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Lee County Schools

7th Grade Essential Standards Science Curriculum Templates 2012-2013

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7th grade Science pacing guide 2012/2013

Pace by Week Objective

Weeks 1-2 Science Inquiry

Measurement, Scientific Meathod, Lab Safety

Weeks 3-9Earth Science 7.E.1.1- 7.E.1.6

Weather and Atmosphere

Weeks 10-21Life Science 7.L.1.1-7.L.1.4

1 week 7.L.1.2 Cells, Cell Structure, Cell

Functions, Human Body System and Function.

1 week 7.L.1.11/2 Week 7.L.1.3

8 Weeks 7.L.1.4

Weeks 22-27Life Science 7.L.2.1- 7.L.2.3

Genetics, Reproduction, Disorders

Weeks 28-32Physical Science 7.P.1.1- 7.P.1.4

Speed and Motion

Weeks 33-36Physical Science 7.P.2.1- 7.P.2.4

Kinetic and Potential Energy

Time has been allowed for testing and other factors that would subtract from instructional time Modifications and adjustments would have to be made for this curriculum if it is taught on

semester

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Grade: 7 Course: Science Unit: Earth ScienceEssential Standard #: 7.E.1

Earth Systems, Structures and Processes

Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

Clarifying Objectives:7.E.1.1 Compare the composition, properties and structure of Earth’s atmosphere to include: mixtures of gases and differences in temperature and pressure within layers

Instructional Days:

6 Weeks for the Earth Science Unit

Learning Targets: (The Learner Will) Identify the stratified layers of the atmosphere using

key vocabulary. Describe the distinct properties of each layer of the

atmosphere. Describe the process that creates convection

currents. Explain why the air at the equator is warmer than

the air at the poles. Describe trends in global winds. Explain the effects of natural disasters. Describe how the Earth is constantly trying to

maintain equilibrium.

Recommended Resources:

TASC- Atmosphere KitPrentice Hall Textbook Chapter 2

2-2 Air Pressure 2-3 Layers of the Atmosphere

Prentice Hall Textbook Chapter 3 3-2 Heat Transfer 3-3 Winds

Prentice Hall Textbook Chapter 4

Essential Terminology:Temperature, precipitation, humidity, air pressure, atmosphere, evaporation, condensation, weathering, atmospheric pressure, low pressure, high pressure, tornadoes, hurricanes, Equator, poles, troposphere, stratosphere, mesosphere, thermosphere, exosphere, fronts, global winds, natural disasters, barometer, equilibrium

Online (only links specific to this standard):Web Weather for Kidshttp://eo/ucar.edu/webweather

Essential Readings:Prentice Hall Atmosphere and Weather Chapter 2Discovery Education Weather Activities

Essential Questions:What are the layers of the atmosphere starting close to the Earth?What are the properties of each of the atmospheric layers?What is the process that creates convection currents? Why is the air at the equator warmer than the air at the poles?What are the trends in global winds?What are some of the effects of natural disasters?How is the Earth constantly trying to maintain equilibrium?

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Activating Strategy:Chapter 2 Discover Labs—Prentice Hall Textbook—“Is Air There?”

Suggested Instructional Tasks:Earth’s Atmosphere PPTLiteracy Component:Raft ActivitiesWrite to Learn Summarizing Strategies: Science 6 12.1 What is Earth’s Atmosphere?

Summarizing Strategy:

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Earth Systems, Structures and Processes

Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

Clarifying Objectives:7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on earth.

Instructional Days:

Learning Targets: (The Learner Will) Trace the path of water as travels in the water cycle. Explain how water on the Earth affects weather

patterns and affects the climate in different biomes. Explain the effects of weather and the atmosphere

on humans.

