribonuclei
c acid) molecule


Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 2. Living organisms carry out life processes in order to survive

                           Measurable Learner                  Process  Integrated   Bloom             Instructional Strategies Student           Assessment of Show Me
   Concepts
                               Objective                      Standards    Skills     Level                  Activities/Resources                        Goal(s)
        F


Cellular              Scope and Sequence - Cells and
activities and        Body Systems                     1
responses can         Predict the response the body may




                                                                                       Synthesis
maintain stability    take to maintain internal balance
internally while      during an environmental change
external              (e.g., shivering when cold, slowing
conditions are        metabolism when food supply
changing              decreases or when dehydrated,
(homeostasis)         adrenaline rush when frightened)


        G
                                                                                       Comprehension
                      Scope and Sequence - Disease
                      1. Explain the cause and effect of                                               *Activity: "Stop the Invasion" from
                      diseases (e.g., AIDS, cancer               1.2,                                  Teaching Resources "Human Biology         Scoring Guide
                      diabetes, hypertension) on the                                                   and Health"-Science Explorer
                      human body

                      2. Relate some common diseases
                                                                                       Analysis




Life proceses         (i.e., cold, influenza, strep throat,                                            Activity:" Be a Disease Detective" from
can be disrupted      dysentery, fungal infections) to                                                 page 36 Teaching Resources "From          Scoring Guide
by disease            the organisms that cause them                                                    Bacteria to Plants" - Science Explorer
(intrinsic failures   (bacteria, viruses, protists, fungi)
of the organ
systems or by
infection due to
other organisms)
          16                                                                    12/3/2011                                            Cape Girardeau Public Schools 2005
can be disrupted
by disease
(intrinsic failures                                                       Science Curriculum
of the organ




                                                                                         Analysis
systems or by
infection due to 3. Differentiate between infectious
other organisms) and noninfectious diseases




                                                                                         Comprehension
                   4. Explain the role of antibiotics
                  and vaccines in the treatment and
                  prevention of diseases


Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

                        Measurable Learner                Process  Integrated         Bloom              Instructional Strategies Student        Assessment of Show Me
   Concepts
                            Objective                    Standards    Skills           Level                   Activities/Resources                     Goal(s)
        A

                  Scope and Sequence -
                  Reproduction and Heredity
                  1. Compare and contrast the
                  processes of asexual and sexual
                                                                                                         1. *Activity "Dragon Genetics"




                                                                                         Analysis
                  reproduction, including the type
                                                         1.2, 1.5, 1.8,                                  2. *Activity : "Chromosomes and
                  and number of cells involved (one
                                                              12.1                                       Inheritance" from"Integrated Science
                  body cell in asexual, two sex cells
                                                                                                         Laboratory Manual"
                  in sexual), and the number of
                  gene sets (body cell has two sets,
                  sex cells have one set each)
                  passed from parent(s) to offspring

Reproduction
                                                                                         Knowledge


can occur          2. Identify examples of asexual
asexually or      reproduction (i.e., plants budding,
sexually          binary fission of single cell
                  organisms)

                   3. Compare and contrast the
                                                                                         Analysis




                  reproductive mechanisms of
                  classes of vertebrates (i.e.,
                  internal vs. external fertilization)



       17                                                                        12/3/2011                                            Cape Girardeau Public Schools 2005
                                                                         Science Curriculum




                                                                                         Comprehension
                                                                                                         *1 Activity: "A Close Look at Flowers"
                   4. Explain how flowering plants                                                       from Teaching Resources "From
                                                           1.2, 1.3,
                   reproduce sexually                                                                    Bacteria to Plants" page 139
                                                                                                         *2. Activity "Flower Dissection"

       B
All living
organisms have
genetic material
                                                                                 Not assessed at this level
(DNA) that
carries heredity
information

Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

                        Measurable Learner                Process  Integrated         Bloom              Instructional Strategies Student         Assessment of Show Me
   Concepts
                            Objective                    Standards    Skills           Level                   Activities/Resources                      Goal(s)
       C

                   Scope and Sequence -




                                                                                         Knowledge
                   Reproduction and Heredity 1 .
                   Identify chromosomes as cellular
                                                         1.2, 1.5, 1.8                                   Activity "Dragon Genetics"
                   structures that occur in pairs that
                   carry hereditary information in
                   units called genes
Chromosomes
are components
of cells that      2. Recognize that when asexual
occur in pairs     reproduction occurs, the same
                                                                                         Knowledge


and carry          genetic information found in the
hereditary         parent cell is copied and passed
information from   on to each new daughter cell
one cell to        (Assess only the concept - not the
daughter cells     term or process of mitosis
and from parent
to offspring
during
reproduction




