Seventh Grade: Science 7th Grade Core Idea: PS1 Matter and Its Interactions Prerequisite Learning: K.PS1.1-3, 3.PS1.1-3, 5.PS1.1-4 Percent of Time: 18% (4 weeks) Standard and Learning Target Phenomena Prompts and Essential Questions Vocabulary Teacher Background Knowledge/Clarificat ion Statement 7.PS1.1 Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charges. Component Idea: Structure and Properties of Matter Learning Targets: ● Understand that an atom is the smallest unit of non-living things ● Identify the subatomic particles of an atom, their location, and their charges ● Model different elements from the periodic table, demonstrating the correct number of protons, neutrons, and electrons Crosscutting Concepts: ● Structure and Functions- Students begin to attribute atomic structure and interactions between particles to the properties of a material. Practices: ● Developing and using models- Students create models which are responsive and incorporate features that are not visible in the natural world, but have implications on the behavior of the modeled systems and can identify limitations of their models. Phenomena: Ask students to draw what the particles in an object (i.e. desk, plant) look like at the atomic level. Show them static electricity with strips of a plastic bag Questions: What is an atom? What sub structures are present in atoms? atom subatomic particle proton neutron electron electron cloud nucleus atomic number atomic mass matter Ultimately, understanding of the sub-structure of atoms will allow Chemistry I students to understand causes for intermolecular attractions as well as bonding and the implications of these phenomena. In fifth grade, students observed some of these phenomena including dissolving solids and phase changes. This seventh grade standard acts as the intermediate point between what students have already seen, and the explanations that can occur when this foundation is set in place. Relevant historical models include Thomson’s plum pudding model to explain the behavior of electrons and ion formation and the work of Rutherford and Bohr to explain nuclear
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SeventhGrade:Science 7thGrade
CoreIdea:PS1MatterandItsInteractions
PrerequisiteLearning:K.PS1.1-3,3.PS1.1-3,5.PS1.1-4 PercentofTime:18%(4weeks)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary
TeacherBackgroundKnowledge/Clarificat
ionStatement
7.PS1.1Developandusemodelstoillustratethestructureofatoms,includingthesubatomicparticleswiththeirrelativepositionsandcharges.ComponentIdea:StructureandPropertiesofMatterLearningTargets:
● Understandthatanatomisthesmallestunitofnon-livingthings● Identifythesubatomicparticlesofanatom,theirlocation,andtheir
charges● Modeldifferentelementsfromtheperiodictable,demonstratingthe
correctnumberofprotons,neutrons,andelectronsCrosscuttingConcepts:
● StructureandFunctions-Studentsbegintoattributeatomicstructureandinteractionsbetweenparticlestothepropertiesofamaterial.
Practices:
● Developingandusingmodels- Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
Phenomena:Askstudentstodrawwhattheparticlesinanobject(i.e.desk,plant)looklikeattheatomiclevel.ShowthemstaticelectricitywithstripsofaplasticbagQuestions:Whatisanatom?Whatsubstructuresarepresentinatoms?
atomsubatomicparticleprotonneutronelectronelectroncloudnucleusatomicnumberatomicmassmatter
Ultimately,understandingofthesub-structureofatomswillallowChemistryIstudentstounderstandcausesforintermolecularattractionsaswellasbondingandtheimplicationsofthesephenomena.Infifthgrade,studentsobservedsomeofthesephenomenaincludingdissolvingsolidsandphasechanges.Thisseventhgradestandardactsastheintermediatepointbetweenwhatstudentshavealreadyseen,andtheexplanationsthatcanoccurwhenthisfoundationissetinplace.RelevanthistoricalmodelsincludeThomson’splumpuddingmodeltoexplainthebehaviorofelectronsandionformationandtheworkofRutherfordandBohrtoexplainnuclear
SeventhGrade:ScienceWhatfunctiondoeseachstructurehaveinanatom?Whatistherelationshipbetweenthestructureanditsfunction?Describetheorganizationofsubstructuresandhowthespatialrelationshipmattersforbehaviorandfunction.
developmentsandstructuresdescriptionsofisotopes.Observationsofstaticchargeattractionsbetweeninvisibletape,paper,andfoilpresentanopportunityforstudentstoemployThomson’smodel.(Electronconfigurationsarebeyondthescopeofthisstandardandgradelevel.)