Recommended Resources:Prentice Hall Textbook

Essential Terminology:Evaporation, condensation, precipitation, run-off, percolation, transpiration, water cycle, weather, rain, snow, thunderstorms, lightening, dust storms, meteorologist, meteorology, light, heat energy

Online (only links specific to this standard):

Essential Readings:Prentice Hall Textbook Chapter 3

3-4 Water in the AtmospherePrentice Hall Textbook Chapter 4Prentice Hall Textbook Chapter 5

5-4 Global Changes in the Atmosphere

Essential Questions:How does water move through the atmosphere, lithosphere and hydrosphere on Earth?How do relative humidity, clouds, air masses and fronts cause severe weather?How does changes in the atmosphere affect humans?

Activating Strategy:

Suggested Instructional Tasks:Climate Weather and Water Cycle Reading and Questions (English and Spanish Versions)

Literacy Component:Write to Learn Summarizing Activity: Science 6. 12. 2 How do clouds and precipitation form? Write to Learn Summarizing Activity: Science 6. 12. 3 What causes weather and climate?


Support for Differentiation:ELL EC AIG

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Earth Systems, Structures and ProcessesUnderstand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

Clarifying Objectives:7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.

Instructional Days:

Learning Targets: (The Learner Will) Explain evidence of atmospheric properties and

predict potential weather hazards. Describe the characteristics of weather hazards. Trace weather patterns by analyzing measured

data.


Prentice Hall Textbook Chapters 3 and 4Weather Station Data via. East Lee Site

Essential Terminology:Thunderstorm, hurricanes, tornadoes, winter storms, cumulus cloud, cumulonimbus cloud, hail, equator, flood, frontal boundary

Online (only links specific to this standard):Webweather for kidshttp:/eo/ucar.ed/webweatherweather.com

Essential Readings:Prentice Hall Textbook Chapters 3 and 4

Essential Questions:What are high and low pressure systems?What types of weather are associated with high and low pressure systems?What are the characteristics of severe weather such as tornadoes, hurricanes and thunderstorms?How can weather patterns be traced using data?

Activating Strategy:Prentice Hall Discovery Activity—“Can you make a tornado?” Chapter 4.2 in Prentice Hall TextbookPrentice Hall Discovery Activity- “Does a plastic bag trap heat?” Chapter 3-1

Suggested Instructional Tasks:Literacy Component:Write to Learn: “Weather&Climate: Storms”RAFT: “Pretend you are a cloud”


Support for Differentiation:ELL

EC AIG

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: Earth Systems, Structures and Processes7.E.1Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

Clarifying Objectives:

7.E.1.4 Predict weather conditions and patterns based on information obtained from: weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure); weather maps, satellites and radar; cloud shapes and types and associated elevation.

Instructional Days:

Learning Targets: (The Learner Will) Use weather maps to predict weather patterns. Look at data from instruments used to study

weather and assess the weather conditions. Compare and contrast humidity and relative

humidity. Analyze weather maps.


Prentices Hall Textbook Chapter 3 3-4 Water in the Atmosphere

Prentices Hall Textbook Chapter 4 4-1 Fronts and Air Masses 4-3 Predicting the Weather

Atmosphere TASC kit- “Weather Maps”

Essential Terminology:Climate, average temperature, precipitation, humidity, air pressure, wind, weather, forecasting, weather map, warm front, cold front, stationary front, occluded front, wind speed, wind direction, relative humidity, cirrus clouds, stratus clouds, cumulus clouds


Essential Readings:

Essential Questions:How are weather maps used to predict weather patterns?How can data such as wind speed and direction, temperature, humidity and air pressure be used to assess the weather conditions?How are humidity and relative humidity the same? How are they different?

Activating Strategy:Cloud in a Bottle- www.wikihow.com Discovery Activity- Prentice Hall- Chapter 4-4 “How does fog form?

Suggested Instructional Tasks:Winds and Clouds Reading and Guided Questions

Literacy Component:


http://www.wikihow.com/

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Earth Systems, Structures and ProcessesUnderstand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

Clarifying Objectives:7.E.1.5 Explain the influence of convection, global winds and the jet stream on weather and climatic conditions.

