Web view5.1.8.B.2. 5.1.8.B.3. ... Students will then design an experiment to test a property against...

7TH Grade Science Curriculum rev’d 2/2015 with Standard 9 revisions

Seventh GradeScience Curriculum

Month CPI # Cumulative Progress Indicator (CPI)

Learning Activities Assessment Interdisciplinary connections

September/October 5.1.8.D.3

5.1.8.C.2

5.2.8.A.1

Demonstrate how to safely use tools, instruments & supplies

Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.

Explain that all matter is made of

Book P- Nature of Science & Technology

Safety in the Science Lab,(77-81) will be used as a reference to introduce students to lab safety requirements.

Activity/Model demonstrates the importance of wearing goggles

Practice using eyewash; make diagram of room w/safety equipment

Book K-Chemical Building Blocks, Chapter 1: Introduction to Matter

PH/Discovery Channel School DVD set: The Work of Scientists—Video Field Trip

Separations of Mixture activity, using filtration, magnetism, chromatography, and density

Safety contract signed by parent/guardian and student

Test

Teacher observation

Discussion; section assessments; test

CRP 11 CRP 12

Health/PE 2.1.8.D.1

Language ArtsRST.6-8.1,2,3

CRP 1; 2;4; 5;8; 9


atoms, and give examples of common elements

Guided & Reading Worksheets (pub.

“Solutions”

Book L (84-92) as resource for background information and research

Mix your own paint, using the process used by Renaissance artists.

Students will use funnels, filter paper, chromatography paper, magnets, overflow cups, rulers, and electronic scales, mortar/pestles, electrolysis equipment (below)

Metal lab (34) Elements can be isolated from compounds

Density Activity—Gummi Bear Lab, similar to p. 21

Discussion/Assessment

QuestionsOn video

Lab worksheet

Peer and/or teacher review

Teacher observation of

product produced

Language ArtsRST 6-8.1,2

Interdisciplinary Unit: The Renaissance—

--Social Studies--Language Arts (RST.6-8.3)--Art 1.1.8.D.2--PE--Mathematics (7.RP.2)--Spanish--Computers/Tech 8.1.8.B.6,7Language Arts—RST.6-8.3RST.6-8.7


5.1.8.D.3

5.2.8.A.5

5.1.8.A.1

Identify unknown substances based on data regarding their physical and chemical properties

Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations

Using Ratios, (12, 15); Calculating density, (19, 20); Analyze Data, (26)

Go to PHSchool.com and input the webcode: cgd-6021

Density activity—similar to (21)(Gummi Bear Lab)

lab testing metals (see above)

Students will use metric rulers, electronic scales, overflow cups to determine density in Gummi Bear Lab

Use of Book P-Nature of Science & Technology for reference

Students will graph results using technology

Concept introduced (Gummi Bear Lab) Students will be asked the qualitative question—did the bear expand? Students will use quantitative data to determine amount of expansion.

Analysis/conclusion

Students will be asked to give explanation of what they observe…do further research and adjust their explanations.

p. 38 Chap Assessment

CRP 1, 2, 11

Mathematics 7.G.4,6 7.NS.1,2,3

Language Arts RST.6-8.3,8,7

Mathematics7.G.4,6


5.1.8.A.2

5.1.8.A.3

5.1.8.B.1

5.1.8.B.2

Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.

Use scientific principles and models to frame and synthesize scientific arguments and pose theories

Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building & revising models and explanations.

Gummi Bear Lab. Students will use two methods of determining density and decide which is most accurate and explain the differences.

Check using pair/share

Students will submit a lab report showing the data collected…as well as data analysis and conclusion

Submitted with lab report


7.NS.1,2,3

Language Arts- RST.6-8.3

Language Arts RST.6-8.1,6


5.1.8.B.3

5.1.8.B.4

Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies

Use qualitative and quantitative evidence to develop evidence-based arguments.

Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.



November/December 5.2.8.A.3

5.1.8.A.1

5.1.8.A.2

5.1.8.A.3

Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating & cooling.

Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations


Use scientific

Use Book K for background information, (48-54)

Skills Lab “Melting Ice”, (54)

Discover Activity, (62), “Graphing Gas Behavior”

Analyzing Data—Tem/Changes of State (52)

Math Skills (57)—Using Formulas to determine pressure

Skills Lab “Melting Ice”, (54)

Skills Lab, “It’s A Gas”(66) Skills Lab, “Melting Ice”(54)

Tests; chapter assessments

Analysis & Conclusion

Graph submitted for evaluation

Class discussion/teacher observation—use of Promethean Board

Section assessment (61/Q3)

Ch. Review (70) Lab analysis &

conclusion

Language Arts reading for understanding

RST.6-8.10

CRP 1;2;8

Mathematics-- 7.RP.2d

Language Arts-Mat

Math 7.EE.1,3

Language Arts— RST.6-8.6,7,8


5.1.8.B.1

5.1.8.B.2

5.1.8.B.1

5.2.8.B.2

principles and models to frame and synthesize scientific arguments and pose theories

Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building & revising models and explanations.


Design investigations and use scientific instrumentation to collect,

See “Math Skill” activities, above

Students will use several processes to produce a type of Silly Putty. Students will then design an experiment to test a property against the property of the

original substance.

Students will use technology to investigate the original Silly Putty’s design and properties.

Students will be challenged to produce a product similar to Silly Putty using substances that can be found in the supermarket.

Analyze & Conclude section of lab report

Mathematics—using formulas

7.NS.1c,d

CRP 1; 2; 11

Social Studies—6.1.12.C.11.b

Language Arts Research

Language Arts writing to report RST 6-8.1-10

CRP 1; 2; 11; 12

CRP 1; 2; 11

Language Arts--debateRST.6-8.2

Social Studies 6.1.12.C.11.b).


5.2.8.B.3

8.2.8.C.1

5.2.12.C.2

analyze, and evaluate evidence as part of building & revising models

Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

Solve a science-based design challenge and build a prototype using science and math principles

Use technology to access information about patent/registration of trademark for the original Silly Putty. (Use www.uspto.gov)

Discuss the use of rubber shortages during WWII. Compare to use of palm oil in foods at the expense of rain forests.

Discuss how the development of polymers during WWI and WWII contributed to the need to use rubber, silk, etc.

LAL RST.6-8.1-10


5.2.12.C.3

throughout the design process.

Explain the need for patents and the process of registering one.

Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.

Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product.


December/January 5.2.8.A.2

5.2.8.A.6

5.1.8.A.1

Analyze and explain the implications of the statement “all substances are composed of elements”

Determine whether a substance is a metal or nonmetal through student-designed investigations.

Demonstrate understanding and use interrelationships among central

Use Book K, (74-87)

Create professional documents (e.g., flyer) using advanced features of a word processing program. This brochure will be about one element. The brochure will be used by other students

Book K (88,89) use for background research

Students will design a lab similar to p.96 in text to determine if objects provided are metal/non-metal

Students will collaboratively re-create Mendeleev’s periodic table using a similar format (cards)

Analyzing data using a graph to determine melting points in a group of elements (91)

Guided/Reading Study Sheets; section/chapter assessments; Chapter Test

Analysis and Conclusion section of lab report

Collaborative project will be displayed; Individual cards checked for accuracy

Language Arts—RST.6-8.4,5,10

Integrate Technology (8.1.8.A.1)

CRP 1; 2; 11

World Language 7.1.NM.B.5

Mathematics-7RP.d


5.1.8.A.2

scientific concepts to revise explanations and to consider alternative explanations


teacher observation

January/Feb 5.2.8.A.2

5.1.8.A.1

5.1.8.A.2

Analyze and explain the implications of the statement “all substances are composed of elements”

Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative

Use Book L as background and research resource (4-39)

Discover School Video Trip—Atoms & Bonding (TG18)

Lab—using the property of electrical conductivity to identify ionic compounds (28)

Math—Analyzing Data (33) Comparing Molecular and Ionic Compounds

See above

Chapter assessment

Test

Video Assessment, included on video

Analysis & Conclusion submitted

Language Arts— (RST.6-8.4,5,10)

