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Comprehensive Science 2 (2002070)

Science

Unit Standards Suggested Length of Time

Unit 0: The Practice of Science

SC.7.N.1.1, SC.7.N.1.2, SC.7.N.1.3, SC.7.N.1.4, SC.7.N.1.5, SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, SC.7.N.3.1, SC.7.N.3.2

1-2 weeks then embedded over the

year

Unit 1: Earth’s Changing Surface SC.7.E.6.1, SC.7.E.6.5, SC.7.E.6.7 4-5 weeks

Unit 2: Rock Cycle SC.7.E.6.2, SC.7.E.6.6, HE.7.C.1.3 3-4 weeks

Unit 3: Age of the Earth SC.7.E.6.3, SC.7.E.6.4 3-4 Weeks

Unit 4: Energy Transfer and Transformations SC.7.P.11.1, SC.7.P.11.2, SC.7.P.11.3, SC.7.P.11.4 3-4 Weeks

Unit 5: Forms of Energy SC.7.P.10.1, SC.7.P.10.3, SC.7.P.10.2 3-4 weeks

Unit 6: Diversity and Evolution of Living Organisms SC.7.L.15.1, SC.7.L.15.2, SC.7.L.15.3 3-4 Weeks

Unit 7: Heredity & Reproduction SC.7.L.16.1, SC.7.L.16.2, SC.7.L.16.3, SC.7.L.16.4, HE.7.C.1.8 , HE.7.C.1.4

4-5 Weeks

Unit 8: Interdependence SC.7.L.17.1, SC.7.L.17.2, SC.7.L.17.3 3-4 Weeks

HIV Lessons

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May 2014

Grade: 7th Grade (M/J 2002070) Unit 0: Practice of Science Suggested Length of Unit: 1-2 weeks and

embedded throughout the year

Included Standards: SC.7.N.1.1 SC.7.N.1.2 SC.7.N.1.3 SC.7.N.1.4 SC.7.N.1.5 SC.7.N.1.6 SC.7.N.1.7 SC.7.N.2.1 SC.7.N.3.1 SC.7.N.3.2

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Generate and test scientific problems that relate to the seventh grade curriculum and use repeated trials and replication.

Score 3.0 The student will understand the practice of science as it applies to the seventh grade curriculum. Performs complex skills:

Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding; plan and carry out scientific investigations 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. (SC.7.N.1.1)

Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation where variables cannot be controlled. (SC.7.N.1.3)

Explain that not all scientific knowledge is derived from experimentation. (SC.7.N.1.3) Interpret and/or analyze data to make predictions and/or defend conclusions. (SC.7.N.1.1) Differentiate replication (by others) from repetition (multiple trials). (SC.7.N.1.2) Analyze common methods and/or models used in different fields of study such as biology, geology, and physics. (SC.7.N.1.5) Identify the benefits and limitations to scientific models. (SC.7.N.3.2)

The student exhibits no major errors or omissions regarding the score 3.0 content.

Score 2.0 The student: Recognizes or recalls specific terminology, such as:

science, problem, reference material, scientific understanding, scientific investigations, systematic observations, experiments, test variable (independent variable), outcome variable (dependent variable), control variable, data, chart, table, graph, analyze, prediction, hypothesis, inference, defend, conclusion, replication, repetition, methods, results, scientific explanations, fields of science (biology, geology, physics), benefits, limitations, scientific models, three-dimensional, empirical evidence, cumulative, natural event (phenomenon), scientific knowledge, logical reasoning, modeling, scientific theories, scientific laws, testable, lab safety

Performs basic skills:

Identify a testable scientific problem from the seventh grade curriculum. (SC.7.N.1.5) Identify appropriate reference materials to support scientific understanding of the testable scientific problem (SC.7.N.1.1) Describe the key parts of scientific investigations of various types, such as systematic observations or experiments (SC.7.N.1.1) Identify variables in a given scientific investigation (test variable - independent variable), outcome variable (dependent variable - control variable) (SC.7.N.1.4) Collect data in charts, tables, and graphs (SC.7.N.1.1) Explain ways in which data is used to make predictions and/or defend conclusions. (SC.7.N.1.1) Explain why scientific investigations should be replicable. (SC.7.N.1.2) Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (SC.7.N.1.5) Identify types of scientific models. (SC.7.N.1.5) Identify the benefits and limitations of the use of scientific models. (SC.7.N.1.5) Explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed. (SC.7.N.1.7) Explain that scientific explanations are based on empirical evidence, logical reasoning, predictions, and modeling. (SC.7.N.1.6) Identify instances in the history of science in which scientific knowledge has changed as a result of new evidence. (SC.7.N.2.1) Recognize and explain the difference between theories and laws, give several examples of scientific theories and the evidence that supports them. (SC.7.N.3.1) Identify examples of theories and/or laws. (SC.7.N.3.1)

No major errors or omissions regarding the score 2.0 content.