Instructional Days:

Learning Targets: (The Learner Will) Explain the process of convection and

the sun’s role in convection. Identify the relationship between the

sun, winds and ocean currents. Demonstrate understanding of the

connectedness of the sun, global winds and ocean currents.


Prentice Hall Chapter 3.1 & 3.2

Essential Terminology:Energy, convection, Jet stream, Coriolis effect, Axis, gulf stream, pressure gradient, thermal energy, latitude, longitude


Intellicast.com

Essential Readings:Prentice Hall Chapter 3.3 “Winds”

Essential Questions:What is convection?What are global winds?What is the jet stream?How do global winds and the jet stream affect weather and climate conditions?Activating Strategy:Prentice Hall Discover Activity—Chapter 3.3: “Does the Wind Turn”? Build and fly a kite

Suggested Instructional Tasks:Prentice Hall Technology Lab—3.3 “Measuring Wind”

Literacy Component:


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Earth Systems, Structures and ProcessesUnderstand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans..


7.E.1.6 Conclude that the good health of humans require: monitoring the atmosphere, maintaining air quality and stewardship

Instructional Days:

Learning Targets: (The Learner Will) Conclude that the health of humans, the

environment, plants and animals all depend on people being good stewards.

Identify the source of air pollution as point source or nonpoint source pollution.

Understand the health hazards associated with decreased air quality.

Identify the best ways to improve the air quality for future generations.


Prentice Hall Chapter 2.4, 2.5 and 2.6

Essential Terminology:Air quality, environment, particulates, ozone, acid rain, global warming, fossil fuel, carbon dioxide, smog, prevailing wind, point source, nonpoint source pollution, pollution, EPA, radon, pollen, mold spores, greenhouse effect, acid rain


EPA Web site

Essential Readings:Discovery Education Science: “Arbor Day”

Essential Questions:How do people positively influence the atmosphere and air quality?How do people negatively influence the atmosphere and air quality? Why is it important for people to take care of the atmosphere?What are point and nonpoint source pollutions?What are the health risks associated with poor air quality?How can we improve air quality for future generations? Activating Strategy:Prentice Hall Discover Lab, Chapter 2.4: “What’s on the Jar?”

Suggested Instructional Tasks:

Literacy Component:Write to Learn “Greenhouse”


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Grade: 7 Course: Science Unit: Life ScienceEssential Standard #: 7.L.1

Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.


7.L.1.1.Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: EuglenaAmoeba. ParameciumVolvox

Instructional Days:

1 Week

Learning Targets: (The Learner Will) Distinguish the unique characteristics of each of

the following organisms: Euglena, Amoeba, Paramecium and Volvox

List the method of motility, and process of acquiring food for Euglena, Amoeba, and Paramecium and Volvox

Create a chart that compares and contrasts Euglena, Amoeba, Paramecium and Volvox


?????????????REAL MICROSCOPES WITH SLIDES ;0)

Essential Terminology:Pseudopodia, cilia, flagella, chlorophyll, eyespot, photosynthesis, cytoplasm, streaming, organism, Euglena, Amoeba, Volvox, Paramecium, colony

Online (only links specific to this standard):Protist Power PointInteractive Microscope on line

Essential Readings:Discovery Education—“Protist Reading Passage”

Essential Questions:What are Euglena, Amoeba, Paramecium and Volvox? What are the basic organelles of these one-celled organisms and the function of each organelle?How do these one-celled organisms move, acquire food, and reproduce?

Activating Strategy:Discovery Education Videos: “The World of the Protist”

Suggested Instructional Tasks:Protist Information Sheet

Literacy Component:RAFT: “You are a one celled organism”


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Clarifying Objectives:7.L.1.2.Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).

Instructional Days:

1 Week

Learning Targets: (The Learner Will) Identify and label the organelles of a plant and an

animal cell and their functions. Identify which organelles belong to Prokaryotic

and Eukaryotic cells. Compare and contrast organelles that belong to

plant and animal cells. Describe the functions of organelles using key

vocabulary to a peer.


