Hillsborough County Public Schools - · PDF fileTC Unit 1 Lesson 2 Virtual Lab ... (test) independent variables and (outcome) dependent variables in an experiment. TE 27, TE 376-377

Hillsborough County Public SchoolsMiddle School Science

About This Guide

Hillsborough County Comprehensive Science 2 Advanced Curriculum Guide Grade 7 Page

HCPS Comprehensive Science 2 - Advanced

C 2012 Hillsborough County Public Schools, All Rights Reserved This Guide is not to be distributed outside of HCPS VERSION 1.07ADV010112

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John FeilerProgress Village Middle Magnet School of the Arts

Luiza HoltzbergColeman Middle School

Wendy RauldBarrington Middle School

Laura Von StadenBenito Middle School

Welcome 7th Grade Science Teachers!

The purpose of this guide is to be a valuable resource in helping you to guide your students to mastery of the NGSSS benchmarks. The activities, investigations, and resources that are included should serve as a springboard to lesson planning. The curriculum guide is meant to be a fluid document, which will change as teachers make suggestions for revisions and improvements.

Essential questions provide teachers with the framework to engage students to consider alternatives, weigh evidence, support their ideas and justify answers. Essential questions used in this guide may not yield a single straightforward answer but could produce different plausible responses. Essential questions should spark connections between inquiry-based activities through meaningful discussion.

The laboratory experiences and research projects in bold are highly suggested and were selected based on their correlation to the Big Idea addressed. Students will be assessed on the connection to the benchmark made from the discussions of the laboratory experience. Thus, alternate laboratory experiences may be substituted. The bolded culminating activity listed at the end of the curriculum guide serves as a way to bridge the concepts covered in Big Idea 15, 16, and 17.

Suggested activities can either be found by clicking the link or using the listed resources. A footer is provided at the bottom of each page of the guide to assist you with the abbreviations used. Items that are listed as “Ideas MS Science” can be found in one of the resource folders (Earth, Life, Physical, etc) in Ideas / Instructional / Middle School Education / Middle School Science / 7th Grade.

The AIMS resources that are suggested in this guide were provided to all middle schools several years ago. Middle School Science Subject Area Leaders should know where they are housed. There are a series of five books with the following titles: 1. Hardhatting in a Geo-World 2. The Sky's the Limit 3. Math + Science = A Solution 4. Water, Precious Water 5. Out of This World

This guide is a work in progress. If you notice any necessary revisions, please send them to Pam Caffery, Nicole Jacquay or one of us. Have a great school year!

Diane AccardiFarnell Middle School

Kimberly BoneTurkey Creek Middle School

Course Pacing Guide


SE= Student Edition TE= Teachers Edition TC=http://www.thinkcentral.com AG= Assessment Guide LM=Lab Manual SS= ScienceSaurus USIS= Uncovering Student Ideas in Science LC= Larry Chew SEP=SEPUP Science & Life Issues AIMS=AIMS resources (see curriculum cover)

HCPS Comprehensive Science 2 - Advanced

– Including Establishing the Classroom Climate– The Practice of Science– The Characteristics of Scientific Knowledge – Roles of Theories, Laws, Hypothesis and Models – Forms of Energy– Energy Transfer and Transformation

– Earth Structures – Review and Exams

7 Weeks2 Weeks

2.5 Weeks7 Weeks

2 Weeks4 Weeks2 Weeks

– Interdependence– Heredity and Reproduction

– Heredity and Reproduction (Including AIDS/HIV)– Diversity and Evolution of Organsims– Review and Semester Exams

First Week Introduced but taught all yearIntroduced but taught all yearIntroduced but taught all year2 Weeks3 Weeks

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2NDQUARTER

3RDQUARTER

4THQUARTER

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SDHC SafetyBig Idea 1 Big Idea 2 Big Idea 3Big Idea 10Big Idea 11

Big Idea 6

Big Idea 17Big Idea 16

Big Idea 16Big Idea 15

TIMETABLE

BENCHMARK ESSENTIAL QUESTIONS ACTIVITIES &INVESTIGATIONS

RESOURCES


Establishing the Classroom Climate

HCPS Science Safety

Hillsborough County Comprehensive Science 2 Advanced Curriculum Guide Grade 7 Page 2

Explain why safety rules are important.

What is the meaning of each safety symbol?

Describe what you should do if an accidentoccurs.