CRP 1; 2;3; 11; 12

Language Arts- (RST.6-8.2)

Mathematics- (7RP.2d)

Mathematics- (7.NS.1d)

Mathematics— (7RP.2d)


5.1.8.B.2

5.1.8.B.3

5.1.8.A.3

5.1.8.C.1

5.1.8.C.1

explanations

Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories



Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

Design investigations and use scientific instrumentation

Students will use qualitative evidence to determine type of compound

Ionic Compound Lab (28) see above

Ionic Compound Lab (28) see above…students will use electrical conductivity set-ups

Ionic Compound Lab (28) see above. Students will see that white crystalline structures can differ in properties

Ionic Compound Lab (28) see above Skills Lab: Comparing Atoms

Sizes(21)

See labs, above

Pair/share peer evaluation

Data/observation tables

Lab report

Data table; analysis & conclusion are included with lab report (see above)


Language Arts- (RST.6-8.1,2,7,8)



5.1.8.D.2

to collect, analyze, and evaluate evidence as part of building and revising models and explanations

Monitor one’s own thinking as understandings of scientific concepts are refined.

Engage is multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model building.

Teacher/studentconversation about student understanding of using electricity and water; crystalline solids; etc.

See above

See above

Math 7.G1,2


February/March 5.2.8.B.1

5.2.8.B.2

5.1.8.A.1

Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of the products.

Compare/contrast the physical properties of reactants with products after a chemical reaction.

Demonstrate understanding and use interrelationships

Use Text L (56-63) as a background & research resource

Guided reading & study sheets (pub) Video, Chemical Reactions shows a

demonstration of the concept Online Active Art (60) cgp-2022 on

Promethean Bd. Discovery School Video Field Trip:

Chemical Reactions (Fireworks)—includes history of fireworks (China)

Use Text L (56-73) as a background & research resource

Web quest--Fireworks

Lab (54)Observing Chemical ReactionsStudents will be able to observe evidence of chemical changes, predict how substances will react when they are combined, draw conclusions about whether or not chemical reactions have occurred. Rate of Reaction Labs(student designed)Students will calculate the time it takes for a reaction to occur, interpret data to determine how temperature affects the rate of a reaction

Test, section assessments, chapter assessments


Discussion

Teacher observation

Discuss assessment questions on video

Test

Completed work will be graded

Evaluation of Analysis & Conclusion

Social Studies—6.2.12.C.1.b

CRP 1; 2; 11


5.1.8.A.2

among central scientific concepts to revise explanations and to consider alternative explanations

Use mathematical, physical, and computational tools to build

Design/chroreograph dance to illustrate a type of reaction (single/double replacement; synthesis; decomp)

Text (52) Analyzing Data—Energy of Chemical Reactions

See also Endo/Exo thermic lab using computer-based technology

Analyzing Data: Balancing Equations (61)—use Active Art Web Cod: cgp-2022 (see above)

See previous labs

See previous labsStudents will use PASCO thermometer probes; traditional thermometers, timers

Rate of Reaction lab will be student-designed

See previous and text (52)

questions

Lab report

Peer work & class discussion; teacher observation

Analysis of data generated by computer using temp. probes

Section 2 Assessment (63)

Language Arts—Writing (RST.6-8.1,2,7,8,9

Visual/Performing Arts 1.1.8.A.2; 1.3.8.A.4

Mathematics (7.RP.1,2,3; 7.EE.1,4

Integration of technology (8.1.8.A.4; 8.1.8.A.5)


5.1.8.A.3

5.1.8.B.1

5.1.8.B.2

5.1.8.B.3

conceptual-based models and to pose theories

Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations

Gather, evaluate, and represent evidence using scientific tools,

Use quantitative data collected in endo/exothermic lab experiment

See above

See previous labs

See previous labs

See previous labs

Lab conclusion

Conclusion section of lab report will shoe evidence of student’s analysis of data

Lab report

Lab report

Lab report

Mathematics ((7RP.2d)


5.1.8.C.1

5.1.8.C.2

5.1.8.C.3

5.1.8.D.1

5.1.8.D.2

technologies, and computational strategies


Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations


Revise predictions or explanations on the basis of discovering new

See previous labs

See previous labs

See previous labs

Students will post pH water test results to an international data base

Lab report

Self-evaluation

Lab report

Discussion; teacher observation

CRP 1; 2;3; 5; 9; 11;12


5.1.8.D.3

evidence, learning new information, or using models.