7.PS1.2 Compareandcontrastelementalmoleculesandcompoundmolecules.ComponentIdea:StructureandPropertiesofMatterLearningTargets:
● Defineelementandprovideexamplesofeachfromtheperiodictableofelements
● Defineanddifferentiatebetweenmonoatomicanddiatomicelements● Dissectthepartsofachemicalformula(symbol,subscripts)andwhatthey
represent● Understandthatelementsmaybepure,ormorethanoneelementmay
bebondedtogether● Differentiatebetweenmoleculesandcompoundsbasedontheirchemical
formulas(TiebacktoPS1.1)
Phenomena:Oxygenwebreathevs.CarbondioxideweexhaleNoticingdifferencebetweenhydrogenperoxide,water,oxygen,hydrogenQuestions:Howdoyou
elementperiodictablemoleculecompoundsubscriptelementsymboldiatomicmonoatomic
This standard may be the first instance where students begin to investigate chemical formulae and supports 7.PS1.3 and 7.PS1.4. Emphasis should include definitions of both monoatomic elements existing as atoms as well as diatomic elements which form true molecules. Students should also be able to differentiate between molecules of a diatomic element and compound molecules.
SeventhGrade:ScienceCrosscuttingConcepts:
● Scale,Proportion,andQuantity-Studentsdevelopmodelstoinvestigatescalesthatarebeyondnormalexperiences.
Practices:
● Analyzingandinterpretingdata-Studentsformexplanationsusingsources(includingstudent-developedinvestigations)whichshowcomprehensionofparsimony,utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.
classifymatterbasedonitscomposition?Whatwouldthediatomicandmonoatomicdiagramslooklike?Howareelements,compounds,andmoleculesrelated?Howaretheydifferent?Howarethepropertiesofacompounddifferentfromthepropertiesoftheelementsthatformthecompound?
atoms
SeventhGrade:Science7.PS1.3Classifymatteraspuresubstancesormixturesbasedoncomposition.
ComponentIdea:StructureandPropertiesofMatterLearningTargets:
● Differentiatebetweenpuresubstancesandmixtures● Analyzethechemicalcompositionofpuresubstancesvs.mixtures● Analyzethephysicalcharacteristicsofpuresubstancesvs.mixtures
CrosscuttingConcepts:
● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.
Practices:
● Engaginginargumentfromevidence-Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.
Phenomena:Seawatermixturethatcontainsdissolvedsubstancessuchascalciumcarbonateusedbystonycoralstobuildtheirskeletons.Ironfilingsandwater(lookagainafterafewdaysatrustthathasformed).Magnetseparatesmixtureofironandaluminumnails.Questions:Whatisonewayyoucouldclassifyorgroupsubstancesandmixtures?Howsimilarordifferentaresubstancesandmixturesatthe
mixturepuresubstancecompositionreactionphysicalpropertieschemicalformulasolution
Puresubstancesincludebothelementsandcompounds.Mixturesincludebothmixturesofelementsandcompounds.Thisstandardindirectlybuildsontheideathatchemicalshavespecificproperties.Whenelements/compoundsexistinamixture,eachofthepartsretainsitsuniquephysicalproperties.Intheeventofareactionwithinthismixture,apuresubstancecanresult(assumingperfectratiosofconstituentparts).Thisnewpuresubstancewillhaveanewsetofphysicalproperties(e.g.,boilingpoint,stateofmatteratroomtemperature,conductivity).
SeventhGrade:Sciencemicroscopicscale?Whatpatternscanbeseenbetweenphysicalandchemicalproperties?
7.PS1.4 AnalyzeandinterpretchemicalreactionstodetermineifthetotalnumberofatomsinthereactantsandproductssupporttheLawofConservationofMass. ComponentIdea:ChemicalReactionsLearningTargets:
● Identifythereactantsandproductsofchemicalequations● DemonstratetheLawofConservationofmassbybalancingequations
usingcoefficients(TiebacktoPS1.1.andPS1.2)CrosscuttingConcepts:
● EnergyandMatter-Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.
Practices:Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.
