VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K

MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121

FAX NUMBER: (845) 457-4254

MIDDLE SCHOOL ACCELERATED SCIENCE

CURRICULUM GRADE SEVEN

August 2005

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE: 7 ACCELERATED - ECOLOGY (16 DAYS)

STANDARD LE #3 Individual organism and species change over time.

LE #5 Organisms maintain a dynamic equilibrium that sustains life

LE # 6 Plants and animals depend on each other and their physical environments.

LE # 7 Human decisions and activities have had a profound impact on the physical and living environment.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.2a In ecosystems, balance is the result of interactions between community members and their environment.

Describe how living things, including humans, depend upon the living and nonliving environment for their survival.

2 days Notes Prentice Hall environmental science section 1-1 Teacher resources 17-18

7.1b Given adequate resources and no disease or predator, populations increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use, decisions, waste disposal, etc.

Describe the effects of environmental changes on humans and other populations. Students will see the impact of human activities on the world around them.

GS 4,8 2 days “Oh Deer” Project Wild Graphing data – Project Wild Define limiting factor - Prentice Hall Env. science section 1-2

7.1 c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither would survive without the other. 3.2a In all environments, organisms with similar needs may compete with one another for resources.

Students will be able to interpret graphs based on predator prey. Students will be able to name the relationships between organisms

GS 4,8 31/2 days “Quick Frozen Critters” – Project Wild Graphing PH Environmental science section 1-3 “Good Buddies” – Project Wild QUIZ

7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological succession)

Students will be able to identify the 2 types of succession.

GS 7 1/2 day Prentice Hall Env. science section 2-5

7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires

Students will analyze a “water sample” and decide where pollutants come from

1 day

Project Aquatic Wild News in review – students will find articles of

the monitoring of soil, air and waste and taking steps to keep them safe

environmental concern.

7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.

Students will find a way to filter water. Students will identify how materials can run through the water and affect the earth

4 days Project Wet – “ A grave mistake” How to filter water of different pollutants.

5.1 c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some use oxygen to release the energy in stored in food. 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich food. 5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms.

Students will be able to define the nutritional niche Of members of the food chain.

½ day Prentice Hall Environmental Science section 2-1 Teacher resource book 41-44 Notes

6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids.

Students will be part of a food chain and be able to recognize the relationships in that structure.

LES 7, GS8 1½ day Diagrams String activity Notes Pond Study

6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. TEST 1 DAY

SCIENCE SYLLABUS K-12 GRADE: 7 ACCELERATED - NATURAL CYCLES AND

WEATHER (14+3 DAYS)

STANDARD PS # 2

Most of the phenomena that we observe on Earth involve interactions among components of air, water and land.

LE # 6 Plants and animals depend on each other and their physical environments.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

6.1c Matter is transferred from one organism to another and between organisms and their physical environment. 2.1j Water circulates through the atmosphere, lithosphere and hydrosphere in what is known as the water cycle.

Students will be able to diagram the natural cycles.

GS 8

2days Text Environmental science 2-2 Teacher resource diagram Water cycle activity and essay

*2.1 a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amount of water vapor, carbon dioxide and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lower layer of the atmosphere. *2.2i Weather describes the conditions of

Students will be able to identify the layers of the atmosphere.

GS 8

1 day Prentice Hall – Weather and Climate 1-1 Prentice Hall – Weather and Climate 1-4

the atmosphere at a given location for a short period of time.

*2.2j Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature, and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. *2.2m Most local weather condition changes are caused by movement of air masses. *2.2n The movement of air masses is determined by prevailing winds and upper air currents.

Students will be able to measure weather information

PSS 7,8, 9 GS 2,3,4,8

6 days Prentice Hall – Weather and Climate 1-3 Prentice Hall – Weather and Climate 3-1 Prentice Hall – Weather and Climate 2-3 Online – Jet stream Weather online PH Weather and Climate 1-1

*2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries. *2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.

Students will be able to read a weather map. Students will be able to predict weather.

2 days Prentice Hall – Weather and Climate 3-4 Newspaper maps

*2.2Q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms and blizzards. Humans can prepare and respond to these conditions if given sufficient warning.

1- 2 days

Online ??? Geokit ???? PH – Tracking a hurricane Prentice Hall – Weather and

*2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruption and greenhouse gases such as carbon dioxide, methane and water vapor. These substances can affect weather, climate and living things.

Climate 3-2

TEST Students will work independently to track the weather of an area and create a series of 3 days of weather maps.

1 DAY Indep. Time 3 days

Weather Map project

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE: 7 ACCELERATED – ANIMALS AND

ADAPTATIONS (17+5 DAYS)

STANDARD LE 1 Living things are both similar to and different from each other and from non-living things

LE 3 Individual organisms and species change over time.

