Embed Size (px)
Citation preview
7th Grade Science Curriculum Map Additional Resources
http://smartboardgoodies.com http://www.uen.org/k12student/ K-12 Pete's PowerPoint Station
Steve Spangler Experiments
Internet4Classrooms-Science Activities
Ecology Activities
PBS Kids--ZOOM Science Activities
http://www.stemresources.com/
Magic School Bus Science Experiments
K-8 "Science Kids" Activities
science-class.net (K-8)
Bill Nye Printable Science Activities
7-12 Grade Science Interactives (uen)
Grade_____7____ Science Pacing Guide
Instructional Week ___Embedded_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Embedded Inquiry
Grade Level Expectations: GLE 0707.Inq.1 Design and conduct open-ended scientific investigations. GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration. GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. Checks for Understanding 0707.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. 0707.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. 0707.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. 0707.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation. 0707.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models. State Performance Indicators SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram. SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.
Grade____7____ Science Pacing Guide
Instructional Week ___Embedded_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Embedded Technology & Engineering
Grade Level Expectations: GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs. GLE 707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting. GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new technology. GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products. Checks for Understanding 0707.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials. 0707.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications. 0707.T/E.3 Explore how the unintended consequences of new technologies can impact society. 0707.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives. 0707.T/E.5 Develop an adaptive design and test its effectiveness. State Performance Indicators SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype. SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied. SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology. SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Grade_____7____ Science Pacing Guide
Instructional Week ___0_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
**SET UP SCIENTIST NOTEBOOK TO BE USED THROUGHOUT THE YEAR**
Excellent site to provide guidance and examples: http://www.sciencenotebooks.org/ 1st Assignment: Draw a Scientist Have students imagine a scientist at work and “draw what they saw.” Use their sketches to discuss misconceptions about what scientists look like, what they wear, what they do, etc. 2nd Assignment: Scientists _____________. Have students make a list of verbs to fill in the blank. Examples may include: discover, think, explore, experiment, measure, test, etc. Use their answers to jumpstart discussion of things scientists do.
Grade_____7____ Science Pacing Guide
Instructional Week ____1____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** *See Week 0*
-----------------------------------------
GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.
0707.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.
SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.
*See Week 0*
--------------------------------------------
BrainPOP Scientific Method
BrainPOP Science Projects BrainPOP Microscopes Density of a Paper Clip Investigating Mass Mini-labs Alka Seltzer Eruption inquiry lab
Sinking Suspicion inquiry lab
Discovery Education Video Clips:
Step One: Ask a Question
Pre-Experimental Stage: Find a Question and Form a Hypothesis.
A Review of the Scientific Method
The Steps of the Scientific Method
Predicting Landslides
TEXTBOOK CHAPTER 1, p. 14-20
SKILLS HANDBOOK p. 484-488, 491-492
Grade____7_____ Science Pacing Guide
Instructional Week ____2-3____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and
interpret data.
0707.Inq.2 Identify tools and techniques needed to gather, organize,
analyze, and interpret data collected from a moderately complex scientific investigation.
SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex
experiment.
How Do I Choose Which Type of Graph to Use? Create a Graph
Discovery Education Video Clips:
Finding Mean, Median and Mode
Collecting Family Statistics
Collecting Information and Using Statistics.
Experimental Stage: Six Steps
Fire and Electrical Hazards
Flinn Safety Contract www.sciencespot.net (metric mania) www.sciencespot.net (gummy bear lab) www.middleschoolscience.com (Dunkin for Density, Volume Lab, Triple Beam Balance)
TEXTBOOK p. 21-22, 489-490
SKILLS HANDBOOK p. 493-495
Grade____7_____ Science Pacing Guide
Instructional Week ____4-5____
Academic Vocabulary: igneous, metamorphic, minerals, rock cycle, sedimentary
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.7.1 Describe the physical properties of minerals.
0707.7.1 Organize and explain information about the properties of minerals and their uses.
SPI 0707.7.1 Use a table of physical properties to classify minerals.
-------------------------- GLE 0707.7.2 Summarize the basic events that occur during the rock cycle.
0707.7.2 Label a diagram that depicts the major processes of the rock cycle.
0707.7.3 Distinguish among sedimentary, igneous, and metamorphic rocks and relate these to a simple diagram of the rock cycle.
SPI 0707.7.2 Label a diagram that depicts the three different rock types.