Phenomena:Glowstickbrokenandgivingofflight.Ballooninflatedwithcarbondioxidegasproducedasaresultofthechangewhenvinegarisaddedtobakingsoda.Questions:Ifmattercanbeneithercreatednordestroyed,howarenewsubstancesproducedduringachemicalreaction?
atomicnumberatomicmassreactantproductLawofConservationofMasscoefficientsubscriptchemicalreaction
Studentsareexpectedtobeabletointerpretchemicalformulaetodeterminethenumberandidentityofdifferentatomstakingpartinachemicalreaction.Treatmentofreactionsshouldincludethehandlingofpolyatomicionswhentheseionsarepresentinboththereactantsandproducts.Agradeleveldefinitionofpolyatomicionsisaliteralinterpretationofthenamethattheseareasetofatomsthatfunctionasasingleatom.Itisimportanttonotethatthecoefficientsproceedingasubstanceinareactionrepresentthenumberofatoms/molecules/formulaunitsormolesinabalancedreaction.Inhighschool,thesecoefficientswillbeusedtodeterminemole
SeventhGrade:ScienceWhatevidenceistherethatmatterisconservedinthiscycle?Howareatomsinmoleculesbeingrearrangedintodifferentmolecules?
ratios,sobeginningtousethetermmoleishelpful.Sincethewordmoleliterallytranslates,to“lump”thereisnoneedtodefineanactualamountinamole.(DiscussionofmolarmassandAvogadro’sNumberarebeyondthescopeofthisstandard.Quantitativeevaluationislimitedtodeterminingthenumberofeachtypeofelementorpolyatomicionsinareaction.)
7.PS1.5 Usetheperiodictableasamodeltoanalyzeandinterpretevidencerelatingtophysicalandchemicalpropertiestoidentifyasampleofmatter. ComponentIdea:ChemicalReactionsLearningTargets:
● Provideexamplesthephysicalpropertiesusedtoclassifyapuresubstanceorpurecompound
● Provideexamplesofchemicalpropertiesusedtoclassifypuresubstancesandpurecompounds
● Usetheperiodictabletoshowsimilaritiesanddifferencesbetweenphysicalpropertiesofelementsandchemicalpropertiesofelements
● Understandhowelementsontheperiodictablearearranged(TiebacktoPS1.3)CrosscuttingConcepts:
● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.
Phenomena:AluminumorCopperphysicalpropertiesandplacementonPeriodictable.SodiumandPotassiumsharethepropertyofreactivitywithwater.MagnettoseparateAl&FenailsQuestions:Canyouidentify
physicalpropertychemicalpropertymetalnonmetalmetalloidmalleableflammableductiledensity
Thepropertiesofapuresubstanceunderspecificconditionscanbeusedtoidentifythatsubstance.Examplesofsuchpropertiesmightinclude,meltingpoint,boilingpoint,abilitytoconductanelectricalcurrent,flammability,odor,pH,orinteractingwithmagnets.Thisstandardisintricatelyconnectedwith7.PS1.3aschangesfromamixtureintoapuresubstanceresultinachangetothesephysicalproperties.Forinstance,themixtureoftwoliquidswithdifferingpHscancreateanewsubstancewithauniquepH.Discussionsshouldincludebothpureelemental
SeventhGrade:SciencePractices:
● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindata,andevaluatemultipledatasetsforasinglephenomenon.
ametalbasedonitsproperties?Howcanyouidentifyunknownsubstances?Whataresomesimilaritiesanddifferencesamongphysicalandchemicalproperties?Whatpatternsdoyouobserveintheperiodictable?
conductivitymelting/boilingpoint
substancesandpurecompounds.Useoftheperiodictableshouldalsoincludesimilaritiesinphysicalandchemicalpropertiesofcompoundsformedfromametalandanon-metal(ioniccompounds),comparedwithcompoundsformedfromapairofnon-metals(molecularcompounds).