Score 1.0 With help, I know some of 2.0 and 3.0.

Score 0.0 Even with help, I am unable to understand.











May 2014

Grade: 7th Grade (M/J 2002070) Unit 1: Earth’s Changing Surface Suggested Length of Unit: 4-5 weeks

Included Standards: SC.7.E.6.1 SC.7.E.6.5 SC.7.E.6.7

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Research the composition of other planets/moon in our solar system and compare the layers of the Earth to the compositional

layers of other planets.

Score 3.0 The student will understand the theory of plate tectonics and be able to describe how movements of Earth’s plates cause changes in Earth’s surface. Performs complex skills: 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. (SC.7.E.6.5) Compare the density differences between the layers of Earth. ( SC.7.E. 6.1)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: scientific theory, plate tectonics, continental drift, fossils, Earth, crustal plates, surface, volcanic eruptions, earthquakes, mountains,

lithosphere, convection, convection currents, mantle, metallic, liquid, solid, inner core, outer core, crust, heat flow, ocean basins, geology, density, fault, fold, plate boundaries, convergent boundary, transform boundary, divergent boundary, subduction, trench, collide, mid-ocean ridge, Ring of Fire, seismic waves, epicenter, magnitude, Richter scale, uplift, folded mountain, fault-block mountain.


Identify the layers of Earth. ( SC.7.E.6.1) Identify the density differences between the layers of Earth. ( SC.7.E. 6.1) Describe the layers of solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.

(SC.7.E.6.1) Describe the scientific theory of plate tectonics (SC.7.E.6.5) Describe how the movement of Earth’s crustal plates and the flow of heat and material cause various slow and rapid geologic events to

occur including volcanic eruptions, earthquakes, and mountain building. (SC.7.E.6.5) Identify different causes of volcano formation. (SC.7.E.6.5) Recognize that heat flow and movement of material within Earth cause earthquakes and volcanic eruptions and creates mountains and

ocean basins. (SC.7.E.6.7)







May 2014

Grade: 7th Grade (M/J 2002070) Unit 2: Rock Cycle Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.E.6.2 SC.7.E.6.6 HE.7.C.1.3

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Make predictions about how the Earth will change based upon patterns in the rock cycle.

Score 3.0 The student will be able to identify patterns within the rock cycle and understand the impact humans have had on Earth. Performs complex skills: Evaluate the patterns within the rock cycle as they relate surface events (weathering and erosion) and subsurface events (plate

tectonics and mountain building). (SC.7.E.6.2) Assess the ways in which human actions may impact the Earth. (SC.7.E.6.6) Analyze how environmental factors affect personal health such as air and water quality. (HE.7.C.1.3)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: rock cycle, surface events, weathering, physical weathering, ice wedging, abrasion, chemical weathering, oxidation, acid,

erosion, deposition, subsurface events, plate tectonics, mountain building, minerals, igneous rocks, magma, lava, extrusive, volcanic, intrusive, melting, cooling, hardening, sedimentary rocks, sediment, clastic, chemical, organic, cement, compact, metamorphic rock, pressure, deforestation, urbanization, desertification, air quality, water quality, natural resources, renewable resources, non-renewable resources, pollution


Identify and describe the patterns within the rock cycle. (SC.7.E.6.2) Identify and describe types of surface events (weathering and erosion) and subsurface events (plate tectonics and mountain

building). (SC.7.E.6.2) Relate the patterns within the rock cycle to surface events (weathering and erosion) and subsurface events (plate tectonics and

mountain building). (SC.7.E.6.2) Identify ways Earth’s surface is built up and torn down through the processes of physical and chemical weathering, erosion, and

deposition. (SC.7.E.6.2) Identify the impact that humans have had on Earth such as deforestation, urbanization, desertification, erosion, air and water

quality, and changing the flow of water. (SC.7.E.6.6) No major errors or omissions regarding the score 2.0 content.






May 2014

Grade: 7th Grade (M/J 2002070) Unit 3: Age of the Earth Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.E.6.3 SC.7.E.6.4

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Research major events (i.e. floods, earthquakes, heating, cooling) that scientists have discovered as a result of relative dating

techniques.