LE 5 Organisms maintain a dynamic equilibrium that sustains life

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

1.1d Some organisms are single cells; others, including humans are multicellular. 1.1h Living things are classified by shared characteristics on the cellular or organism level. In classifying organisms, biologists consider details of internal and external structure. Biological classification systems are arranged from general (kingdom) to specific. 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus

Students will be able to identify the kingdom of different species based on major characteristics. Students will be able to read a taxonomic table and compare organisms.

LS6 GS 5,6

2 days Prentice Hall – Bacteria to Plants 1-1 Characteristic of living things

5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their

Students will be able to identify the characteristics

GS 5

1 day

Animal kingdom characteristics wksheet –

ability to maintain a balanced condition.

of animals and the major groups of animals.

Prentice Hall

1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs and organ systems. 1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities.

Students will be able to distinguish the characteristics of invert. animals. Students will be able to create a dichotomous key for invert. models.

GS 5, 6 LES 6

5 days Invert. Chart Arthropod project – students will do independent research on an invertebrate using field guides, encyclopedias and computer research. Geokit – invertebrate movies – insect/arachnid Create a dichotomous key lab

5.1 b An organism’s overall body plan and its environment determine the way the organism carries out the life processes. 4.1d Fertilization and /or development in organisms may be internal or external.

Students will be able to identify the characteristics of vertebrate animals.

½ day 2 days

Quiz Vertebrate chart Geokit – vert movie

Test 1 day 5.1g The survival of an organism depends on its ability to sense and respond to its external environment. 3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive

Students will investigate an animal and describe its special adaptations to survive in its natural environment.

LES 9 6 days (5 ind. Days)

Peppered moth activity Zoo project

and have offspring than individuals without these traits. 3.2d Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years. 5.1f Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback systems.

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE7 ACCELERATED – CHEMISTRY, PHOTOSYNTHESIS, RESPIRATION AND DENSITY

(23 DAYS)

STANDARD PS 3

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

LE 5 Organisms maintain a dynamic equilibrium that sustains life

LE 6 Plants and animals depend on each other and their physical environment.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

3.3a All matter is made of atoms. Atoms are far too small to see with a light microscope.

Students will know the parts of an atom.

2 day Prentice Hall text – chemical Building Blocks Chem chips – science kit & Boreal

3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases) 3.3e The atoms of any one element are different from atoms of other elements. 3.3 d Substances are often placed in categories if they react in similar ways.

Students will be able to use a periodic table to determine the characteristics of an atom.

PS12

4 days

Periodic Table activity Prentice Hall Chemical Building Blocks Classification of elements- Optical Data Corporation Teachers video company

Examples include metals, nonmetals and noble gases.

3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactant equals the total mass of the products. 3.3c Atoms may join together in well-defined molecules or may be arranged in geometric patterns. 3.3d Interactions between atoms and / or molecules result in chemical reactions.

½ day 5 days

quiz Valence clues Ion – Prentice Hall Chemical Interactions Bonding – Chemistry Ion Chips – Science Kit & Boreal Balancing Equations – Prentice Hall Covalent/Ionic Bonds - Prentice Hall Chemical Interactions 2-3, 2-4

6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical energy in the form of sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. 6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis.

Students will be able to balance the equation for photosynthesis and be able to identify the raw materials and end products as well as the energy source.

½ day 1 day

quiz Prentice Hall – Cells and Heredity 2-1

5.1c All organisms require energy to survive. The amount of energy needed and the method of training this energy vary among cells. Some

Students will be able to balance the equation for respiration and be able to identify the raw

1 day

Prentice Hall – Cells and Heredity 2-2

cells use oxygen to release the energy stored in food. 5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry out their life processes.

materials and end products as well as the energy source

3.2b Mixtures are physical combinations of materials and can be separated by physical means. 3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling and evaporation.

Students will recognize the difference between a mixture and a compound.

PSS 14 ½ day 2 days

Quiz Iron and sulfur vs. Iron sulfide demo.

3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volumes, but one has more mass, the one with more mass is denser. 3.1i Buoyancy is determined by comparative densities.

Students will be able to calculate density. Students will be able to measure and determine density. Students will be familiar with whether an object will sink or float based on density.

PSS 10, 11

4 days Density problems Measuring lab Film canister lab

Students will be able to read a pH scale and predict a solutions pH.

GS4 ½ day 3 days

quiz Acid Base activity – online Acid Base lab – cabbage juice, pH paper

Test 1 day

SCIENCE SYLLABUS K-12 GRADE: 7 ACCELERATED CELLS AND THEIR DIVISION

(10 DAYS)

STANDARD LE 1 Living things are both similar to and different from each other and from non-living things.