Prentice Hall Chapter 14.2

Essential Terminology:Cell membrane, cell wall, nucleus, chloroplasts, mitochondria, vacuoles, cytoplasm, nuclear membrane, organelle, prokaryote, eukaryote


Essential Readings:

Prentice Hall Chapter 14.2

Essential Questions:What are the basic organelles of a plant cell? Of an animal cell?What are the basic organelles of a Prokaryotic and a Eukaryotic cell?How are plant and animal cells alike? How are they different?What are the functions of the plant and animal cell organelles?

Activating Strategy:Cell transportation PPT with Cell Transportation NotesMovement Through a Cell Cell Vocabulary PPTPrentice Hall Chapter 14.2: “Gelatin Cell Activity”

Suggested Instructional Tasks:Cell Structure and Function Activity use with Structure and Function of Cells PPTCell Diagrams and Can You Identify Me? Cell Theory Power PPT“Build a Cell City” Web Quest online

Literacy Component:


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Clarifying Objectives:7.L.1.3. Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.

Instructional Days:

3 Days

Learning Targets: (The Learner Will) Create a graphic organizer that

describes the hierarchy from cell to organism in order of complexity.

Recommended Resources:Prentice Hall Textbook Chapter 8.1

Essential Terminology:Cell, tissue, organ, organ system, organism, ecosystem, specialized cells, multicellular


Essential Readings:Prentice Hall Textbook Chapter 8.1

Essential Questions:What are the levels of organization in the human body?

Activating Strategy:Prentice Hall 8.1 Discovery Activity “How does your body respond?”


Literacy Component:


Sample Formative Assessment (aligned to Learning Target):

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Grade: 7 Course: Science Unit: Life ScienceEssential Standard #: 7.L.1.4


Clarifying Objectives:7.L.1.4. Summarize the general functions of the major systems of the human body (digestion, respiratory, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.

Instructional Days:

8 Weeks for Human Body Unit

Learning Targets: (The Learner Will) Identify the major systems of the human body. Identify the parts of each body system. Explain the function of each of the major

systems of the human body. Understand that the major body systems are

inter-connected and be able to give examples of this interconnectedness.

Explain how the body strives to maintain homeostasis.


Prentice Hall Textbook Chapter 8 through 13

Essential Terminology:Focus on functions and main organs of the organ systems: Immune, respiratory, reproductive, digestive, endocrine, circulatory, excretion-urinary, skeletal-muscular, nervous


Discovery Education Video: Human Body Systems

Essential Readings:Prentice Hall Textbook Chapter 8 through 13

Essential Questions:What is the ______________ system and it’s function?


Suggested Instructional Tasks:Human Body Raft Writing ProjectPrentice Hall Textbook Chapter 8-4 “Look beneath the Skin” Lab ActivitySuper Putty- “Make the Skin” Activity

Literacy Component:

RAFT- “Body Systems” Write to Learn : “Human Biology & Health”Write to Learn: “Body Organization & Homeostasis”

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Grade: 7 Course: Science Unit: Life ScienceEssential Standard #: 7. L.2

Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.)

Clarifying Objectives:7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis

Instructional Days:

5 Weeksfor 7.L.2.1-7.L.2.3

Learning Targets: (The Learner Will) Trace the steps of mitosis and meiosis and describe

the outcome of each. Compare and contrast mitosis and meiosis. Compare and contrast sexual and asexual

reproduction and tell the benefits of both to the individual organism.

Discuss the importance of DNA to the cell. Compare and contrast genotype and phenotype. Describe the significance of homozygous and

heterozygous phenotypes and genotypes.