       18                                                                        12/3/2011                                             Cape Girardeau Public Schools 2005
one cell to
daughter cells
and from parent                                                          Science Curriculum
to offspring
during          3. Recognize that when sexual
reproduction    reproduction occurs, genetic




                                                                                         Knowledge
                material from both parents is
                passed on and combined to form
                                                         1.2, 1.5, 1.8                               Activity: "Dragon Genetics"
                the genetic code for the new
                organism (Assess only the
                concept - not the term or process
                of meiosis




                                                                                                                                                                        0




Science 7th Grade
Content Standard 3: Characteristic and Interactions of Living Organisms
GLE 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

                        Measurable Learner                Process  Integrated         Bloom          Instructional Strategies Student         Assessment of Show Me
   Concepts
                            Objective                    Standards    Skills           Level               Activities/Resources                      Goal(s)
        D

                  Scope and Sequence -
                  Reproduction and Heredity 1.                                           Knowledge
                  Recognize that when asexual
                  reproduction occurs, the daughter
                  cell is identical to the parent cell
There is          (assuming no change in the parent
heritable         genes)
variation within
every species of
organism         2. Recognize that when sexual
                                                                                         Knowledge




                 reproduction occurs, the offspring
                 is not identical to either parent due
                                                         1.2, 1.5, 1.8                               Activity: "Dragon Genetics"
                 to the combining of the different
                 genetic codes contained in each
                 sex cell

        19                                                                       12/3/2011                                         Cape Girardeau Public Schools 2005
                  Science Curriculum
       E


The pattern of
inheritance for
many traits can
be predicted by
                        Not assessed at this level
using the
principles of
Mendelian
genetics




       20              12/3/2011                     Cape Girardeau Public Schools 2005
                                                                  Science Curriculum
Science 7th Grade
Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments
GLE 1. Organisms are interdependent with one another and with their environment

                      Measurable Learner              Process      Integrated Bloom         Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective                  Standards        Skills   Level              Activities/Resources                Goal(s)
        A
All populations
living together
within a
community
interact with one
another and with
                                                                             Not assessed at this level
their
environment in
order to survive
and maintain a
balanced
ecosystem

        B
Living organisms
have the
capacity to
produce
populations of                                                               Not assessed at this level
infinite size, but
environments
and recources
are finite
        C

All organisms,
including
humans, and
their activities
cause changes                                                                Not assessed at this level
in their
environment that
affect the
ecosystem


        21                                                                  12/3/2011                               Cape Girardeau Public schools 2005
                                                                  Science Curriculum
Science 7th Grade
Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments
GLE 1. Organisms are interdependent with one another and with their environment

                      Measurable Learner              Process      Integrated Bloom         Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective                  Standards        Skills   Level              Activities/Resources                Goal(s)
       D

The diversity of
species within
an ecosystem is
affected by
changes in the
environment,                                                                 Not assessed at this level
which can be
caused by other
organisms or
outside
processes




       22                                                                   12/3/2011                               Cape Girardeau Public schools 2005
                                                                 Science Curriculum
Science 7th Grade
Content Standard 4: Changes in Ecosystems are Interactions of Organisms with their Environments
GLE 2. Matter and energy flow through an ecosystem

                      Measurable Learner              Process    Integrated Bloom      Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective                  Standards      Skills   Level           Activities/Resources                Goal(s)
        A

As energy flows
through the
ecosystem, all
organisms
capture a portion                                                       Not assessed at this level
of that energy
and transform it
to a form they
can use

        B

Matter is
recycled through                                                        Not assessed at this level
an ecosystem




       23                                                              12/3/2011                               Cape Girardeau Public schools 2005
                                                                      Science Curriculum
Science 7th Grade
Content Standard 4: Changes in Ecosystems are Interactions of Organisms with their Environments
GLE 3. Genetic variation sorted by the natural selection process explains evidence of biological evolution

                        Measurable Learner               Process       Integrated Bloom          Instructional Strategies Student   Assessment of Show Me
   Concepts
                            Objective                   Standards         Skills   Level               Activities/Resources                Goal(s)
         A
Evidence for the
nature and rates
of evolution can
be found in
anatomical and
                                                                                 Not assessed at this level
molecular
characteristics
of organisms
and in the fossil
record