Score 3.0 The student will understand methods for measuring the age of Earth and its parts, and be able to explain the processes that cause the Earth to evolve over time. Performs complex skills: Explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes.

(SC.7.E.6.4) Compare current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive

dating. (SC.7.E.6.3) Differentiate the difference between folding and faulting as they are related to the law of superposition. (SC.7.E.6.3)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: physical evidence, scientific theories, evolve, geologic time, natural processes, Law of Superposition, radioactive dating, fossil

records, folding, faulting, eon, era, period, epoch, unconformity, relative age dating, absolute age dating, Theory of Uniformitarianism


Identify examples of physical evidence supporting scientific theories that natural processes cause the Earth to evolve over geologic time. (SC.7.E.6.4)

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

Describe how fossil records are used by scientists as evidence of geological change and to determine the relative age of rock layers. (SC.7.E.6.3)

Explain how folding and faulting are related to the law of superposition. (SC.7.E.6.3) No major errors or omissions regarding the score 2.0 content.





May 2014

Grade: 7th Grade (M/J 2002070) Unit 4: Energy Transformations Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.P.11.1 SC.7.P.11.2 SC.7.P.11.3 SC.7.P.11.4

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Generate and test examples of energy transformations.

Score 3.0 The student will understand energy transformation and will be able to describe energy transformations from one form to another. Performs complex skills: Describe multiple energy transformations from one form to another using several scenarios. (SC.7.P.11.2) Differentiate between potential and kinetic energy. (SC.7.P.11.2) Evaluate situations where energy is transformed between kinetic and potential energy. (SC.7.P.11.2) Explain examples of the Law of Conservation of Energy. (SC. 7.P.11.2) Explain results of addition or removal of heat from a system (temperature or/state change). (SC.7.P.11.1) Differentiate between conduction, convection and radiation. (SC.7.P.11.4) Describe heat flow from warmer to cooler objects till it reaches the same temperature. (SC.7.P.11.4)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: transformation, energy, Law of Conservation of Energy, potential energy, kinetic energy, energy transformations, chemical

energy, electrical energy, mechanical energy, efficiency, heat, temperature, conductors, insulators, specific heat, heat transfer, conduction, convection, radiation, degree Celsius, calories, thermal energy, light energy, sound energy, nuclear energy


Describe the transformation of energy from one form to another. (SC.7.P.11.2) Identify situations where energy is transformed between kinetic and potential energy. (SC.7.P.11.2) Identify examples of the Law of Conservation of Energy. (SC. 7.P.11.2) Describe heat flow from warmer to cooler object till they reach the same temperature. (SC.7.P.11.4) Recognize that adding heat or removing heat results in either a temperature or state change. (SC.7.P.11.1) Illustrate examples of conduction, convection and radiation. (SC.7.P.11.4) Describe the effects of specific heat on a system. (SC.7.P.11.1)








May 2014

Grade: 7th Grade (M/J 2002070) Unit 5: Forms of Energy Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.P.10.1 SC.7.P.10.3 SC.7.P.10.2

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Research common uses and/or design an application of electromagnetic waves.

Score 3.0 The student will understand different types of waves. Performs complex skills: Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet.

(SC.7.P.10.1) Differentiate the effect that various mediums have on wave movement. (speed, reflecting, refraction, absorption, distance)

(SC.7.P.10.3) Investigate how light is reflected, refracted, and absorbed. (SC.7.P.10.2) Compare and contrast the various types of radiation present in radiation from the Sun. (SC.7.P.10.1)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: Sun, energy, radiation, infrared, visible, ultraviolet, white light, spectrum, waves, sound waves, light waves, electromagnetic

waves, wave speed, frequency, wavelength, amplitude, distance, refraction, reflection, absorbed, electromagnetic Spectrum, medium, crest, trough, amplitude, compression


Explain how white light is made up of a spectrum of many different colors. (SC.7.P.10.1) Identify parts of a wave (crest, trough, amplitude, compression). (SC.7.P.10.3) Describe and explain that waves move at different speeds through different materials. (SC.7.P.10.3) Describe and explain how light can be reflected, refracted and/or absorbed. (SC.7.P.10.2) Identify the various types of radiation present in radiation from the Sun. (SC.7.P.10.1)







May 2014

Grade: 7th Grade (M/J 2002070) Unit 6: Diversity and Evolution of Living Organisms Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.L.15.1 SC.7.L.15.2 SC.7.L.15.3

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Research and discuss how the evolution of an organism utilizes genetic and environmental factors using scientific evidence.