Prentice Hall Textbook Chapter TACS- Genetic Kitwww.sciencespot.net- Mitosis Flip book

Essential Terminology:Sexual reproduction, asexual reproduction, mitosis, meiosis, daughter cells, chromosomes, cell division, gametes, fertilization, fusion, sperm, egg, genetics, DNA, trait, dominant, recessive, genotype, phenotype, Allele, homozygous, heterozygous, variation, heredity, budding


Essential Readings:

Essential Questions:What is mitosis?What are the steps of mitosis?What is meiosis?What are the steps of meiosis?How are mitosis and meiosis alike and different?How are sexual and asexual reproduction alike and different? What is DNA? Where is it located?What is the importance of DNA?What is a genotype and a phenotype?

http://www.sciencespot.net-

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Literacy Component:



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Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.


7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis.

Instructional Days:

Learning Targets: (The Learner Will) Interpret the information in a

pedigree and trace the genetic traits through the family.

Predict how traits will pass on through an organism using a Punnett square.

Recommended Resources:Prentice Hall Textbook Chapter 14

14-3 Mendel’s Work 14-4 Probability and heredity 14-5 The cell and inheritance

Essential Terminology:Pedigree, inheritance, Punnett Square, geneticist, offspring


WeblabsGizmo- www.explorelearning.comwww.2edc.org Jog the Web- Genetics- www.jogtheweb.com./run/qGjY3QdPChJv/GeneticsMy Heritage- http://www.myheritage.com/

Essential Readings:Prentice Hall Textbook Chapter 14

14-3 Mendel’s Work 14-4 Probability and heredity 14-5 The cell and inheritance

Essential Questions:What is a Punnett Square?How is a Punnett Square used to predict the traits of off-spring in a family?


Suggested Instructional Tasks:Bikini Bottom GeneticsPunnett Squares PPTDNA, RNA and Genetics Notes PPT with Student Guided Note taking SheetGenetic Mutation PPT w/ note sheetHuman Inheritance NotesPedigrees Literacy Component:Write to Learn Summarizing Strategy: Science 6 3.2 How are traits passed on?


http://www.myheritage.com/

http://www.jogtheweb.com./run/qGjY3QdPChJv/Genetics

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Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.

Clarifying Objectives:7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

Instructional Days:

Learning Targets: (The Learner Will)Explain the importance of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

Recommended Resources:Prentice Hall Textbook Chapter 15- Genetic Disorders

Essential Terminology:Factors affecting quality of life: sanitation, diet, medical care, genes (faculty genes), environmental conditions, personal health behaviors, genetic diseases


Essential Readings:Prentice Hall Textbook Chapter 15- Genetic Disorders

Essential Questions:How do environmental factors affect biological inheritance?How do life style choices affect biological inheritance?

Activating Strategy:Prentice Hall Discovery Activity Chapter 15-2 “How Many Chromosomes”

Suggested Instructional Tasks:Genetics Project (5 parts)

Literacy Component:



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Grade: 7 Course: Science Unit: Physical ScienceEssential Standard #:

7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.


7.P.1.1 Explain how the motion of an object by can be described by its position, direction of motion, and speed with respect to some other object

Instructional Days:

4 Weeks for Speed and Motion

Objectives:7.P.1.1-7.P.1.4

Learning Targets: (The Learner Will) Describe motion. Analyze an object’s motion with regard

to a reference point. Calculate speed using the formula

Speed=Distance/Time. Predict how outside forces will affect

speed. Construct a speed graph. Analyze an existing speed graph for the

motion it represents.

Recommended Resources:Prentice Hall Textbook- pages 598-607-Motion Notes (from Carol Kanning)

Discovery Education Video- “The Physics of Motion”

TASC Kit- Thrill Ride

Essential Terminology:Motion, Speed, Direction, Reference point, Velocity


Jog the Web- Forces and Motion www.jogtheweb.com/run/MYNbNW5WJKTg/Force-and-Motion

Brain POPEssential Readings:Prentice Hall Textbook- Chapter 16, section 1

Essential Questions:What is motion?What is reference point? Why is important for describing motion?How is speed calculated?How do outside forces affect speed?What are the basic requirements for a distance versus time graph?How can a graph be analyzed for the motion it represents?Activating Strategy:Discover Activity- Chapter 16, section 1- “How fast and how far?”