        B

Reproduction is
essential to the
                                                                                 Not assessed at this level
continuation of
every species

        C
Natural
seclection is the
process of
sorting
individuals
                                                                                 Not assessed at this level
based on their
ability to survive
and reproduce
within their
ecosystem




        24                                                                      12/3/2011                                Cape Girardeau Public schools 2005
                                                                  Science Curriculum
Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1. Earth's Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures

                       Measurable Learner               Process Integrated   Bloom              Instructional Strategies Student   Assessment of Show Me
   Concepts
                           Objective                   Standards   Skills     Level                   Activities/Resources                Goal(s)
         A
The Earth's
crust is
composed of
various
materials,
                                                                         Not assessed at this level
including soil,
minerals, and
rocks, with
characteristic
properties
         B

The
hydrosphere is
composed of
water (a material
                                                                         Not assessed at this level
with unique
properties),
gases, and other
materials

        C
                 Scope and Sequence - Weather
                                                                                Comprehension
                 and Climate 1. Describe the
                 composition of the Earth's
The atmosphere atmosphere (i.e., mixture of
(air) is         gases, water and minute
composed of a    particles) and how it circulates as
mixture of       air masses
gases, including
                                                                                Comprehension




                 2. Describe the role atmosphere
water vapor, and
                 (e.g., clouds, ozone) plays in
minute particles
                 precipitation, reflecting and
                 filtering light from the Sun, and
                 trapping heat energy emitted from
                 the Earth's surface

        25                                                               12/3/2011                                       Cape Girardeau Public Schools 2005
                                                                  Science Curriculum
Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1. Earth's Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures

                       Measurable Learner               Process Integrated   Bloom         Instructional Strategies Student   Assessment of Show Me
  Concepts
                           Objective                   Standards   Skills     Level              Activities/Resources                Goal(s)
       D




                                                                               Analysis
                  Scope and Sequence - Weather
Climate is a      and Climate 1. Differentiate
description of    between weather and climate
average weather
conditions in a




                                                                               Knowledge
given area over   2. Identify factors that affect
time              climate (e.g., latitude, altitude,
                  prevailing wind currents, amount
                  of solar radiation




       26                                                                12/3/2011                                  Cape Girardeau Public Schools 2005
                                                                           Science Curriculum
Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2. Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

                          Measurable Learner                Process Integrated      Bloom              Instructional Strategies Student           Assessment of Show Me
   Concepts
                              Objective                    Standards   Skills        Level                   Activities/Resources                        Goal(s)
        A


The Earth's
materials and
surface features
are changed                                                                     Not assessed at this level
through a variety
of external
processes


        B

                     Scope and Sequence - Rock
                     Cycle and Plate Tectonics




                                                                                       Comprehension
                     1. Explain convection currents
                     are the result of uneven heating                                                  1. Activity "Hot Plates" from Teaching
                     inside the mantle resulting in the                                                Resources "Inside Earth"             2.
                     melting of rock materials,                                                        "Internet Lesson - The Earth's Layers"
                     convection of magma,
                     eruption/flow of magma, and
There are            movement of crustal plates
internal
processes and
                                                                                       Comprehension
sources of           2. Explain how rock layers are
energy within the    affected by the folding, breaking,    1.2, 1.3,                                   1. Activity "A Model of three Faults"     1. Lab report and model
geosphere that       and uplifting of rock layers due to   1.8, 1.6, 2.3                               2. Activity Changing crust"                     2. Lab report and Model
cause changes        plate motion
in Earth's crustal
plates




        27                                                                      12/3/2011                                              Cape Girardeau Public Schools 2005
geosphere that
cause changes
in Earth's crustal                                                          Science Curriculum
plates
                                                                                                                1. Activity "Modeling Sea-Floor




                                                                                       Comprehension
                     3. Describe how the movement of                                                            Spreading" form Teaching Resources
                     crustal plates can cause                                                                   "Inside Earth" 2. Activity: "Mapping
                     earthquakes and volcanic                                                                   Earthquakes and Volcanoes" from        1. Model of Sea floor
                                                     2.1, 1.4
                     eruptions that can result in                                                               Teaching Resource "Inside Earth"       3. Lab report 4.
                     mountain building and trench                                                                     3. Activity "Rock Cycle 1" 4.
                     formation                                                                                  website activity "Mountain Maker,
                                                                                                                Earth Shaker"

Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2. Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