Score 3.0 The student will understand the scientific theory of evolution. Performs complex skills: 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. (SC.7.L.15.2) Distinguish which genetic variation and environmental factors contribute to evolution by natural selection and diversity of

organisms. (SC.7.L.15.2) Distinguish which fossil evidence is consistent with the scientific theory of evolution. (SC.7.15.1) 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 the species. (SC7.L.15.3)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: evolution, genetic variation, natural selection, diversity of organisms, fossil evidence, scientific theory, species, extinction,

adaptation, ancestors


Identify and explain ways in which genetic variation contribute to evolution by natural selection and diversity of organisms. (SC.7.L.15.2)

Identify and explain environmental factors and how they contribute to evolution by natural selection and diversity of organisms. (SC.7.L.15.2)

Identify and explain ways in which fossil evidence is consistent with the scientific theory of evolution. (SC.7.15.1) Identify and explain how a species’ ability to adapt may contribute to the extinction or survival of that species. (SC7.L.15.3)







May 2014

Grade: 7th Grade (M/J 2002070) Unit 7: Heredity and Reproduction Suggested Length of Unit: 4-5 weeks

Included Standards: SC.7.L.16.1 SC.7.L.16.2 SC.7.L.16.3 SC.7.L.16.4 HE.7.C.1.8 HE.7.C.1.4

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Research the pros and cons of Genetic Biotechnology and its impact on society and the environment.

Score 3.0 The student will understand that heredity is the passage of DNA from one generation to another. Performs complex skills: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring

mitosis. (SC.7.L.16.3) Predict genotype and phenotype combinations using Punnett Squares and pedigrees. (SC.7.L.16.2)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: traits, heredity, DNA, genes, chromosomes, cell, generations, probabilities, genotype, phenotype, Punnett squares, pedigree,

sexual reproduction, meiosis, asexual reproduction, mitosis, cell cycle, fertilization, allele, dominant, recessive, offspring, biotechnology, cloning, genetic engineering, artificial selection


Describe the key parts of mitosis and meiosis.( SC.7.L.16.3) Describe and explain that every organism requires a set of instructions that specifies its traits. (SC.7.L.16.1) Use Punnett Squares, pedigrees, models, diagrams to show dominant and recessive traits. (SC.7.L.16.2) Identify parental genotypes and show combinations of genotypes and phenotypes and their probabilities in offspring.

(SC.7.L.16.2) Identify that hereditary information (DNA) contains genes located in the chromosomes of each cell. (SC.7.L.16.1) Recognize that heredity is the passage of genetic instructions from one generation to another. (SC.7.L.16.1) Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society

and the environment. (SC.7.L.16.4) Describe how heredity can affect personal health. (Some examples may include sickle cell anemia, diabetes, acne.) (HE.7.C.1.4) Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors. (Some examples may include abuse of over-

the-counter medications, sexually transmitted diseases and sexually transmitted infections from sexual relationships, injury, or death from unsupervised handling of firearms, and physical/emotional injury, or impact from abusive dating partner.) (HE.7.C.1.8)










May 2014

Grade: 7th Grade (M/J 2002070) Unit 8: Interdependence Suggested Length of Unit: 3-4 weeks

Included Standards: SC.7.L.17.1 SC.7.L.17.2 SC.7.L.17.3

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Investigate the relationships among organisms in Florida ecosystems.

Score 3.0 The student will understand the relationships among organisms in ecosystems. Performs complex skills: Compare and contrast the relationships among organisms, including mutualism, predation, parasitism, competition, and

commensalism. (SC.7.L. 17.2) 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. (SC.7.L.17.3)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: mutualism, predation, parasitism, competition, commensalism, symbiosis, host, relationships, populations, prey, predator,

producers, consumers, primary, secondary, tertiary, decomposers, carnivore, herbivore, scavenger, omnivore, energy transfer, food chain, food web, limiting factors, food, shelter, water, space, disease, parasitism, predation, nesting sites, niche, habitat, local ecosystem, native populations, species, community, biotic, abiotic


Identify relationships among organisms, including mutualism, predation, parasitism, competition and commensalism. (SC.7.L.17.2)

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

Identify primary, secondary and tertiary consumers in a food web. (SC.7.L.17.1) Describe various limiting factors in the local ecosystem and their impact on native populations including food, shelter, water,

space, disease, parasitism, predation and nesting sites. (SC.7.L17.3)







Documents

Sciencescienceavengers.weebly.com/uploads/2/4/8/2/24822829/7th... · 2018-10-19 · Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was