http://www.jogtheweb.com/run/MYNbNW5WJKTg/Force-and-Motion

http://www.jogtheweb.com/run/MYNbNW5WJKTg/Force-and-Motion

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Suggested Instructional Tasks:Graphing Motion Activity- Prentice Hall page 606Prentice Hall Textbook- Lab Skills- “Inclined to Roll” page 608

Literacy Component:



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Clarifying Objectives:7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).

Instructional Days:

Learning Targets: (The Learner Will) Compare and contrast balanced and unbalanced

forces. Describe how friction affects the movement of

an object. Understand and restate the concepts stated in

Newton’s laws of motion. Generate hypotheses on the relationship

between the amount of roughness and the amount of friction on a rolling object.

Demonstrate the effects of Newton’s 3 laws of motion in a lab setting.

Recommended Resources:Discovery Education

Prentice Hall Textbook- Chapter 17


Essential Terminology:Balanced Force, Friction, Newton’s Laws , Mass, Inertia, Velocity,Gravity, unbalanced forces, centripetal force

Online (only links specific to this standard):Brain POP

Essential Readings:Prentice Hall Textbook- Chapter 17, section 2Prentice Hall Textbook- Chapter 17, section 3

Essential Questions:Compare balanced and unbalanced forces?How does friction affect the movement of an object?What is Inertia?What is force?What do we mean by “equal but opposite” reaction?What are Newton’s 3 laws of motion?Activating Strategy:Brain POP- “Isaac Newton”Brain POP- “Newton’s Laws of Motion”

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Suggested Instructional Tasks:TASC Kit- Thrill Ride

Literacy Component:“How Roller Coasters Work” article- http://science.howstuffworks.com/engineering/structural/roller-coaster.htm/printable



http://science.howstuffworks.com/engineering/structural/roller-coaster.htm/printable


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Clarifying Objectives:7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time

Instructional Days:

Learning Targets: (The Learner Will) Collect and organize data to show how

the motion of an object changes in position over a period of time.

Explain how forces acting on an object affect the object’s motion.

Recommended Resources:Prentice Hall Textbook- Chapter 17- Graphing Activities


Essential Terminology:GraphingData


Essential Readings:Prentice Hall Textbook- Chapter 17

Essential Questions:How should data be organized on a graph to best show a change in position over time? How does the mass of an object relate to the force needed to move the object?

Activating Strategy:Suggested Instructional Tasks:

Literacy Component:



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Clarifying Objectives:7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion.

Instructional Days:

Learning Targets: (The Learner Will) Design an experiment that exemplifies

the concept of speed, using scientific thought and collect and record the data from their experiment.

Interpret graphs to understand the data collected and recorded by other individuals.

Recommended Resources:Prentice Hall Textbook- Chapter 16, section 3

Essential Terminology:Constant speed, Variable motion, Time, Distance, Mass, force, velocity, Center of mass, acceleration


Essential Readings:Prentice Hall Textbook- Chapter 16, section 3

Essential Questions:What is constant speed? What does it look like on a graph?How can a graph be interpreted for the motion it represents?

Activating Strategy:Brain POP- “Acceleration”

Suggested Instructional Tasks:Prentice Hall Textbook- Lab Skills- “Forced to Accelerate”, page 654

Literacy Component:



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7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.

Clarifying Objectives:7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.

Instructional Days:

3 Weeks for Kinetic and Potential EnergyObjectives: 7.P.2.1—7.P.2

Learning Targets: (The Learner Will) Define mechanical energy as the energy

possessed by an object due to its motion or its stored energy of position.

Recognize that mechanical energy is required in order for an object to do work.

Distinguish the difference between potential and kinetic energy as it relates to an object’s motion.