SDHC - Science Safety

Establishing the Classroom Climate

Safety Contract (see attached) Have students create posters of the safety symbols and what should be done when that symbol is used

Science Safety Videohttp://designsuperhighway.com/Flash/flash_files/labsafety.html

Science Safety Fan-N –Pick Kagan Stragegy http://www.sciencesafetyconsulting.com/pdf/HSActivities.pdf

Fusion Lab Manual xii-xxi

SE pp R16-R17

Teaching Lab Safetyhttp://mjksciteachingideas.com/safety.html

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What are the classroom procedures for collaborative group work?

How will students communicate effectively?

Why are inquiry labs important for students?

How will students effectively practice cooperative learning and problem solving skills in the classroom?

AIMS: Hardhatting In a Geo-World: Mobius Bands p 122

AIMS: Hardhatting In a Geo-World: Links to Length p 43

http://www.aimsedu.org

TIMETABLE


RESOURCES

BIG IDEA 1 ~ The Practice of Science



Body of Knowledge - Nature of ScienceINTRO1ST QTR

(Reinforced)Year-Long

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SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.Note: This benchmark must be taught throughout the year.

Depth of Knowledge -Moderate

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What are the ways in which scientists answer questions and solve problems?

How can the scientific process be used to solve a problem or answer a question?

What is meant when we say that sometimes the processes of science do not correspond to the traditional picture of the scientific method?

Describe how the metric system is used to measure length, mass, volume, time, and temperature.

What tools would you use to measure length, mass, volume, time, and temperature?

Create a flow chart showing the steps of the scientific method.

Saving Fred: http://www.sepup.com/ebooks/demo/ebook.php?p=1;1;1;1

Air Ball:http://www.pleasval.k12.ia.us/juniorhigh/Teachers/fairbanksann/7th%20grade/pdf%20files/ch%201/air%20ball%20lab.pdf

LM Quick Lab: What’s In the Box pp5-8

Rainbow Metric Labhttp://www.middleschoolscience.com/rainbowlab.html

Metric Mania Science Spot http://sciencespot.net/Pages/classmetric.html

SE pp24-27

SE pp R24-R27

SE pp R35-R36

Scientific Process Flow Chart http://undsci.berkeley.edu/lessons/pdfs/simple_flow_handout.pdf

TE pp 22-27

Nature of Science: Representing Data- Digital Lesson.

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).

Depth of Knowledge: Moderate

Explain the difference between replication (by others) and repetition (multiple trials).

How is replication of experiments important in scientific investigation?Describe why accurate record keeping & replication of results are important.

Explain what should happen when similar investigations give different results.

www.thehappyscientist.com, Science Fair Panic Part 3 (Go to State Science Standards, Click Florida, scroll and select 7th grade standards)

TC Unit 1 Lesson 2 Virtual Lab Evaluating an Investigation

SE Unit 1 Lesson 1 pp 4-15

TE Unit 1 Lesson 1 pp 14-27

TC Unit 1 Lesson 1 Digital L

AG Unit 1 Lesson 1 Alternative Assessment p 8

- Growing Plants- Seed Germination - Force and Fan Carts

- Triple Beam Balance



TIMETABLE


RESOURCES

TE pp 36-37SE pp 20-21

Have students create a graphic organizer of the different types of scientific inquiry.

Compare and contrast scientific observation and scientific experimentation and other scientific content.

SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.


TE pp 38 SE pp 23

Sponge Bob Controls Variables Part 1http://sciencespot.net/Media/scimethodconvar.pdf

Sponge Bob Controls and Variables Part 2http://sciencespot.net/Media/scimethodconvar2.pdf

AIMS: The Sky’s The Limit: It’s the Last Straw p 53.

Distinguish between (test) independent variables and (outcome) dependent variables in an experiment.

TE 27,TE 376-377SE pp 26-27SE pp 11SE pp16-17

SE Inquiry: Think Outside the Book pp 26.

Discover A Scientist Research Project – IDEAS Middle School Science 7th grade.

What are the similarities and differences in the methods used in the pursuit of scientific explanation among the various science disciplines (fields of science)?

SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Depth of Knowledge: Low

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.