                          Measurable Learner                Process Integrated      Bloom                       Instructional Strategies Student        Assessment of Show Me
   Concepts
                              Objective                    Standards   Skills        Level                            Activities/Resources                     Goal(s)
        C

                     Scope and Sequence - Rock




                                                                                       Comprehension
                     Cycle and Plate Tectonics 1.
                     Explain how heating and cooling
                     in the mantle layer leads to the
                     formatin of metamorphic rocks
                     and some igneous rocks


Continual
changes in the       2. Make inferences about the


                                                                                       Comprehension
Earth's materials    formation of igneous and                                                                   1. Activity: "Rocks and Minerals
and surface that     metamorphic rocks from their                                                               Graphic Organizer"
result from          physical properties (e.g., crystal    1.8, 1.6, 1.2,                                       2. Activity "Igneous Rock Lab"
internal and         size indicates rate of cooling, air                                                        3. Activity: Sedmentary Rock Lab"
external             pockets or glassy texture indicate                                                         4. Activity "Metamorphic Rock Lab"
processes is         volcanic activity
described by the
rock cycle
                                                                                       Comprehension/Analysis




                     3. Explain and diagram the
                     external and internal processes of
                     the rock cycle (e.g., weathering
                     and erosion, sedimentation,
                     compaction, heating,
                     recrystallization, resurfacing due
                     to forces that drive plate motion)


        28                                                                       12/3/2011                                                   Cape Girardeau Public Schools 2005
                                                                      Science Curriculum
       D


Changes in the
Earth over time
can be inferred                                                             Not assessed at this level
through rock and
fossil evidence


Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2. Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

                        Measurable Learner               Process Integrated     Bloom                          Instructional Strategies Student         Assessment of Show Me
  Concepts
                            Objective                   Standards   Skills       Level                               Activities/Resources                      Goal(s)
       E




                                                                                   Comprehension/Application
                   Scope and Sequence - Weather
                   and Climate
                   1. Explain and trace the possible
                   paths of water through the                                                                  1. Activity "Using Inspiration to make a 1. Scoring Guide
                                                        1.2, 1.4,
                   hydrosphere, geosphere, and                        #1T                                      mind map of the water cycle" 2.                  2. Lab report and
                                                        1.5, 1.8, 2.1
                   atmosphere (i.e., the water cycle:                                                          Activity "Modeling the Water Cycle"      questions
                   evaporation, condensation,
                   precipitation, surface run-
                   off/groundwater flow

Changes in the
form of water as   2. Relate the different forms
it moves through   water can take (i.e., snow, rain,
Earth's systems    sleet, fog, clouds, dew, humidity)
                                                                                   Analysis

are described as   as it moves through the water
the water cycle    cycle to atmospheric conditions
                   (i.e., temperature, pressure, wind
                   direction and speed, humidity) at
                   a given geographic location
                                                                                   Comprehension




                   3. Explain how thermal energy is
                   transferred throughout the water
                   cycle by the processes of
                   convection, conduction, and
                   radiation


       29                                                                   12/3/2011                                                        Cape Girardeau Public Schools 2005
                                                                    Science Curriculum




Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2. Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

                         Measurable Learner               Process Integrated   Bloom             Instructional Strategies Student   Assessment of Show Me
   Concepts
                             Objective                   Standards   Skills     Level                  Activities/Resources                Goal(s)
        F
                    Scope and Sequence - Weather




                                                                                 Comprehension
                    and Climate 1. Explain how the
                    differences in surface
                    temperature, due to the different
                    heating and cooling rates of water
                    and soil, affect the temperature
                    and movement of the air above

                    2. Recognize the characteristics



                                                                                 Knowledge
                    of air masses (i.e., high/low
                    barometric pressure,
                    temperature) and predict their
                    effect on the weather in a given
                    location
                                                                                 Knowledge



                    3. Identify weather conditions
                    associated with cold fronts and
                    warm fronts



Constantly
changing
properties of the
atmosphee
occur in patterns
which are
        30
described as                                                               12/3/2011                                      Cape Girardeau Public Schools 2005
                                                                    Science Curriculum
                  4. Identify factors that affect
Constantly        weather patterns in a particular




                                                                                  Knowledge
changing          region (e.g., proximity to large
properties of the bodies of water, latitude, altitude,
atmosphee         prevailing wind currents, amount
occur in patterns of solar radiation, location with
which are         respect to mountain ranges)
described as




