7th Grade Earth and Space Science Quarter 3 Freshwater ... · 7th Grade Earth and Space Science Quarter 3 Freshwater – Duration 2.5 Weeks Big Idea: 1. Water cycle 2. River formation

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HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT

7th Grade Earth and Space Science Quarter 3

Freshwater – Duration 2.5 Weeks

Big Idea:

1. Water cycle 2. River formation and structure 3. Lake composition and structure 4. Groundwater

Essential

Questions:

1. What are the different mechanisms that contribute to the water cycle (i.e. precipitation, evaporation, etc)? 2. How does a river form? 3. Why do rivers meander? 4. How do rivers contribute to erosion and deposition? 5. What are the different zones of a lake?

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AZ Department of Education Priority/Supporting Standards

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Materials & Resources

Vocabulary See Vocabulary list below

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6 1 2 (Gr 6) Explain the composition, properties, and structure of the Earth’s lakes and rivers. HUSD

Materials, Reso urces,

http://sharepoint.husd.org/sites/promethean/Shared%20Documents/Forms/normal.aspx?RootFolder=%2fsites%2fpromethean%2fShared%20Documents%2f7%2d12%20Science&amp%3BFolder




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6 2 1 (Gr 6) Explain how water is cycled in nature. HUSD


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(Gr 6) Identify the distribution of water within or among the following: • atmosphere • lithosphere • hydrosphere

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Vocabulary

Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on

1. Water cycle 2. Evaporation 3. Condensation

4. Precipitation 5. Transpiration 6. Sublimation 7. Runoff 8. Groundwater 9. Tributary 10. Watershed

21. Divide 22. River 23. Meanders 24. Erosion 25. Deposition 26. Floodplain

27. Delta 28. Lakes 29. Littoral zone 30. Benthic zone 31. Glaciers 32. Aquifers

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Oceans – Duration 2 Weeks

Big Idea:

1. Ocean zones 2. Ocean exploration

Essential

Questions:

1. What are the characteristics of the different ocean zones? 2. What technology is used to study the ocean (sonar, satellites)?


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6 1 3 (Gr 6) Explain the composition, properties, and structures of the oceans’ zones and layers. HUSD


6 1 5 (Gr 6) Describe ways scientists explore the Earth’s atmosphere and bodies of water. HUSD










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Vocabulary


1. Ocean 2. Neritic zone 3. High-tide 4. Low-tide 5. Littoral zone 6. Intertidal zone 7. Continental shelf 8. Oceanic zone 9. Trench 10. Benthic zone 11. Pelagic zone

12. Sonar 13. Satellites

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Atmosphere – Duration 2 Weeks

Big Idea:

1. Atmospheric properties 2. Energy transfer in the atmosphere 3. Human impacts on the atmosphere

Essential

Questions:

1. What is Earth’s atmosphere composed of? 2. What are the important properties of the troposphere, stratosphere, mesosphere, thermosphere, ionosphere, and exosphere? 3. Why does the temperature change as you get farther away from Earth’s surface?

4. How does the greenhouse effect contribute to the temperature of the Earth? 5. Why do clouds form in the troposphere? 6. What are clouds, and why do they have different shapes and colors?


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Materials &

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6

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(Gr 6) Describe the properties and the composition of the layers of the atmosphere. HUSD Materials, Reso

urces,

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4 (Gr 6) Analyze the interactions between the Earth’s atmosphere and the Earth’s bodies of water (water cycle). HUSD


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5 (Gr 6) Describe ways scientists explore the Earth’s atmosphere and bodies of water. HUSD


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(Gr 6) Identify the distribution of water within or among the following: • atmosphere • lithosphere • hydrosphere

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Vocabulary


1. Atmospheric composition 2. Troposphere 3. Stratosphere 4. Ozone layer 5. Mesosphere 6. Thermosphere 7. Ionosphere 8. Exosphere

9. Greenhouse effect 10. Global warming 11. Solar radiation/energy 12. Cloud 13. Cumulus Cloud 14. Stratus Cloud 15. Cirrus Cloud 16. Cumulonimbus Cloud 17. Cumulostratus Cloud 18. Precipitation 19. Ozone layer depletion 20. Deforestation

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Meteorology – Duration 3.5 Weeks

Big Idea:

1. Weather patterns (fronts, breezes and pressure systems) 2. Weather measurement tools 3. Thunderstorm formation 4. Tornado formation 5. Hurricane formation 6. Extreme weather impact on humans

Essential

Questions:

1. What is the difference between weather and climate? 2. How do the following large-scale systems influence local weather: monsoons, cold fronts, warm fronts, sea breezes, thunderstorms, tornados, hurricanes, and blizzards? 3. How do pressure systems contribute to the movement of air? 4. How do sea and land breezes form? 5. How does the jet stream affect the weather?