SPI 0707.7.3 Identify the major processes that drive the rock cycle.
---------------------------- 0707.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials.
Loose in the Lab Activity—Dissecting Granite Loose in the Lab Activity—Moh’s Mineral Tests mineral info What is a Mineral? how to identify BrainPOP Mineral Identification
BrainPOP Crystals
BrainPOP Problem Solving Using Tables Rock and Mineral Reference Sheet Discovery Education Video Clips:
Physical Properties of Minerals
The Physical Properties of Minerals
Minerals
Classifying Minerals
What Are Minerals?
--------------------------------------------- BrainPOP Rock Cycle
Interactive Rock Cycle
Interactive rock cycle Rock cycle worksheet Rock cycle dice Crayon rock cycle Rock Cycle Jeopardy Game Mighty minerals list of common minerals Rocks and Minerals Discovery Education Video Clips:
Earthquakes
Types of Volcanoes
Introduction to Volcanoes
Earthquakes
Erosion
--------------
TEXTBOOK CHAPTER 9, p. 268-289
Grade___7_____ Science Pacing Guide
Instructional Week ___6-8_(2 PAGES)____
Academic Vocabulary: earth layers*, earthquake*, mountain building*, plates*, seafloor spreading*, volcano*
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0707.7.4 Explain how earthquakes, mountain building, volcanoes, and sea floor spreading are associated with movements of the earth’s major plates. 0707.7.5 Analyze the relationship between plate movements and areas of earthquake
activity. 0707.7.6 Analyze the relationship between plate movements and mountain building. 0707.7.7 Analyze the relationship between plate movements, volcanoes, and sea floor
spreading. SPI 0707.7.5 Recognize that lithospheric plates on the scale of continents and oceans continually move at rates of centimeters per year. SPI 0707.7.6 Describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading. ------------------------------------ CONTINUED ON NEXT PAGE
BrainPOP Volcanoes
BrainPOP Mountains
BrainPOP Earthquakes
BrainPOP Plate Tectonics
BrainPOP Natural Disasters Loose in the Lab Activity—Assembling Puzzle of Pangea Loose in the Lab Activity—Pangea to Present Plate Movement Activity CVO Website - Plate Tectonics and Sea-Floor Spreading Discovery Education Video Clips:
Erosion
Conclusion: How Uplifting and Erosion Make the Land Go Up and Down.
Plate Tectonics
Fault Lines and Earthquakes
Earthquakes, Tectonic Plates, and Fault Lines.
BrainPOP Ocean Currents
BrainPOP Oceans Interactive Volcanoes Understanding Earthquakes Plate Tectonics - earth Discovery Education Video Clips:
Discovering Plate Tectonics
Earthquakes and Volcanoes
Plate Tectonics and Earth Movements
Plate Movements
Earth's Changing Landscape ---------------------------------------------------------
CONTINUED ON NEXT PAGE
TEXTBOOK CHAPTER 10
Grade____7_____ Science Pacing Guide
Instructional Week __6-8 CONTINUED______
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0707.7.3 Analyze the characteristics of the earth’s layers and the location of the major plates. 0707.7.4 Recognize that the earth’s layers have different thickness, states of matter,
densities, and chemical makeup. SPI 0707.7.4 Differentiate among the characteristics of the earth’s three layers.
--------------------------------------------------------------------- GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations,
and models.
0707.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.
SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.
BrainPOP Earthquakes
BrainPOP Mountains
BrainPOP Plate Tectonics Earth's Layers (Inside the Earth) Layers of the Earth The Layers of the Earth Earth's Layers
Loose in the Lab Activity—Terrestrial Pie Loose in the Lab Activity—Pacific Plate and Ring of Fire Earth Is Like A Puzzle. Interactive – Earth’s structure BrainPOP Earth's Structure
BrainPOP Soil
BrainPOP Volcanoes
Interactive Dynamic Earth Structure of the Earth Layers of the Earth
Discovery Education Video Clips:
The Four Layers of the Earth's Interior: Inner Core, Outer Core, Mantle, and Crust.