                                                                                  Application/Analysis
weather           5. Collect and interpret weather
                  data (e.g., cloud cover,
                  precipitation, wind speed and
                  direction) from weather
                  instruments and maps to explain
                  present day weather and to
                  predict the next day's weather

                   6. Recognize significant changes




                                                                                  Knowledge
                   in temperature and barometric
                   pressure may cause dramatic
                   weather phenomena (i.e., severe
                   thunderstorms, tornadoes,
                   hurricanes)

Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2. Earth's Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

                        Measurable Learner                Process Integrated   Bloom                     Instructional Strategies Student   Assessment of Show Me
   Concepts
                            Objective                    Standards   Skills     Level                          Activities/Resources                Goal(s)
        G

The goesphere,
hydrosphere,
and atmosphere
are continually
interacting
                                                                           Not assessed at this level
through
processes that
transfer energy
and Earth's
materials


        31                                                                 12/3/2011                                              Cape Girardeau Public Schools 2005
                                                                     Science Curriculum




Science 7th Grade
Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 3. Human activity is dependent upon and affects Earth's resources and systems

                         Measurable Learner                Process Integrated   Bloom               Instructional Strategies Student   Assessment of Show Me
   Concepts
                             Objective                    Standards   Skills     Level                    Activities/Resources                Goal(s)
        A


                    Scope and Sequence - Weather
                                                                                    Comprehension




Earth's materials
are limited         and Climate 2. Provide
natural             examples of how the availability of
resources           fresh water for humans and other
affected by         living organisms is dependent
human activity      upon the water cycle




       32                                                                   12/3/2011                                        Cape Girardeau Public Schools 2005
                                                               Science Curriculum
Science 7th Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within
GLE 1. The Universe has observable properties and structure
                      Measurable Learner             Process Integrated   Bloom     Instructional Strategies Student   Assessment of Show Me
   Concepts
                          Objective                 Standards   Skills     Level          Activities/Resources                Goal(s)
        A

The Earth, Sun,
and moon are
part of a larger
system that
                                                                      Not assessed at this level
includes other
planets and
smaller celestial
bodies

        B


The Earth has a
composition and
                                                                      Not assessed at this level
location suitable
to sustain life


        C

Most of the
information we
know about the
universe comes                                                        Not assessed at this level
from the
electromagnetic
spectrum




        33                                                            12/3/2011                               Cape Girardeau Public Schools 2005
                                                                      Science Curriculum
Science 7th Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within
GLE 2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitional forces

                       Measurable Learner               Process Integrated         Bloom      Instructional Strategies Student         Assessment of Show Me
   Concepts
                           Objective                   Standards   Skills           Level           Activities/Resources                      Goal(s)
         A
The apparent
position of the
Sun and other
stars, as seen
                                                                                Not assessed at this level
from Earth,
change in
observable
patterns
        B
The apparent
position of the
moon, as seen
from Earth, and
its actual                                                                      Not assessed at this level
position relative
to Earth change
in observable
patterns
         C
The regular and
predictalbe
motions of a
planet and moon
relative to the
Sun explain
natural
                                                                                Not assessed at this level
phenomena on a
planet, such as
day, month,
year, shadows,
moon phases,
eclipses, tides,
and seasons
         D


        34                                                                      12/3/2011                                    Cape Girardeau Public Schools 2005
                     Science Curriculum
Gravity is a force
of attraction
between objects
in the solar              Not assessed at this level
system that
governs their
motion




        35                12/3/2011                    Cape Girardeau Public Schools 2005
                                                                       Science Curriculum
Science 7th Grade
Content Standard 7. Scientific Inquiry
GLE 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

                          Measurable Learner              Process Integrated        Bloom              Instructional Strategies Student        Assessment of Show Me
   Concepts
                              Objective                  Standards   Skills          Level                   Activities/Resources                     Goal(s)
        A                  The students will:




                                                                                        Applicatioon
                     Scope and Sequence - All Units
                     1. Formulate testable questions                                                                               See Rationale
                     and hypotheses.
Scientific inquiry
includes thte
ability of           2. Recognize the importance of




                                                                                        Knowledge
students to          the independent variable,
formulate a          dependent variables, control of                                                                               See Rationale
testable             constants, and multiple trials to
question and         the design of a valid experiment.
explanation, and




                                                                                        Synthesis
to select
appropriate          3. Design and conduct a valid                                                       See Rationale,
investigative        experiment.                                                                                   Activity "Independent Inquiry Investigations"
methods in order
to obtain
evidence
relevant to the

                                                                                        Evaluation
                     4. Evaluate the design of an
explanation.
                     experiment and make suggestions
                                                                                                                                   See Rationale
                     for reasonable improvements or
                     extensions of an experiment.