LE 2 Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

LE 4 The continuity of life is sustained through reproduction and development.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size. 1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make materials that a cell or an organism needs. 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.

Students will be able to diagram a cell. Students will be able to identify the parts of a cell. Students will be able to use a microscope and locate cells. These will be drawn, labeled and measured.

GS 5

LS 1,2,3,4

7 days Cell diagrams Cell Movie – Teachers Video Prentice Hall – Cells and Heredity 1-2 Intro to microscope lab Measuring under a microscope worksheet Plant/Animal cell lab

2. 1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to either parent. 4.4b In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the heredity information is identical in all the cells that result. 1.1b SEE ABOVE

Students will understand the cell cycle and name its parts.

1 day Prentice Hall – Cells and Heredity 2-3 Mitosis worksheet – discovery.com

4.4 Cancers are a result of abnormal cell division.

Students will be able to describe how cancer occurs Leukemia / Lymphoma intro

2 day Prentice Hall – Cells and Heredity 2-4 Cancer research???

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE: 7 ACCELERATED GENETICS (9 DAYS)

STANDARD LE 2

Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

LE 3 Individual organisms and species change over time.

LE 4 The continuity of life is sustained through reproduction and development.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

2.1a Heredity information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells. 2.1b Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains thousands of different genes.

Students will be able to diagram a chromosome with genes and DNA.

1/2day Prentice Hall Cells and Heredity 3-1

4.4c Another type of cell division account for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain one half of the heredity information. 4.2a The male sex cell is the sperm. The

Students will be able to diagram meiosis. Students will be able to identify the male and female sex cells.

1 day Prentice Hall Cells and Heredity

female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg. 4.2b In sexual reproduction, sperm and egg each carry one half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent. 2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent.

2.2a In all organisms, genetic traits are passed on from generation to generation. 2.2b Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness. 2.2c The probability of traits being expressed can be determined by using model of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.

Students will be able to use Punnett square and pedigree to predict outcome of genetic crosses.

LS 4 6 days Prentice Hall Cells and Heredity 3-1 Class survey Make the right call Paper Pet Punnett square lab Designing experiments – the living environment pg 114 Prentice Hall Cells and Heredity 4 Making Pedigree Family Puzzles

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE: 7 ACCELERATED - DIVERSITY - MICROBE

KINGDOMS, FUNGI AND PLANTS (9 DAYS)

STANDARD LE 1 Living things are both similar to and different from each other and from non-living things

LE 4 The continuity of life is sustained through reproduction and development

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually. 4.1 b There are many methods of asexual reproduction, including division of a cell into 2 cells, or separation of part of an animal or plant from the parent, resulting in the growth of another organism.

Students will be able to distinguish the major characteristics of each kingdom.

LS 1,2,3,4 5 days Prentice Hall Bacteria to Plants chap 2 Protist labs Measuring under a microscope Measuring protists.

1.1f Many plants have roots, stems, leaves and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities. 4.1c Methods of sexual reproduction

Students will be able to identify the parts of a plant and a flower. Students will understand the characteristics of plant

3 days Prentice Hall Bacteria to plants chap 4,5 Plant Web – inspiration program

depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced.

groups Plant cell lab Plant experiment

TEST 1 DAY

VALLEY CENTRAL SCHOOL DISTRICT

SCIENCE SYLLABUS K-12 GRADE: 7 ACCELERATED - MOTION, FORCES, EARTH

(18 DAYS)

STANDARD PS *5 Energy and matter interact through forces that result in changes in motion.

PS *1 The Earth and celestial phenomena can be described by principles of relative motion and perspective.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

5.1a The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.

Students will be able to define reference point and when an object is in motion.

½ day Text – Prentice Hall Motion, Forces and Energy section 1-1

5.1b The motion of an object can be described by its position, direction of motion and speed

Students will be able to solve motion problems. Students will measure speed, distance and time or motion. Students will understand a motion graph.

GS 2 PS 16

3 1/2 days How to solve a problem wksht Motion problems wksht Text – Prentice Hall Motion, Forces and Energy section 1-1 Computer motion graph lab Inclined to roll PH 1-1 Stopping on a dime PH section 1- 2

5.1c An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to

Students will understand and apply Newton’s laws. Students can define inertia.

PS16 6 days Newton’s law worksheet Newton’s law activity

a force will continue to move at a constant speed in a straight line. The object at rest will remain at rest. 5.1d Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion. 5.1e For every action there is an equal and opposite reaction. 5.2 d Friction is a force that opposed motion.