TASC Kit-Thrill Ride

Essential Terminology:Mechanical energy, potential energy, kinetic energy

Online (only links specific to this standard):Science Simulations-Phet.colorado.edu “Energy Skate Park”

Essential Readings:

Essential Questions:What is mechanical energy?What is required in order for an object to do work?How does potential energy differ from kinetic energy as it relates to an objects motion?

Activating Strategy:Brain POP- “Kinetic Energy”Prentice Hall Textbook- Discovery Activity- “How can you Increase Force?” page 716


Literacy Component:“How Roller Coasters Work” article- http://science.howstuffworks.com/engineering/structural/roller-coaster.htm/printable




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7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).

Instructional Days:

Learning Targets: (The Learner Will) Recognize that all Earth and life processes require

energy. Define forms of energy, such as solar, biological,

chemical, electrical, mechanical, light etc. Distinguish between types of energy, such as solar,

biological, chemical, electrical, mechanical, light etc. Recognize that all objects have energy in relation to

their position (potential). Recognize gravitational potential energy.


Essential Terminology:Work, biological, mechanical, exert, heat energy , solar energy , biological energy, chemical energy, electrical energy, mechanical energy, light energy


Essential Readings:Testlets

Essential Questions:What is essential to all Earth and life processes?What are the different forms of energy?How do the different types of energy differ?How does the position of an object relate to its energy?How is energy stored in moving and stationary objects?How is an object’s mass related to its potential energy?How is energy transferred from a stationary object to a moving object?Activating Strategy:Prentice Hall Textbook-Chapter 19- Discover Activity- “What happens when you pull at an angle?” page 700

Suggested Instructional Tasks:Brain POP- “Power”Brain POP- “Work”

Literacy Component:


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7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.

Instructional Days:

Learning Targets: (The Learner Will) Identify instances of energy transformation within processes in

which energy is transferred. Understand that energy is neither created nor destroyed (lost)

when used within or between systems, although some energy is converted to heat.

Map the path that energy must take to turn on a light bulb. Exemplify how an electrical current stops (or is interrupted)

when a circuit is left open.

Recommended Resources:Discovery Education


Essential Terminology:Energy, thermal energy, mechanical energy, electrical energy, energy transfer, circuit, work, Law of Conservation of Energy, electromagnetic waves, battery, chemical reaction, electric current, green energy

Online (only links specific to this standard):Science Simulations- Phet.colorado.edu

www.physics4kids.com

Essential Readings:Testlets

Essential Questions:What are some examples of energy transfer?What happens to energy once it is transferred to another system?What are the basic requirements for an electrical circuit to light a light bulb?How does a circuit work in an electrical pathway?



Literacy Component:


http://www.physics4kids.com/

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Clarifying Objectives:7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are used to create mechanical advantage and increase efficiency.

Instructional Days:

Learning Targets: (The Learner Will) Understand that a machine is a device that makes work

easier by changing the size of the force or the direction in which the force is applied.

Identify the six simple machines and give real world examples.

Explain the function of each type of machine. Define work as a force applied to an object that causes it

to move using the formula Work = Force X Distance. Identify the unit of measure for work as the Joule using

the formula Joule=Newton X meter Explain that mechanical advantage is the number of times

a machine multiples the force exerted upon an object. Understand that Ideal Efficiency of a machine is 100% and

that the more efficient a machine is, the higher the percent of efficiency it will have.


Prentice Hall Textbook- Chapter 19, section 3

Discovery Education

Essential Terminology:Simple machines, lever, screw, wedge, inclined plane, wheel and axel, pulley, efficiency, compound machine, work, radius, Ideal Mechanical Advantage, Actual Mechanical Advantage, fulcrum


Essential Readings:

Essential Questions:What is a machine?What are the six simple machines?What is work?What is the SI unit to measure work?What is mechanical advantage?What are the functions of each type of simple machine?What is the ideal efficiency of a machine?How do the six simple machines create mechanical advantage and increase efficiency?

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