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- Growing Plants- Seed Germination- Force and Fan Carts - Pattern Finder

- Growing Plants



TIMETABLE


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5

TE pp 23TE pp 30

Qualitative vs. Quantitative. http://www.surveygizmo.com/survey-blog/quantitative-qualitative-research/

Finding Impact Craters with LandSat, http://craters.gsfc.nasa.gov/summary.html

TE Test Your Observation Skills pp 23

What is the difference between an observation and an inference?

How do you distinguish between qualitative and quantitative observations?

SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.


TE pp 24 SE Unit 1 Lesson 1 pp 12-13

TC Unit 1 Lesson 1 Digital Lesson

Debate a Current scientific problem http://www.sciencedaily.com

Explain what happens when similar investigations give different results.

Explain why scientists communicate their results to other scientists.

SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.


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- Growing Plants- Seed Germination- Force and Fan Carts - pH Analysis- Triple Beam Balance

- Pattern Finder

- Growing Plants- Seed Germination

TIMETABLE


RESOURCES

BIG IDEA 2 ~ The Characteristics of Scientific Knowledge


Body of Knowledge - Nature of Science


INTRO1ST QTR


SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.


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Give an example of how scientific knowledge has changed based on newly discovered evidence.

Have students’ research ancient concepts or models and tell how they have changed over time.

SE pp 12,13TE p 24

The Universe Adventure http://www.universeadventure.org/fundamentals/cosmol-ancient.htm

- Solar System

TIMETABLE


RESOURCES

BIG IDEA 3 ~ Roles of Theories, Laws, Hypothesis and Models


Body of Knowledge - Nature of Science


INTRO1ST QTR


SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

Depth of Knowledge: High

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What is the difference between a theory and a scientific theory?

What is the difference between a scientific theory and a scientific law?

What are some examples of scientific theories and what evidence is there to support them?

Digital Path TS677280Scientific Terminology Slideshow

Illustrating Scientific Theories TE p 17

Create a Venn diagram comparing and contrasting scientific theory and scientific law.

Have students research on the internet to find examples of scientific theories and create a poster to share

SE pp 8-9TE p 22

Scientific Laws, Hypotheses, and Theorieshttp://wilstar.com/theories.htm

SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models.


What are the different types of models?

What are the benefits and limitations of different types of scientific models?

Identify the appropriate graph to use for data in a table.

TC Create a foldable showing line, bar, and circle graphs and examples of the types of day they best represent.

Create a Venn Diagram comparing and contrasting conceptual models versus mathematical models.

Have students create a model representing ascientific concept and share with the class.

TC Digital LessonUnit 1 Lesson 3TS697010Representing Data

Scientific Models, http://www.exo.net/~pauld/workshops/scientificmodels.htm

- Graphing Skills- Reaction Time 1 (Graphs & Statistics)

TIMETABLE


RESOURCES

BIG IDEA 10 ~ Forms of Energy


Body of Knowledge - Physical


SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.


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What are the various forms in which energy comes to Earth from the sun?

How do the characteristics of light cause the visible spectrum to always fall in the same order?

How do the various forms of energy that come to Earth from the sun affect the development of scientific technology?

The Electromagnetic Spectrum: Waves of Energyhttp://www.discoveryeducation.com/teachers/free-lesson-plans/the-electromagnetic-spectrum-waves-of-energy.cfmLC Color Addition The Sun’s Energy pp 42-43

TE Bright Ideas pp 385

TE pp 378-391 SE pp 292-300

SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.


How does color affect the amount of solar energy absorbed?

How does light reflection or refraction differ when using a convex vs. concave lens?

TC Unit 5 Lesson 4 Virtual Lab Interactions of Light

LC Ray Diagrams Light Pathways pp 44-45

Learning Lights Propertieshttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/van_/lessons/van_troll/van_troll_lesson02.xml

TE pp 394-406SE pp 306-312

SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials.


What are the types of waves?

What are the parts of waves?

How do waves move?

What limitations do sound waves have that light waves do not?