        36                                                                       12/3/2011                                           Cape Girardeau Public Schools 2005
                                                                       Science Curriculum




Science 7th Grade
Content Standard 7. Scientific Inquiry
GLE 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

                        Measurable Learner               Process Integrated         Bloom           Instructional Strategies Student       Assessment of Show Me
   Concepts
                            Objective                   Standards   Skills           Level                Activities/Resources                    Goal(s)
        A

                   5. Recognize that different kinds
                   of questions suggest different
                   kinds of scientific investigations
Scientific inquiry (e.g., some involve observing and
                                                                                        Knowledge
includes thte      describing objects, organisms, or
ability of         events; some involve collecting                                                    See Rationale
students to        specimens; some involve                                                                         Activity "Asking & Answering questions
formulate a        experiments; some involve
testable           making observations in nature;
question and       some involve discovery of new
explanation, and objects and phenomena; some
to select          involve making models).
appropriate
investigative
methods in order
to obtain
evidence
relevant to the
explanation.

        37                                                                       12/3/2011                                       Cape Girardeau Public Schools 2005
explanation, and
to select
appropriate                                                            Science Curriculum
investigative
                     6. Acknowledge there is no fixed
methods in order
                     procedure called "the scientific
to obtain
                     method", but some investigations
evidence




                                                                                        Synthesis
                     involve systematic observations,
relevant to the                                                                                         See Rationale
                     carefully collected and relevant
explanation.                                                                                                         Activity "Asking & Answering questions
                     evidence, logical reasoning, and
                     imagination in developing
                     hypotheses and other
                     explanations.

        B




                                                                                        Analysis
Scientific inquiry   Scope and Sequence - All Units
relies upon          1. Make qualitative observations                                                                            See Rationale
gathering            using the five senses.
evidence from
qualitative and




                                                                                        Application
quantitative         2. Determine the appropriate
observations.        tools and techniques to collect                                                                             See Rationale
                     data.

Science 7th Grade
Content Standard 7. Scientific Inquiry
GLE 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

                          Measurable Learner               Process Integrated       Bloom             Instructional Strategies Student       Assessment of Show Me
   Concepts
                              Objective                   Standards   Skills         Level                  Activities/Resources                    Goal(s)
        B

                     3. Use a variety of tools and
                     equipment to gather data (e.g.,
                                                                                        Application



                     microscopes, thermometers,
                                                                                                       See Rationale                                                1.
                     analog and digital meters,
                                                                                                             Activity "Metric Measurement"--assessment Lab Report
                     computers, spring scales,
                     balances, metric rulers, graduated
                     cylinders, stopwatches).




Scientific inquiry
relies upon
         38                                                                      12/3/2011                                         Cape Girardeau Public Schools 2005
gathering
                                                                       Science Curriculum

                   4. Measure length to the nearest
                   millimeter, mass to the nearest




                                                                                        Application
                   gram, volume to the nearest
                                                                                                       See Rationale                                                1.
Scientific inquiry milliter, force (weight) to the                                                           Activity "Metric Measurement"--assessment Lab Report
relies upon        nearest Newton, temperature to
gathering          the nearest degree Celsius, time
evidence from      to the nearest second.
qualitative and
quantitative




                                                                                        Analysis
observations.      5. Compare                                                                          See Rationale                                                1.
                   amounts/measurements.                                                                     Activity "Metric Measurement"--assessment Lab Report




                                                                                        Evaluation
                  6. Judge whether measurements
                  and computation of quantities are                                                                             See Rationale
                  reasonable.




                                                                                        Application
                  7. Calculate the range and
                                                                                                                                See Rationale
                  average/mean of a set of data.




Science 7th Grade
Content Standard 7. Scientific Inquiry
GLE 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

                        Measurable Learner              Process Integrated          Bloom             Instructional Strategies Student      Assessment of Show Me
   Concepts
                            Objective                  Standards   Skills            Level                  Activities/Resources                   Goal(s)
        C



        39                                                                       12/3/2011                                         Cape Girardeau Public Schools 2005
                                                                       Science Curriculum




                                                                                        Application
                      Scope and Sequence - All Units
                      1. Use quantitative and qualitative
                                                                                                                              See Rationale
                      data as support for reasonable
                      explanations (conclusions).