The Earth's Layers
The Structure of Earth's Interior
The Structure of the Earth
The Inner Structure of the Earth
--------------------------------------------------------- xxxxxxxxxxxxxxxxxxxx
TEXTBOOK CHAPTER 10
Grade_____7____ Science Pacing Guide
Instructional Week ____9____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
*REVIEW ACTIVITIES FOR WEEKS 1-8 *EXTENSION ACTIVITIES FOR WEEKS 1-8
Grade____7_____ Science Pacing Guide
Instructional Week ___10_____
Academic Vocabulary: non-renewable resource*, renewable resource*
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.7.5 Differentiate between renewable and nonrenewable resources in terms
of their use by man. 0707.7.8 Determine the impact of man’s use of renewable and nonrenewable resources on future supplies.
GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, and atmosphere. 0707.7.9 Evaluate how human activities affect the condition of the earth’s land, water, and atmosphere. SPI 0707.7.7 Analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources. ---------------------------------------------- GLE 0707.T/E.1 Explore how technology responds to social, political, and economic
needs. GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a
new technology. 0707.T/E.3 Explore how the unintended consequences of new technologies can
impact society. SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended
consequences of a new technology.
BrainPOP Gas and Oil
BrainPOP Plastic
BrainPOP Humans and the Environment
BrainPOP Natural Resources
BrainPOP Wind Energy
BrainPOP Fossil Fuels
BrainPOP Solar Energy
BrainPOP Biofuels Loose in the Lab Activity—Here Today…
Nonrenewable Resources
Resources worksheet quiz Loose in the Lab—Dissolving Statues Loose in the Lab—Soapy Seeds BrainPOP Humans and the Environment
BrainPOP Global Warming
BrainPOP Water Pollution
BrainPOP Plastic
BrainPOP Population Growth
BrainPOP Gas and Oil
BrainPOP Air Pollution
BrainPOP Ozone Layer
BrainPOP Greenhouse Effect
BrainPOP Earth
BrainPOP Earth's Atmosphere
Discovery Education Video Clips:
An Environmentalist's View
---------------------------------------- xxxxxxxxxxxxxxxxx
TEXTBOOK CHAPTER 12, p. 360-376
Grade____7_____ Science Pacing Guide
Instructional Week ___11-13____
Academic Vocabulary: acceleration, momentum, speed, velocity, work*
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.11.3 Distinguish between speed and velocity. 0707.11.3 Summarize the difference between the speed and velocity based on the
distance and amount of time traveled. SPI 0707.11.3 Apply proper equations to solve basic problems pertaining to distance,
time, speed, and velocity. -------------------------------------------- GLE 0707.11.4 Investigate how Newton’s laws of motion explain an object’s
movement. 0707.11.4 Recognize how a net force impacts an object’s motion. SPI 0707.11.4 Identify and explain how Newton’s laws of motion relate to the
movement of objects. ------------------------------------------- GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. 0707.Inq.3 Use evidence from a data set to determine cause and effect relationships that explain a phenomenon. SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram. GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further
exploration. 0707.Inq.4 Review an experimental design to determine possible sources of bias or error, state
alternative explanations, and identify questions for further investigation. SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate
design constraints, model building, testing, evaluating, modifying, and retesting. 0707.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications. SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype. SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
Loose in the Lab Activity—Modified Marble Races Describing Motion in Words Force and motion ppt Motion PowerPoint The Physics Classroom Tutorial Discovery Education Video Clips:
Calculating Average Speed
Laws of Motion
Introduction to the Laws of Motion
---------------------------------------- Loose in the Lab Activity—Newton in New Orleans Loose in the Lab Activity—Ping Pong Poppers Balloon Powered Race Cars
Describing Motion in Words Newton's Laws of Motion force ppt Newton's Laws of Motion Relative Motion, Speed, Velocity and Acceleration 3 laws interactive concept map Newton’s 1
st Law
more newton #1 Newton’s 2
nd Law
Newton’s 3rd
Law Isaac Newton’s Three Laws of Motion Sinking Suspicion inquiry lab
Discovery Education Video Clips:
G Forces
Second Law of Motion
Velocity and Acceleration
TEXTBOOK CHAPTER 13, p. 398-415
Grade____7_____ Science Pacing Guide
Instructional Week ___14-16_____
Academic Vocabulary: simple machines, mechanical advantage
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** CONTINUE FROM WEEKS 11-13: GLE 11.3, 11.4; 11.3, 11.4; SPI 11.3, 11.4 ---------------------------------------------------- GLE 0707.11.1 Identify six types of simple machines. 0707.11.1 Compare the six types of simple machines. SPI 0707.11.1 Differentiate between the six simple machines. ---------------------------------------------------- GLE 0707.11.2 Apply the equation for work in experiments with simple machines to
determine the amount of force needed to do work. 0707.11.2 Compete an investigation to determine how machines reduce the
amount of force needed to do work. SPI 0707.11.2 Determine the amount of force needed to do work using different
simple machines. ----------------------------------------------------- 0707.T/E.5 Develop an adaptive design and test its effectiveness.