Generate new and productive questions to evaluate and refine core explanations.


Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model building.

Teacher observation

Evidence in lab report

Teacher observation

Teacher observation

8.1.8.B.1


Demonstrate how to safely use tools, instruments & supplies.

March/April 5.2.8.A.7

5.1.8.A.2

5.1.8.B.1

5.1.8.B.3

Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations

Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories

Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations

Use Text L (98-103) as resource for background information and research

Guided Reading & Study Sheets

Students will analyze their data using a graph

Design an investigation to determine acidity of common household products—food, cosmetics, cleaning

Students will collect data using litmus paper (qualitative) and hydrion strips (quantitative)

Students will compare and contrast results of both types of tests

Test; section assessments


Data table and graph to be included in the lab report

Lab report

Data table will be included in lab report

Integration of Technology (8.1.8.A.4)

Mathematics—graphing and analyzing data (7.RP.2d)

Language Arts—writing (RST.6-8.1,2,7,8,9)


5.1.8.C.1

5.1.8.C.2

5.1.8.C.3

5.1.8.D.1

5.1.8.D.2


Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations


Revise predictions or explanations on the basis of discovering new

Discuss predictions vs. results

Discuss predictions vs. results

pH Lab—(see previous)

pH Lab—(see previous)Students will discuss the use of various products; their experiences in using them; how previous experiences can aid in making predictions

Discussions should be ongoing before, during, and after experimentation

Students will use test strips; product samples; and spot plates in a safe

Addressed in conclusion questions of the lab assignment

Addressed in conclusion questions of the lab assignment

Addressed in conclusion question of the lab assignment

Teacher observation


5.1.8.D.3

evidence, learning new information, or using models.

Generate new and productive questions to evaluate and refine core explanations.


Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model

and appropriate manner Teacher observation

Teacher observation

Teacher observation

CRP 1; 2;3; 5; 9; 11;12


building.

Demonstrate how to safely use tools, instruments & supplies.

April/May 5.2.8.D.1 Relate the kinetic and potential energies of a roller coaster at various points on its path

Use Text M (22-33) for reference Project—choose your favorite sport:

students will investigate the energy transfers that occur and relate findings to the materials used (Use Text K 116-135--Materials)

Students will investigate careers in science, as it relates to their topic, as well as history—including how changes in technology have changed the sport.

Students will create a multi-media presentation for above project

Test

Evaluation of project

5.1 Science Practices will be integrated throughout the unit

Health/PE 2.5.8.A.2; 2.5.8.C.2; 2.5.8.C.3

Social Studies 6.2 (will depend on topic chosen)

CRP 1; 2;3;4; 5;6;7;8; 9; 11;12

Technology (8.1.8.A.1, 2, 3, 4, 5;

May/June 5.2.8.C.2 Model and explain current technologies used to capture solar energy for the purposes of

Use Text E (Environmental Science) as a reference (165-171)

Discovery Channel Field Trip Video

Collaborative group investigation of energy sources (solar, wind, etc.)

Test

Assessment

5.1 Science Practices will be integrated throughout the unit


5.2.8.D.2

converting it to electrical energy

Describe the flow of energy from the Sun to the fuel tank of an automobile

Solar Lab

Use Book L (120-136)

Use Book M (Motion, Force, & Energy) as a reference (166-173)

Investigate fossil fuels and alternative fuel vehicles

questions provided on video

Evaluate design

Test

Evaluation of project

CRP 1; 2;3;4; 5;6;7;8; 9; 11;12

Technology (8.2.8.F.1, 8.1.8.E.1) if possible

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