                                                                                        Application
Evidence is           2. Use data as support for
used to               observed patterns and
                                                                                                                              See Rationale
formulate             relationships, and to make
explanations.         predictions to be tested.

                      3. Recognize the possible effects




                                                                                        Knowledge
                      of errors in observations,
                      measurements, and calculations                                                                          See Rationale
                      on the formulation of explanatioins
                      (conclusions).

        D




                                                                                        Evaluation
Scientific inquiry    Scope and Sequence - All Units
includes               1. Evaluate the reasonableness                                                                         See Rationale
evaluation of         of an explanation (conclusion).
explanations
(hypotheses,
laws, theories) in    2. Analyze whether evidence




                                                                                        Analysis
light of scientific   (data) and scientific principles
                                                                                                                              See Rationale
principles            support proposed explanations
(understandings).     (hypotheses, laws, theories).




Science 7th Grade
Content Standard 7. Scientific Inquiry
GLE 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

                           Measurable Learner                Process Integrated     Bloom             Instructional Strategies Student    Assessment of Show Me
   Concepts
                               Objective                    Standards   Skills       Level                  Activities/Resources                 Goal(s)
        E
        40                                                                       12/3/2011                                      Cape Girardeau Public Schools 2005
                                                           Science Curriculum

                   Scope and Sequence - All Units
                   1. Communicate the procedures
                   and results of investigations and
                   explanations through:
                   a. oral presentations
The nature of
                   b. drawings and maps
science relies
                   c. data tables (allowing for the




                                                                     Analysis
upon
                   recording and analysis of data
communication                                                                   See Rationale
                   relevant to the experiment, such
of results and
                   as independent and dependent
justification of
                   variables, multiple trials, beginning
explanations.
                   and ending times or temperatures,
                   derived quantities).
                   d. graphs (bar, single line,
                   pictograph)
                   e. equations and writings




        41                                                      12/3/2011         Cape Girardeau Public Schools 2005
                                                                      Science Curriculum
Science 7th Grade
Content Standard 8. Impact of Science, Technology and Human Activity
GLE 1. The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

                        Measurable Learner                  Process Integrated   Bloom              Instructional Strategies     Assessment of Show Me
   Concepts                                                                                                  Student
                            Objective                      Standards   Skills     Level                                                 Goal(s)
                                                                                                      Activities/Resources
       A                  The students will:

                   Scope and Sequence - All Units
Designed           1. Explain how technological
objects are used   improvements, such as those




                                                                                    Comprehension
to do things       developed for use in space
better or more     exploraton, the military, or
easily and to do   medicine, have led to the                                                                           * See Rationale
some things that   invention of new products that
could not          may improve lives here on Earth
otherwise be       (e.g., new materials, freeze-dried
done at all.       foods, infrared goggles, Velcro,
                   satellite imagery, robotics, lasers).


       B


                  Scope and Sequence - All Units
                  1. Identify the link between
                  technological developments and
                  the scientific discoveries made
Advances in
                  possible through their
technology often
                  development (e.g., Hubble                                         Knowledge
result in
                  telescope and stellar evolution,
improved data
                  composition and structure of the                                                                     * See Rationale
collection and an
                  universe; the electron microscope
increase in
                  and cell organelles; sonar and the
scientific
                  composition of the Earth; manned
information.
                  and unmanned space missions
                  and space exploration; doppler
                  radar and weather conditions; MRI
                  and CAT-scans and brain activity).




       42                                                                    12/3/2011                                         Cape Girardeau Public Schools 2005
                                                                    Science Curriculum
Science 7th Grade
Content Standard 8. Impact of Science, Technology and Human Activity
GLE 1. The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

                         Measurable Learner               Process Integrated    Bloom               Instructional Strategies     Assessment of Show Me
   Concepts                                                                                                  Student
                             Objective                   Standards   Skills      Level                                                  Goal(s)
                                                                                                      Activities/Resources
        C

                    Scope and Sequence - All Units
                    1. Describe how technological
                    solutions to problems (e.g., storm




                                                                                    Comprehension
Technological       water runoff, fiber optics,
solutions to        windmills, efficient car design,
problems often      electronic trains without
                                                                                                                       * See Rationale
have                conductors, sonar, robotics,
drawbadcks as       Hubble telescope) can have both
well as benefits.   benefits and drawbacks (e.g.,
                    design constraints, unintended
                    consequences, risks) (Assess
                    Locally).