See previous resources ----------------------------------- Simple Machine Learning Site Simple Machines(2) Simple Machine Games (edheads.org) more machines BrainPOP Inclined Plane
BrainPOP Levers
BrainPOP Work
BrainPOP Pulley
BrainPOP Gears
BrainPOP Wheel and Axle
Simple Machines Discovery Education Video Clips:
The Six Simple Machines
Elevators
Simple Machines- Egyptians
Simple Machines- Greeks
--------------------------------------------- Loose in the Lab Activity—Calculated Leverage Work and Simple Machines PowerPoint Simple Machines Discovery Education Video Clips:
Wheel and Axle
Having Fun with Simple Machines
How a Lever Works
Introduction to Forces and Gravity --------------------------------------------------------
xxxxxxxxxxxxxxx
TEXTBOOK CHAPTER 14, p. 425-443
Grade____7_____ Science Pacing Guide
Instructional Week ___17-18_____
Academic Vocabulary: amplitude, crest, longitudinal wave, speed, transverse wave, trough, vibration*
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.11.5 Compare and contrast the basic parts of a wave.
0707.11.5 Create a graphic organizer to illustrate and describe the basic parts of a wave.
SPI 0707.11.5 Compare and contrast the different parts of a wave.
--------------------------------------------------
GLE 0707.11.6 Investigate the types and fundamental properties of waves.
0707.11.6 Compare how transverse and longitudinal waves are produced and
transmitted.
SPI 0707.11.6 Differentiate between transverse and longitudinal waves in terms of
how they are produced and transmitted.
Waves
Loose in the Lab Activity—Musical Rulers and Slinky Cannons
The Anatomy of a Wave Parts of a Wave Discovery Education Video Clips:
Here Comes the Sun
Energy on the Move
Kinetic and Potential Energy
Radio
-------------------------------------------- Wave Notes
Loose in the Lab Activity—Jump Rope Waves
Formation of Waves Longitudinal and Transverse Waves Investigating Mass Discovery Education Video Clips:
Here Comes the Sun
Energy on the Move
Kinetic and Potential Energy
Radio
TEXTBOOK CHAPTER 15
Grade____7_____ Science Pacing Guide
Instructional Week __19-21_(3 PAGES)_____
Academic Vocabulary: cell organelles (ribosome, mitochondria, chloroplast, vacuole, lysosome), chromosome, levels of organization*, multicellular, organ system, osmosis, tissue
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.1.1 Make observations and describe the structure and function of
organelles found in plant and animal cells.
0707.1.1 Examine and describe plant and animal cells using compound microscopes.
0707.1.2 Identify the function of the major plant and animal cellular organelles.
0707.1.3 Make a Venn diagram to compare the structures and functions of an animal cell with a city or school.
0707.1.4 Build a 3-D model of a cell.
SPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles.
--------------------------------------------------------------
CONTINUED ON NEXT PAGE
Cellular organization How Can You Tell an Animal Cell from a Plant Cell? Cells, Tissues, Organs, Systems Lessons BrainPOP Cell Specialization
BrainPOP Cell Structures
BrainPOP Cells
BrainPOP Passive Transport
BrainPOP Active Transport
BrainPOP Photosynthesis
BrainPOP Carnivorous Plants
Virtual Cell Tour Cells are the Starting Point Cell Structure Cells Alive! Plant and Animal Cell Make a Model of a Cell Plant and Animal Cells Cell Cams Discovery Education Video Clips:
Cell Nucleus
The Nucleus
Organelles: The Nucleus
Cytoplasm: Ribosomes Used for Making Proteins.
The Cytoplasm
--------------------------------------------- CONTINUED ON NEXT PAGE
TEXTBOOK CHAPTER 2, p. 44-61
Grade____7_____ Science Pacing Guide
Instructional Week ___19-21 CONTINUED_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.