TC Unit 1 Lesson 2 Virtual Lab Scientific Investigations. LC Catch the Wave Waves and Mediums pp 46TC Digital Lesson Properties of Waves: Unit 5 Lesson 2LM Exploration Lab Guided Inquiry: Wave Energy and Speed. pp 291-295LM Exploration Lab Guided Inquiry: Sound Idea: pp 280-284

TE pp 348-374SE pp 270-276SE pp 280-282SE pp 284Parts of a Wavehttp://id.mind.net/~zona/mstm/physics/waves/partsOfAWave/waveParts.htmGraph the motion of a wavehttp://www.classzone.com/books/ml_science_share/vis_sim/wslm05_pg18_graph/wslm05_pg18_graph.html

- Radiation

-Hershcel Experiment (metric)

- Herschel Experiment (metric)- Heat Absorption- Radiation

- Ray Tracing (Lenses) & (Mirrors)- Refraction- Laser Reflection

- Basic Prism Star Spectra

- Energy Conversions

-Photosynthesis Lab

- Longitudinal Waves

- Sound Beats & Sine Waves

- Ripple Tank

- Sight vs. Sound Rays

TIMETABLE


RESOURCES

BIG IDEA 11 ~ Energy Transfer and Transformation


Body of Knowledge - Physical


SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.


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What are some examples of the various forms of energy?

Describe what happens when energy changes forms?

Create a graphic organizer or foldable describing 6 forms of energy with examples of each Electrical Light and Heat Energy LM pp 307-309

TE pp 430-434SE pp 326SE pp 328

Energy Transformationhttp://www.think-energy.co.uk/ThinkEnergy/11-14/activities/EnergyTrans2.aspx

SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state


What happens to the thermal energy of a substance during a physical change of state?

How can energy be transferred?

TC Unit 6 Lesson 3 Virtual Lab Thermal Energy and Heat

SE pp 350- 352TE pp 458-461TE pp 461-463

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.


How is energy transformed from one form to another?

How could you demonstrate the transformation of energy?

Cereal on Fire http://classsci.mysdhc.org/middle Click on 6-8 BOK Physical Science/SC7P111

Cat-Traptionhttp://www.learner.org/workshops/energy/cattraption/catques.html

TE pp 430-434SE pp 328SE pp 330

SC.912.P.10.5 Relate temperature to the average molecular kinetic energy.


What happens to the speed of the molecules in a substance as the temperature of the substance changes?

Create a Three-Panel Flip Chart with the 3 states of Matter showing molecule movement.

TE Daily Demo: Spread Outpp 439

TE pp 444-447SE pp 338

Matter & Energy http://web.jjay.cuny.edu/~acarpi/NSC/2-matter.htmClick on Temperature and Absolute Zero

- Energy Conversions

- Phase Change Phaases of Water

- Energy Conversions in a System

- Inclined Plane Sliding Objectts

- Period of a Pendulum - Phase Changes

- Roller Coaster Physics

- Heat Transfer by Conduction- Conduction and Convection

- Phase Change- Phases of Water - Temperature and Particle Motion

- Potential Energy on Shelves- Roller Coaster Physics - Energy Conversions



TIMETABLE


RESOURCES

TE pp 432SE pp 329

LC Down the Tube Up the Tube Conservation of Energy pp 64-66

Energy Skate Parkhttp://phet.colorado.edu/en/simulation/energy-skate-park

Conservation Of Energy Labhttp://mrsj.exofire.net/ipc/docs/energycons_lab.pdf

What is the Law of Conservation of Energy?

How can an object or system gain or lose energy?

How can energy be converted?

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

SE p 351TE p 461

LC Mix It Up Thermal Mixing pp 47-48

Where is Heat Coming From , Where is it Going?http://www.powersleuth.org/docs/EHM%20Lesson%204%20FT.pdf

Describe the pattern in which heat transfer occurs.

SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.


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- Energy Conversion in a System- Inclned Plane Sliding Objects - Air Track- Energy of a Pendulum

- Conduction and Convection- Heat Transfer by Conduction

TIMETABLE


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BIG IDEA 6 ~ Earth Structures


Body of Knowledge - Earth

SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.


SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions among them.


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How would you distinguish among the characteristics of the five physical layers of the Earth?

What are the similarities and differences between Earth’s crust and lithosphere?

SE Activity Create a concept map labeling and describing the layers of the Earth. p 84http://mjksciteachingideas.com/pdf/EarthFoldable.pdf

LM Quick Lab Tectonic Ice Cubes pp 62-63

LM Exploration Lab Models of the Earth Independent Inquiry pp 128-130

Structure of the Earthhttp://scign.jpl.nasa.gov/learn/plate1.htm

TC Unit 2 Lesson 3 Digital Lesson Earth’s Layers

TE pp 430-434SE pp 326SE pp 328

Energy Transformationhttp://www.think-energy.co.uk/ThinkEnergy/11-14/activities/EnergyTrans2.aspx

SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).


SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation.


How do scientists apply principles to understand the processes that shape the features of the Earth?

How do scientists explain the rock cycle as a continuous process?

What processes do the rock cycle depend on?

Video Rocks http://thehappyscientist.com/science-video/rocksLM Crayon Rock Cycle Independent Inquiry pp 52-53TC Unit 3 Lesson 1Minerals- Rock Test KitchenRide the Rock Cycle:http://sciencespot.net/Media/rockcycwkst.pdfAIMS: Hardhatting In a Geo-World: Geo-Panes pg 127

TE pp 104-109SE pp 68-78


- Rock Cycle- Plate Tectonics

- Plate Tectonics

- Building Pagaea- Plate Tectonics

- Rock Cycle- Rock Classification

- Rock Cycle

SE= Student Edition TE= Teachers Edition TC=http://www.thinkcentral.com AG= Assessment Guide LM=Lab Manual SS= ScienceSaurus USIS= Uncovering Student Ideas in Science LC= Larry Chew SEP=SEPUP Science & Life Issues AIMS=AIMS resources

TIMETABLE


RESOURCES

TE Daily Demo On the Move p 171

LM Modeling an Explosive Volcano Directed Inquiry pp 95-99

Convection Currents Labhttp://www2.gi.alaska.edu/volcanoes_alive/Lessons/VA%20Unit%202/2_6Convection_Current.pdf

Plate Tectonics Activity http://www.pbs.org/wgbh/aso/tryit/tectonics

Create a 3 dimensional model of the mountains formed by different plate movement.

Illustrate the stress caused by plate movement that results in earthquakes.

Quick Lab Volcano Mapping

TE pp 130-136SE pp 88-99TE pp 148-152SE pp 104-112SE pp 110

World Map http://www.worldatlas.com/aatlas/printpage/moutline.htm

SE 114-122 or Digital Lesson TS671320- Unit 2 Lesson 6 Earthquakes

TE p 135SE p 98TE pp 176-181SE pp 124-134TE p 163SE p 117SE pp114-122TE pp162-166

What are the constructive and destructive forces that affect the features of the Earth?

How does the movement of plates result in earthquakes, volcanoes and/or mountain building?

How are tools useful in helping scientists predict natural disasters?

How is heat transfer in the form of convection currents related to the movement of materials in the mantle and how does it affect Earth’s crust?

How does a volcanic eruption change between a continental crust and an oceanic crust?

SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins.


GO TO Ideas/instructional.middleschool/science/7thgrade /bodies of knowledge/Earth/Big Idea Earth Structures click on Radiations Candium

TC Unit 3 Lesson 1 Virtual Lab: Geologic Change over Time.

TC Unit 3 Lesson 2 Digital Lesson TS671210.

Geologic Time as a Football Field – teacher assistance required for math portion.

Radiocarbon Web-Infohttp://www.c14dating.com/k12.html

SE pp 176-186TE pp 238-243

SE pp 162-173TE p 222

How do scientists measure the age of the Earth?

What evidence do scientists use to determine the age of the Earth?

How are rock layers related to the law of superposition?

SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.Background: SC.7.L.15.1


SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.


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- Plate Tectonics

- Plate Tectonics

- Earthquake Recording Station- Earthquake Determination of Epicenter

- Rock Cycle- Plate Tectonics

- Plate Tectonics

- Half Life- Nuclear Decay

- Building Pangaea

- Rock Classification



TIMETABLE


RESOURCES

LM Exploration Lab Earth’s History Guided Inquiry pp 159-161

LM Layers of Sedimentary Rock Quick Lab Guided Inquiry p139-142

LM Ordering Rock Layers Quick Lab Guided Inquiry pp 143-146

Video The Happy Scientist, Continuous Change http://thehappyscientist.com/science-video/continuous-change

DL Unit 3 Lesson 2TS671210 Relative Dating

GO TO Ideas/instructional.middleschool/science/7thgrade /bodies of knowledge/Earth/Big Idea Earth Structures click on Radiations Candium

Activity Using Popcorn to Simulate Radioactive Decay - http://serc.carleton.edu/quantskills/activities/popcorn.html

Geologic Time Football Fieldhttp://www.utexas.edu/tmm/education/resources/pdf/geologic-time.pdf

SE pp 162-173TE pp 238-243

Radiocarbon Web http://www.c14dating.com/k12.html

TE pp 238-243SE pp 176-187

SE pp 176-186TE pp 238-243

TE pp 206-212SE pp 148-160

From Plate Tectonics to Paleontologyhttp://Undsci.berkeley.edu/article/0_0_0/alvarez_02

What evidence do scientists use to determine the age of the Earth?