6. What are the different tools that scientists use to measure weather? 7. How does each of the following form: thunderstorms, hurricanes, and tornados? 8. What are the negative effects to human health due to: thunderstorms, flooding, hurricanes, tornados, and droughts?


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6

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(Gr 6) Analyze the impact of large-scale weather systems on the local weather. HUSD Materials, Reso

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(Gr 6) Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire

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(Gr 6) Describe how people plan for, and respond to, the following natural disasters: • drought • flooding • tornadoes

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Vocabulary


1. Meteorology 2. Weather 3. Climate 4. Air mass/fronts 5. Coriolis effect 6. Trade winds 7. Horse latitudes 8. Sea breeze

9. Jet stream 10. Low-pressure system 11. High-pressure system 12. Thermometer 13. Barometer 14. Anemometer

15. Thunder storms 16. Lightning 17. Thunder 18. Tornado 19. Hurricane (Cyclone,

Typhoon) 20. Droughts 21. Heat index 22. Flood

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7th Grade Earth and Space Science Quarter 3 Common Core

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Common Core Standards

Explanations & Examples

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

Examples: • Read a science article that describes the procedure for measuring earthquakes and then analyze why the author included the procedure in the text. SC07-S6C2-06 • Read a newspaper article that provides information about which constellations are visible this month; the article contains an explanation on how to identify the major constellations. Explain why the author included information on how to identify constellations in the article. SC07-S6C3-05

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Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will use words in a text and information expressed visually to obtain information about a given topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product information or safety sheets.

Examples: • Integrate written descriptions in a textbook with visual images of the rock cycle (SC07-S6C2-01) or water cycle. SC06-S6C2-01 • Integrate written descriptions of cell structures to a labeled model of a plant or animal cell. (SC06-S4C1-02) • Integrate written descriptions of weather systems on a website with graphical representations of weekly weather data. SC06-S6C2-05 • Integrate written descriptions in a lab journal of measured movement over time with position-time graphs. SC08-S5C2-05

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7 R 9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from

Students compare and contrast the information gained (depth and scope of content, author’s purpose, whether the source provides new information or summarizes known information, etc.) from experiments,

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reading a text on the same topic. simulations, video or multimedia sources with information gained from reading a text on the same topic.

Examples: • Watch a video that shows wind and water erosion, then read text (textbook, trade book, educational website) that provides information about wind and water erosion. Compare and contrast the amount and type of information conveyed by each source and be able to explain how each helps to develop understanding of erosion. SC06-S3C2-03, ET06- S3C2-03 • Perform a series of experiments that show different types of evidence of chemical reactions (precipitate, gas, color change, change in temperature). After collecting data, read text that describes different chemical reactions and the different types of evidence of the reaction. Compare and contrast the amount and type of information conveyed by the experiment to that contained in the text and explain how each source of information helps to develop understanding of chemical reactions. SC08-S5C1-03, ET08-S3C1-02

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Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific

Students select and develop an informational topic aligned to the Arizona Science Standards at their grade level. The topic is well-developed using facts, details and examples. Various writing techniques and rich vocabulary are used to provide clarity and cohesion. A strong conclusion supports the information.

Examples: • Write an informative essay about a technological discovery or invention, such as the microscope, and its influence on science and scientific knowledge. SC06-S3C2-04, SC06-S4C1-02 • Following a lab investigation on plant or animal cells, write a description of procedure used to prepare cells to view through the microscope and/or the procedure for viewing cells through a microscope. Write descriptions of observations, including any claims that can be made from those observations and evidence that supports the claim. SC06-S4C1-02 • Write an informative essay that explains the interrelationship between the Earth’s tides and the Moon. SC07-S6C3-03

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vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

• Write a research paper documenting the history of the periodic table (SC08-S5C1-06) or other historical advancements in science. SC08-S2C1- 01

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

Examples: • Write a lab report based on an activity aligned to the grade level Science Standard. In the report, include procedures, tables, graphs, charts, and/or diagrams that communicate the purpose, results, and conclusions of the research. SC06-S1C4, SC07-S1C4, SC08-S1C4 • Write a letter to the head of a governmental agency or a company, comparing solutions that best address possible solutions for the environmental risks in biological or geological systems. SC07-S3C1-03

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