0707.1.5 Construct a poster that illustrates the hierarchy among cells, tissues, organs, organ systems, and organisms.
0707.1.8 Apply the idea of the division of labor to explain why living things are organized into cells, tissues, organs, and organ systems.
SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.
---------------------------------------------------------------
CONTINUED ON NEXT PAGE
Loose in the Lab Activity—You’ve Got Nerve Loose in the Lab Activity—Personal Nerve Tester Loose in the Lab Activity—TP Backbone Cells, Tissues, Organs, Systems Lessons BrainPOP Urinary System
BrainPOP Circulatory System
BrainPOP Respiratory System
BrainPOP Cells
BrainPOP Nervous System
BrainPOP Appendix
BrainPOP Human Body
BrainPOP Smell Levels of Organization in Cells The Cell as a Structure Discovery Education Video Clips:
Genes, Proteins, and DNA
Messenger RNA
Collaboration among the Body Systems
Your Body's Cells: Structures and Functions.
Care of the Skeletal and Muscular Systems.
----------------------------------------
CONTINUED ON NEXT PAGE
TEXTBOOK CHAPTER 2, p. 44-61
Grade____7_____ Science Pacing Guide
Instructional Week __19-21 CONTINUED______
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.1.3 Describe the function of different organ systems and how collectively They enable complex multicellular organisms to survive. 0707.1.6 Describe the function of different organ systems.
0707.1.7 Explain how different organ systems interact to enable complex multicellular organisms to survive.
SPI 0707.1.3 Explain the basic functions of a major organ system.
Loose in the Lab Activity—Peristalsis Stocking Loose in the Lab Activity—Pop Bottle Lung BrainPOP Urinary System
BrainPOP Circulatory System
BrainPOP Respiratory System
BrainPOP Cells
BrainPOP Nervous System
BrainPOP Appendix
BrainPOP Human Body
BrainPOP Smell
BrainPOP Body Chemistry
BrainPOP Digestive System
BrainPOP Heart
BrainPOP Immune System
BrainPOP Multiple Sclerosis
BrainPOP Reproductive System
BrainPOP Spinal Cord Mitosis Phases of Mitosis Ski Mitosis Interactive Meiosis and Mitosis Meiosis Animation Cells, Tissues, Organs, Systems Lessons Discovery Education Video Clips:
How the Cardiovascular System Works
The Heart and Circulatory System: A Review.
The Circulatory System: The Body's Transport System.
Anatomy of the Circulatory System
The Wonder of the Heart and Circulatory System.
TEXTBOOK CHAPTER 2, p. 44-61
Grade____7_____ Science Pacing Guide
Instructional Week __22-23_(2 PAGES)_____
Academic Vocabulary: cell division, diffusion, mitosis, semi-permeable, chloroplast, photosynthesis, products, reactants, respiration, synthesize
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** Continue from Weeks 19-21: GLE 1.1, 1.2, 1.3 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 SPI 1.1, 1.2, 1.3 ---------------------------------------------------------
GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number of a species.
0707.1.9 Model the movement of chromosomes during plant cell division.
SPI 0707.1.4 Sequence a series of diagrams that depict chromosome movement during plant cell division.
---------------------------------------------------------
GLE 0707.1.5 Observe and explain how materials move through simple diffusion.
0707.1.10 Design a demonstration that illustrates how materials move across a semi-permeable membrane by simple diffusion.
SPI 0707.1.5 Explain how materials move through simple diffusion.
------------------------------------------------------------
CONTINUED ON NEXT PAGE
See previous resources -------------------------------------------------- BrainPOP Cell Specialization
BrainPOP Gender Determination
BrainPOP Mitosis Mitosis Interactive Mitosis = cell division Mitosis activity Mitosis slam dunk ppt Mitosis labeled Discovery Education Video Clips:
Comparing the Actions of Chromosomes in Mitosis and Meiosis.
Cell Forms and Functions
Mitosis and Meiosis in Flowering Plants
Cells: A Review
Heredity
----------------------------------------------------
Loose in the Lab Activity—Thermal Ink Clouds Loose in the Lab Activity—Mini Lava Lamps BrainPOP Diffusion
BrainPOP Gills
BrainPOP Active Transport
BrainPOP Passive Transport
BrainPOP Cell Specialization
BrainPOP Cell Structures
BrainPOP Cells Diffusion and Osmosis Cell Transport The Biological Cell Diffusion flash Salt Sucks
TEXTBOOK CHAPTER 3, p. 72-91
Grade____7_____ Science Pacing Guide
Instructional Week ___22-23 CONTINUED_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.3.1 Distinguish between the basic features of photosynthesis and
respiration.