Through what methods do scientists measure the age of the Earth?

How are rock layers related to the law of superposition?

How does the Law of Superposition allow paleontologists to compare data collected from around the world?

What evidence do scientists have that support the theory that Earth has evolved over time due to natural processes?

SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.


SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.


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- Building Pangaea- Half Life

- Building Pangaea- Rock Classification

- Rock Classification- Rock Cycle

- Half Life- Nuclear Decay

- Building Pangaea



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SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.


How have human activities impacted the Earth’s surface?

What are the affects of trash dumping and sludge dumping on food chains in Florida?

Predict changes that need to take place in human behavior to slow the impact on the Earth and its natural processes.

Create a poster or editorial specifically addressing one concern and how to decrease our impact. TC Unit 4 Lesson 4 Virtual Lab Human Impact on the Atmosphere

TC Unit 4 Lesson 5 Virtual Lab Protecting Earth’s Water Land and Air

LM How Is That Made Quick Lab Guided Inquiry pp 169-172

LM How Can an Oil Spill Be Cleaned Up? Quick Lab Guided Inquiry pp 203-206

Calculate Your Carbon Footprint Activity:http://www.ie.unc.edu/erp/resources/Calculating_Your_Carbon_Footprint.pdf

Unit 4 Human Impact

WATER - Pond Ecosystems- Water Cycle- Porosity- Water Pollution

LAND- Forest Ecosystem- Rabbit Population by Season- Food Chain

AIR / ATMOSPHERE- Greenhouse Effect - Effect of Temperature on Gender (metric)

- Effect of Environment on New LIfe Form

- Energy Conversions- Household Energy Usage - Road Trip (Problem Solving)- Water Pollution

TIMETABLE


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BIG IDEA 17 ~ Interdependence


Body of Knowledge - Life


SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.


SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

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How do consumers, producers, and decomposers obtain energy to survive?

Compare and contrast a food chain and food web.

How is energy transferred in a food chain and food web?

How does the removal of one population in an ecosystem affect other populations in that ecosystem?

Owl Pellet Lab Activity

LM How Do Populations Interact Exploration Lab Guided Inquiry pp 503

Gold Seal Lessons pp 48-50 Part of the Food Chain

LM Pyramid of Energy Quick Lab Independent Inquiry pp 468-470

TE Earth Science Transfer Roles p 672

TC Unit 10 Lesson 2 Virtual Lab Roles in Energy Transfer

Virtual Owl Pellet Dissectionhttp://www.kidwings.com/owlpellets/flash/v4/index.htm

TE pp 674-679SE pp 510-521

SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.


SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.

How do organisms interact with each other?

Compare and contrast the symbiotic relationships between organisms.

How does competition affect members of a population in an ecosystem?

What role does adaptation play in predation?

Make a foldable on symbiotic relationships TE Activity What Are You Fighting For? p 682

TC Unit 10 Lesson 3 Interactions in Communities Virtual Lab

TE pp 688-692SE pp 522-531

- Forest Ecosystems- Plants and Snails

- Food Chain- Forest Ecosystem

- Food Chain- Plants and Snails


- Prarie Ecosystem- Microevolution



- Plants and Snails

- Rain Fall & Bird Beaks (metric)


- Natural Selection- Evolution Natural and Artificial Selection

- Microevolution


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SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.


What is the relationship between carrying capacity and limiting factors?

What are the limiting factors that affect native populations in our local ecosystem?

TE Controlling Iguanas p 694

LM How Do Disturbances Affect an Ecosystem Directed Lab pp 481-487

Turtle Hurdles http://www.earthnerds.com/Turtle%20Hurdles%20Lesson%20Plan.pdf

Limiting Factors Challenge http://frank.mtsu.edu/~gladectr/teaching/21_Limiting%20Factors%20in%20the%20Glades.pdf

TE pp 704-709SE pp 534-545


- Food Chain- Forest Ecosystem- Prarie Ecosystem- Pond Ecosystem- Rainfall and Bird Beaks (metric)- Effect of Environment on New Life Forms- Effect of Temperature on Gender- Rabbit Population by Season

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RESOURCES

BIG IDEA 16 ~ Heredity and Reproduction



SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.


SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.


SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles.


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What is the importance of DNA?

Why is it important to pass hereditary information (DNA) to the next generation?

How does heredity increase the diversity of organism?

Explain the hierarchical relationship between DNA, genes and chromosomes.

How do differences in genotypes cause variations in phenotypes?

How does a Punnett square show the probabilities of inherited traits from parents to offspring?

How do geneticists use pedigrees to explain the inheritance of traits?

How does sex-linked, polygenic, co-dominance and multiple alleles affect inheritance?

SE Unit 9 Lesson 1: DNA Structure and Function pp 464-475

Bill Nye "Genes"

NOVA Video: Cracking The Code of Life http://www.pbs.org/wgbh/nova/genome/program.html

SEP 61 Gene SquaresSEP 65 Breeding CrittersSEP 66 Patterns in PedigreesSE Unit 8 Lesson 4: Heredity pp 430-441SE Unit 8 Lesson 5: SEP 61 Gene SquaresSEP 65 Breeding CrittersSEP 66 Patterns in PedigreesSE Unit 8 Lesson 4: Heredity pp 430-441SE Unit 8 Lesson 5: Punnett Squares and Pedigrees pp 444-453Blood Typing Lab—Ideas: MS Science

TC Virtual Lab Unit 8 Lesson 5 Crossing Pea Plants

Blood Typing River of Life in SDHC PDF

TE p 602

http://www.cuhk.edu.hk/bio/course_homepage/BIO2310/tutorial/files/3_DNA.pdf

TC Virtual Lab Unit 9 Lesson 1 Extracting DNA

SEP 61 TE pp D91 - D103SEP 65 TE pp ??SEP 66 TE pp D147 - D165 SpongeBob genetics http://sciencespot.net/Media/gen_spbobgenetics.pdfhttp://sciencespot.net/Media/gen_spbobgenetics2.pdfTE pp 564-592http://www.svusd.k12.ca.us/schools/lhhs/mccormacks/apbiowebpage/Assignments/genetics%20wkst.pdfhttp://www.pleasanton.k12.ca.us/avhsweb/thiel/genetics/lab5.htmlhttp://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Pick%20the%20Risk_Public.pdfhttp://butterfly.ctl.sri.com/gentalk.curricum/BloodType%20student.pdf


- Inheritance- Chicken Genetics- Mouse Genetics (one trait)- Mouse Genetics (two traits)- Hardy Weinberg Equilibrium

- Building DNA

- Inheritance -Microevolution

- Evolution Mutation and Selection

- Human Karyotyping -RNA and Protein Synthesis



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SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.


SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.


What are the advantages and disadvantages of asexual and sexual reproduction?

What are the roles of mitosis and meiosis in reproduction?

How does independent assortment and crossing over increase the diversity in organisms?

"How Cells Divide: Mitosis vs. Meiosis" http://pbs.org/wgbh/nova/baby/divi_flash.html

Mitosis Flip Books http://sciencespot.net/Pages/classbio.html#Anchor-genetics

SE Unit 8 Lesson 1: Mitosis pp 400-409

SE Unit 8 Lesson 2: Meiosis pp 410-419

SE Unit 8 Lesson 3: Sexual and Asexual Reproduction pp 420-429

TC Virtual Lab Unit 8 Lesson 2 Animating Meiosis

Cells Alive http://www.cellsalive.com/mitosis.htm

http://www.cellsalive.com/meiosis.htm

http://www.cellsalive.com/cell_cycle.htm

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter28/animation__how_meiosis_works.html

TE p. 509-562

http://www.accessexcellence.org/RC/VL/GG/comeiosis.php

http://www.sumanasinc.com/webcontent/animations/content/independentassortmentnm.html

SC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.


What are some ethical dilemmas involved with biotechnology?

How have advances in biotechnology improved our quality of life?

How should society regulate the advances and use of biotechnology?

SEP 56 Joe's DilemmaSEP 67 What Would You Do?SEP 71 Should We?

SE Unit 9 Lesson 2: Biotechnology pp 478-487

PBS video Cracking the CodeSegment 15: Genetic Mod.http://www.pbs.org/wgbh/nova/genome/program_t.html

PBS Harvest of Fear http://www.pbs.org/wgbh/harvest/Engineer A Crop

Guess What's Coming To Dinner?