        43                                                                   12/3/2011                                         Cape Girardeau Public Schools 2005
                                                                      Science Curriculum
Science 7th Grade
Content Standard 8. Impact of Science, Technology and Human Activity
GLE 2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and
technology evolve over time

                            Measurable Learner              Process Integrated    Bloom               Instructional Strategies     Assessment of Show Me
   Concepts                                                                                                    Student
                                Objective                  Standards   Skills      Level                                                  Goal(s)
                                                                                                        Activities/Resources
         A                   The students will:

                 Scope and Sequence - All Units
                 1. Describe how the contributions
                 of scientists and inventors,
                 representing different cultures,
People of
                 races, and gender, have
different gender




                                                                                      Comprehension
                 contributed to science, technology
and ethnicity
                 and human activity (e.g., George
have contributed
                 Washington Carver, Thomas
to scientific                                                                                                            * See Rationale
                 Edison, Thomas Jefferson, Isaac
discoveries and
                 Newton, Marie Curie, Galileo,
the invention of
                 Albert Einstein, Mae Jemison,
technological
                 Edwin Hubble, Charles Darwin,
innovations.
                 Jonas Salk, Louis Pasteur, Jane
                 Goodall, Tom Akers, John Wesley
                 Powell, Rachel Carson) ( Assess
                 Locally).

         B

                       Scope and Sequence - All Units
                       1. Recognize the difficulty
Scientific             science innovators experience as
theories are           they attempt to break through
                                                                                      Knowledge



developed              accepted ideas (hypotheses, laws,
based on the           theories) of their time to reach                                                                  * See Rationale
body of                conclusions that may lead to
knowledge that         changes in those ideas and serve
exists at any          to advance scientific
particular time        understanding (e.g., Darwin
and must be            Copernicus, Newton).
regorously
questioned and
tested for validity.


        44                                                                     12/3/2011                                         Cape Girardeau Public Schools 2005
particular time
and must be
regorously
                                                                        Science Curriculum
questioned and




                                                                                      Knowledge
tested for validity. 2. Recognize explanations have
                     changed over time as a result of                                                                    * See Rationale
                             new evidence.

Science 7th Grade
Content Standard 8. Impact of Science, Technology and Human Activity
GLE 3. Science and technology affect, and are affected by, society

                          Measurable Learner                  Process Integrated   Bloom              Instructional Strategies     Assessment of Show Me
   Concepts                                                                                                    Student
                              Objective                      Standards   Skills     Level                                                 Goal(s)
                                                                                                        Activities/Resources
         A                  The students will:
People, alone or
in groups, are
always making
discoveries
about nature
                                                                            Not assessed at this level
and inventing
new ways to
solve problems
and get work
done.

        B

                     Scope and Sequence - All Units
                     1. Describe ways in which
                     science and society influence one
                     another (e.g., scientific knowledge
                                                                                      Comprehension
                     and the procedures used by
Social, political,   scientists influence the way many
economic,            individuals in society think about
                                                                                                                         * See Rationale
ethical and          themselves, others, and the
environmental        environment; societal challenges
factors strongly     often inspire questions for
influence, and       scientific research; social priorties
are influenced       often influence research priorities
by, the direction    through the availbility of funding
of progress of       for research).
science and
technology.



        45                                                                     12/3/2011                                         Cape Girardeau Public Schools 2005
are influenced
by, the direction
of progress of                                                       Science Curriculum
science and
technology.         2. Identify and evaluate the
                    physical, social, economic, and/or




                                                                                  Knowledge
                    environmental problems that may
                    be overcome using science and                                                                * See Rationale
                    technology (e.g., the need for
                    alternative fuel, human travel in
                    space, AIDS).

Science 7th Grade
Content Standard 8. Impact of Science, Technology and Human Activity
GLE 3. Science and technology affect, and are affected by, society

                         Measurable Learner               Process Integrated   Bloom          Instructional Strategies     Assessment of Show Me
   Concepts                                                                                            Student
                             Objective                   Standards   Skills     Level                                             Goal(s)
                                                                                                Activities/Resources
        C
Scientific ethics
require that
scientists must
not knowingly
subject people
or the
                                                                        Not assessed at this level
community to
health or
property risks
without their
knowledge and
consent.

        D
Scientific
information is
presented
through a
number of
credible
                                                                        Not assessed at this level
sources, but is
at times
influenced in
such a way to
become non-
credible.



        46                                                                 12/3/2011                                     Cape Girardeau Public Schools 2005

				
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