0707.3.1 Associate the fundamental processes of photosynthesis and respiration with appropriate cell structures.
0707.3.2 Examine and identify the chloroplasts in a leaf cell.
0707.3.3 Identify the materials used by plants to make food.
0707.3.4 Create a chart that compares the reactants and products of photosynthesis and respiration.
0707.3.5 Model the pathways of water, oxygen, and carbon dioxide through a plant.
SPI 0707.3.1 Compare the chemical compounds that make up the reactants and products of photosynthesis and respiration.
Loose in the Lab Activity—Photosynthetic Funnel
Making Food Plant Needs Plants Puzzle Plant and Cell Organelles A Beginning Look at Photosynthesis: Plants Need Light Illuminative Photosynthesis Videos Water Flow in Plants ( experiment) Quia Photosynthesis and Respiration Photosynthesis What is Photosynthesis? BrainPOP Photosynthesis
BrainPOP Algae
BrainPOP Metabolism Photosynthesis Light Reactions- Animation Cell Organelles Plants Photosynthesis Discovery Education Video Clips:
Nourishment: Plants and Photosynthesis
Photosynthesis
Photosynthesis
The Process of Photosynthesis
Oxygen and Green Plants: The Process of Photosynthesis.
TEXTBOOK CHAPTER 3, p. 72-91
Grade____7_____ Science Pacing Guide
Instructional Week ___24-25_____
Academic Vocabulary: sexual reproduction, gene
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** CONTINUE FROM WEEKS 22-23: GLE 1.4, 1.5, 3.1 1.9, 1.10, 3.1, 3.2, 3.3, 3.4, 3.5 SPI 1.4, 1.5, 3.1 ---------------------------------------------------- GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual
reproduction.
0707.4.1 Classify organisms according to whether they reproduce sexually or asexually.
SPI 0707.4.1 Classify methods of reproduction as sexual or asexual.
See previous resources ------------------------------------------------- BrainPOP Asexual Reproduction
BrainPOP Bacteria
BrainPOP Cnidarians
BrainPOP Reproductive System
BrainPOP Babies
BrainPOP Pollination
BrainPOP Protozoa
BrainPOP Fetal Development
BrainPOP Honeybees
BrainPOP Puberty Lesson Asexual and Sexual Reproduction Compare Asexual and Sexual reproduction Sexual vs. asexual lab (Pre Lab B and Lab B) Discovery Education Video Clips:
Five Kingdoms
The Importance of Fungi in the Rain Forest.
Leaf Cutter Ants and Fungus
Helpful Fungi
Ants and Fungi
TEXTBOOK CHAPTER 6
Grade____7_____ Science Pacing Guide
Instructional Week ___26-27_____
Academic Vocabulary: asexual reproduction, flower, pollination
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering
plants.
0707.4.2 Label and explain the function of the reproductive parts of a flower.
0707.4.3 Describe various methods of plant pollination.
SPI 0707.4.2 Match flower parts with their reproductive functions.
BrainPOP Plant Growth Flowering Plant Reproduction Pollination What is Pollination? Lesson Partners in Pollination Biology of plants Plants and Animals Partners in Pollination- Activity Flowering Plant Reproduction Biology of plants Parts of a Flower- info and game Flower Dissection
Videopedia- Pollination Methods Pollination PowerPoint BrainPOP Pollination
BrainPOP Asexual Reproduction
BrainPOP Honeybees
BrainPOP Carnivorous Plants Flowering Plan Reproduction Discovery Education Video Clips:
The Parts of a Flowering Plant
Plants That Make Seeds: Gymnosperms and Angiosperms.
Three Main Parts of Plants: Roots, Stems, and Leaves.
Roots
The Bloom of Plants
TEXTBOOK CHAPTER 7
Grade___7______ Science Pacing Guide
Instructional Week __28-30_(2 PAGES)_____
Academic Vocabulary: chromosome, dominant trait, gene, genetic characteristic, genetic engineering, genotype, monohybrid cross, phenotype, Punnett Square, resessive trait
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** CONTINUE FROM WEEKS 26-27: GLE 4.2; 4.2, 4.3; SPI 4.2 ---------------------------------------------------------------------- GLE 0707.4.3 Explain the relationship among genes, chromosomes, and inherited
traits.