Friction lab – different surfaces Sticky Sneakers PH 2-3

5.2a Every object exerts gravitational forces on every other object. Gravitational force depends on how much mass the objects have and how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles. 1.1d Gravity is the force that keeps planets in orbit around the sun and the moon in orbit around the earth. 1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as day, a year, phases of the Moon, eclipses, tides, meteor showers and comets. 1.1g Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in about one month.

Students will understand that gravity changes with the planets. Students will understand how the Earth rotates and revolves. Students will be able to apply gravity and Earth concepts to Mars.

PS 4 GS 7

5 day

Text – Prentice Hall Motion, Forces and Energy section 2-3 Text – Prentice Hall Astronomy 1-1,1-2 Astronomy Interdisciplinary activities science/math

1.1h The apparent motions of the Sun, Moon, planets and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth’s revolution around the Sun defines the length of the year as 365 days. 1.1j The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season.

2 DAYS Balloon car races TEST 1 DAY

VALLEY CENTRAL SCHOOL DISTRICT SCIENCE SYLLABUS K-12

GRADE: 7 ACCELERATED - MACHINES AND HUMAN

BODY (14 DAYS)

STANDARD PS *5 Energy and matter interact through forces that result in the changes in motion.

LE 1 Living things are both similar to and different from each other and from non-living things.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

5.2g Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g. a bicycle.

Students will be able to identify the different types of machines and classes of levers.

4 days Text – Prentice Hall Motion, Forces and Energy section 4-3 Seesaw science 4-2 Computer – Edheads Online simple machine activity

5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work.

Students will see how different amounts of machines change direction and input force.

3 days Text – Prentice Hall Motion, Forces and Energy section 4-3 Pulley Lab

5.2e A machine can be made more efficient by reducing friction. Some common ways of reduction friction include lubrication or waxing surfaces.

2 days Angling for Access ( PH )

1.2g Locomotion, necessary to escape danger, obtain food and shelter and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system.

2 days Computers – Edheads/ knee surgery Muscle fatigue.

2 days Adaptation review with simple machines 4-4 Wedges in life science

TEST 1 DAY

SCIENCE SYLLABUS K-12 GRADE: 7 ACCELERATED - ENERGY INCLUDING

HUMAN ENERGY (14 DAYS)

STANDARD PS 4 Energy exists in many forms, and when these forms change energy is conserved.

LE 1 Living things are both similar to and different from each other and from non-living things.

LE 5 Organisms maintain a dynamic equilibrium that sustains life

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.

Students will be able to identify both kinetic and potential energy and calculate their values

3 days Prentice Hall Motion, Forces and energy Energy review problems Soaring straws

4.1c Most activities in everyday life involve one form of energy being transformed to another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transfer. 4.1d Different forms of energy include heat, light, electrical, mechanical sound, nuclear, and chemical. Energy is transformed in

Students will be able to identify energy changes.

2 day

Energy transformation wksht.

many ways. 4.5a Energy cannot be created or destroyed, but only changed from one form to another. 4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat that others. 4.3a In a chemical reaction, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat.

1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells. 1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies the oxygen and removes carbon dioxide (gas exchange). 1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands.

Students will understand how human cells make energy. Students will be able to model the organs of digestion, respiration and circulation and show the flow of blood and molecules to the cells

LE 8,9

6 days Prentice Hall – Human body Human body diagram to include digestive system, heart and vessels, blood parts and respiratory organs.

5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to

Students will be able to identify the major nutrient groups in human diet.

2 days Prentice Hall – Human Body Nutrient worksheet

carry out their life processes. 5.2b Food contains a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals and water. Each substance is vital to the survival of the organism. 5.2c Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet and aging.

Students will be able to associate each nutrient with its function.

TEST 1 DAY

SCIENCE SYLLABUS K-12 GRADE: 7 ACCELERATED - OTHER FORMS OF ENERGY

(7 DAYS)

STANDARD PS 4 Energy exists in many forms, and when these forms change energy is conserved.

KEY IDEAS

PERFORMANCE INDICATORS

SKILLS

PACING RESOURCES

4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any form of energy. 4.1a The sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1B Fossil fuels contain stored solar energy and are considered non-renewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.

Students will do independent exploration of an energy source. They will need to provide a short paper and a project depicting their type of energy

GS2

2 days Ind. Research 5 days

Prentice Hall – Motion, Forces and Energy

4.4e Electrical circuits provide a means of transferring electrical energy.

Students will be able to identify and build the 2 types of circuits. Students will make a circuit board to review some learned content.

PSS 15 5 days

Prentice Hall – Motion, Forces and Energy Circuit kit