"What About This Fish?"

SEP 56 TE pp D25 - D29

SEP 67 TE pp D171 – D179

SEP 71 TE

SEP TE Appendix H Unit D pp H19 – H23

TE 622-634

- Inheritance- Pollination Flower to Fruit

- Cell Division

- Human Karyotyping

- Human Karyotyping- DNA Fingerprinting Analysis

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BIG IDEA 15 ~ Diversity and Evolution of Organisms




SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.


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Review the Law of Superposition, the Geologic Time Scale, Relative and Absolute DatingPrerequisite SC.7.E.6.3 & SC.7.E.6.4

What does a theory in science mean and how are theories used?

What multiple forms of evidence support the theory of evolution?

How have living things changed over the history of the Earth?

SEP 90 Figuring Out Fossils F-11 – F-13

PBS video "Isn't Evolution Just a Theory?" and "How Do We Know Evolution Happens?" http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

SEP 91 Fossilized Footprints

SEP 92 Time For Change Part 2

SEP 93 Reading The Rocks

SEPUP Evolution , Unit FSEP 90 – TE pp F-7 – F-19PBS website http://www.pbs.org/wgbh/evolution/educators/index.htmlContains Teacher information, Teacher's Guide, and Online Student lessonsDo NOT Use Videos 2,5 and 7Bill Nye "Fossils"SEP 91 – TE pp F- 21 – F31SEP 92 – TE pp F-33 – F47SEP 93 – TE pp F-49 – F61

SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.


What evidence supports that natural selection is a primary mechanism leading to change over time in organism?

What are ways that genetic variations enable species to successfully survive and reproduce?

What roles do environmental factors play in natural selection?

What is the importance of diversity of organisms on Earth and what are the ramifications of a lack of diversity?

PBS video "How Does Evolution Really Work"http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.htmlSEP 94 A Meeting of MindsSEP 96 Battling BeaksF41 – F44SEP 98 Family Histories SE Unit 7 Life over Time pp 363-396TC Virtual Lab Unit 7 Lesson 1: Natural SelectionTC Virtual Lab Unit 7 Lesson 2: Similarities in Animals

SEPUP Evolution , Unit F

SEP 94 TE pp F63–F72

SEP 96 TE pp F85-F95

SEP 98 TE pp F105–F119

TE pp 467-508

- Building Pangaea- Natural Selection - Evolution Natural and Artificial Selection- Rainfall and Bird Beaks (metric)- Human Evolution Skull Analysis

- Natural Selection - Evolution Natural and Artificial Selection- Evolution Mutation and Selection- Rainfall and Bird Beaks (metric)- Microevolution



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SEP 99 TE pp F121- F139

SEP 100 TE pp F141 - F159

SEP 99 A Whale of a Tail

SEP100 DNA: The Evidence Within

How are organisms classified into kingdoms based on evolutionary evidence?

What types of evidence do scientists use support evolution?

SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms.


SEP Unit F Item BankPBS video "Why Does Evolution Matter Now"http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

What factors contribute to the extinction of a species?

What adaptations have made species able to survive?

How does the scientific theory of evolution explain changes in organisms in our local environment?

Why is the scientific theory of evolution called the organizing principle of life science?

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.


SE pp 372-373

TE p 487

Make poster/foldable of principles of natural selection

http://evolution.berkeley.edu/evosite/evo101/IIIENaturalSelection.shtml

What are the four key principles of natural selection?

How did Darwin develop his theory of natural selection?

SC.912.L.15.13 Describe the conditions required for natural selection , including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.


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Create an Organism ProjectSuggested culminating research project for Genetics and Evolution

Location: IDEAS / Middle School / Science / 7th Grade / Research Projects Folder

Culminating Activity for Evolution and Genetics:

- Building Pangaea- Evolution Natural and Artificial Selection

- Natural Selection - Evolution Natural and Artificial Selection- Evolution Mutation and Selection- Rainfall and Bird Beaks (metric)- Microevolution

- Natural Selection - Human Evolution Skull Analysis

- Natural Selection- Microevolution

- Rainfall and Bird Beak (metric)- Natural Selection

Documents

Hillsborough County Public Schools - · PDF fileTC Unit 1 Lesson 2 Virtual Lab ... (test) independent variables and (outcome) dependent variables in an experiment. TE 27, TE 376-377