0707.4.4 Investigate the relationship among DNA, genes, and chromosomes.
0707.4.5 Explain the differences between dominant and recessive traits.
SPI 0707.4.3 Describe the relationship among genes, chromosomes, and inherited traits.
-----------------------------------------------------------------------
CONTINUED ON NEXT PAGE
See previous resources -----------------------------------------------------
Loose in the Lab Activity—Punnett Square Puzzles DNA and Mutations Mutations Strawberry DNA Extraction Lesson Asexual and Sexual Reproduction Compare Asexual and Sexual reproduction BrainPOP Gender Determination BrainPOP Genetics
BrainPOP DNA
BrainPOP Twins Exploring Genes and Genetic Disorders
Human Genome Project Education Resources Online Education Kit: Understanding the Human Genome Project
DCI Home: Blood Diseases: Sickle Cell Anemia: Discovery Education Video Clips:
Islands of Theory: Charles Darwin and Why Evolution Occurs.
Chronogenetics: Using Genetics to Predict the Future.
An Introduction to Genes, Genetics, and DNA.
Genes and the Genetic Code
Genes, Proteins, and DNA
TEXTBOOK CHAPTER 8
Grade____7_____ Science Pacing Guide
Instructional Week ___28-30 CONTINUED_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic
characteristics of the parents.
0707.4.5 Explain the differences between dominant and recessive traits.
0707.4.6 Use a Punnett square to predict the genotypes of offspring resulting from a monohybrid cross.
0707.4.7 Draw a phenotypically accurate picture of an individual whose traits are modeled by the role of a die.
SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction.
--------------------------------------------------------- GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products.
0707.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
BrainPOP Reproductive System
BrainPOP Genetics
BrainPOP Birds
BrainPOP Invertebrates
BrainPOP Mammals
BrainPOP Fish
BrainPOP Dolphins
BrainPOP Hair BrainPOP Blood Types
BrainPOP Reproductive System
Loose in the Lab Activity—Punnett Square Puzzles Coin Toss Probability Lesson Asexual and Sexual Reproduction Compare Asexual and Sexual reproduction Genetics Practice Problems Punnet Square kids Do science: Probability and Genetics Inheritance and Probability student worksheet Interactive DNA Lesson Sexual and Asexual Reproduction Working out Punnett Squares Online Discovery Education Video Clips:
Gregor Mendel's Rules of Heredity: Using Punnett Squares.
Mapping the Human Genome
Genes are Located on Chromosomes
Punnett's Contributions to Genetics: Development of a Tool to Predict the Outcomes of Matings.
Color Blindness
TEXTBOOK CHAPTER 8
Grade____7____ Science Pacing Guide
Instructional Week ___31_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0707.3.2 Investigate the exchange of oxygen and carbon dioxide between living
things and the environment.
0707.3.6 Describe the movement of oxygen and carbon dioxide between living
things and the environment.
0707.3.7 Describe structures that animals use to obtain oxygen.
SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are
exchanged between living things and the environment.
Loose in the Lab Activity—Photosynthetic Funnel
BrainPOP Blood
BrainPOP Cellular Respiration What is Photosynthesis? PPT Photosynthesis Respiration Photosynthesis Why Animals Breathe Cellular Respiration Carbon Cycle Photosynthesis Carbon-dioxide Cycle All Living Things Need Oxygen Cellular Respiration Discovery Education Video Clips:
Recycling: The Carbon Cycle
Plants: Essential Contributors of the Carbon Cycle.
From T-Rex to Humans: A Look at Carbon Consumers and Recyclers.
Final Reminders about Carbon and What You Can Do to Sustain the Environment.
The Carbon Cycle
Grade____7_____ Science Pacing Guide
Instructional Week ___32-33_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
**REVIEW FOR TCAP**
Grade____7_____ Science Pacing Guide
Instructional Week ___34_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
**TCAP TESTING**
Grade___7_____ Science Pacing Guide
Instructional Week __35-37______
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** Ideas:
*Re-teach areas of weakness to prevent gaps *Science Fair *Work with 8th grade science teacher to get ideas for things you can work on to prepare students for next grade level *Additional labs and hands-on activities *Science Enrichment
*Reinforce Inquiry and Technology and Engineering Standards *Dissections *CSI Activities