7.PS1.6Createandinterpretmodelsofsubstanceswhoseatomsrepresentthestatesofmatterwithrespecttotemperatureandpressure. ComponentIdea:StructureandPropertiesofMatterLearningTargets:
● Compareparticlemotionandattractioninsolids,liquids,gases● Providemodelsofthearrangementofatomsinsolids,liquids,andgases
duringchangesintemperature.● Providemodelsofthearrangementofatomsinsolids,liquids,andgases
duringchangesinpressure.● Boyle’sLaw● Charles’sLaw
CrosscuttingConcepts:
Phenomena:Comparisonofmoleculesofdifferentsubstancesasasolid,liquid,gas.Physicalchangeofwaterasitboils,orpaintasitdries.Blowupaballoonandmeasure
solidliquidgasattractionKelvinPascalvolumepressure
Thestateofmatterofasubstanceisdependentonthreefactors:theintermolecularattractionsbetweentheatoms/moleculesofthesubstance,theexternalpressureonthesubstance,andthetemperatureofthesubstance.Somesubstancessuchashydrogenandheliumatomsexistprimarilyasgasesduetoveryweakintermolecularattractions.Thiscontrastswithsubstancessuchasioniccompoundswhichhave
SeventhGrade:Science● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrom
patterns.Practices:
● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
circumference,freeze/coolitandmeasureitagain.Soapbubbleontopofwaterbottle,heathandsandwarmbottletomakebubblerise.WeatherballoonsexpandastheyriseinatmosphereQuestions:Howaremoleculesarrangedinasolidcomparedtoaliquidoragas?Howwilltemperaturechangeaffectdryice?Howdotemperatureandpressureaffectatomarrangement?
extremelystrongintermolecularattractionskeepingatomsinaveryorganizedcrystallatticepatternevenathightemperatures.Pressurecanbeseenasanexternalforcefromsurroundingmatterpushingtheparticlesclosertogether.Itislogicaltoincorporatetriplepointdiagramsintodiscussionsofthisstandard.(Studentsarenotexpectedtodifferentiatebetweenthetypesofintermolecularattractions,merelytorecognizetheirroleinsubstancesmovingbetweenstatesofmatter.)
SeventhGrade:Science LifeScience
CoreIdea:LS1FromMoleculestoOrganisms:StructuresandProcesses
PrerequisiteLearning:K.LS1.1-3,1.LS1.1-3,2.LS1.1-3,3.LS1.1,5.LS1.1 PercentofTime:46%(10weeks)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary TeacherBackgroundKnowledge/Clarifica
tionStatement
7.LS1.1Developandconstructmodelsthatidentifyandexplainthestructureandfunctionofmajorcellorganellesastheycontributetothelifeactivitiesofthecellandorganism.ComponentIdea:StructureandFunctionLearningTargets:
● Identifythe3partsofthecelltheory● Identifyanddescribethestructureofcellorganelles● Identifyanddescribethefunctionofcellorganelles● Explainhowthestructureandfunctionofanorganellecontributestothe
lifeofanorganism● Explaintheinterdependenceoforganellesasasystemthatcontributesto
thelifeofanorganism.CrosscuttingConcepts:
● SystemsandSystemModels-Studentsdevelopmodelsforsystemswhichincludebothvisibleandinvisibleinputsandoutputsforthatsystem.
Practices:
● Developingandusingmodels- Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
Phenomena:Displayimageofplant,animal,bacteriaandaskwhatdothesethingshaveincommon?Showamicroscopicimageofbraincellsandtalkabouthowthosecellscontrolbalance,postureandmusclecoordinationthroughoutthebody.UseFranciscoRediandLouisPasteur’s
cellorganellenucleuschloroplastmitochondriacellwallcellmembranevacuolecytoplasmstructurefunctionmulticellular
Thefocusofthisstandardistounderstandthatcellularorganellesworkincoordinationwithoneanothertoformaworkingsystem.Justaslargemulticellularorganismsmustobtainfoodandwater,aswellasremovewaste,singlecells(includingthosewithinmulticellularorganisms)mustcarryoutthesesamefunctions.Organellesprovideawaytodistributetheseparticularresponsibilities,thusincreasingefficiency.Cellsandcellorganellesaremicroscopicinscaleandthereforemustbedemonstratedintheformofmodelsthatdemonstratetheirstructural,functional,proportionalrelationships.Examplesofmodelscouldbedrawnorrepresented
SeventhGrade:ScienceexperimentstonullifytheTheoryofSpontaneousGenerationoflivingthings.Questions:Howarecellslikeorganisms?Howdothepartsofacellororganismworktogether?Howdothedifferentorganellesofacellinteract?Whatcantheorganellesdotogetherthattheycannotdoalone?
unicellular
bytypesofcandyordriedbeansthatbearsimilaritiestothecellpartsspecifiedinappearanceaswellasfunction.Studentscancomparethemainpartsofthecelltothepartsofafactoryorschoolinfunction.Studentscouldconstructamodeldepictingthestructureandfunctionofthecellmembraneanditsroleinmaintaininghomeostasisintheorganism.Microscopesareagreatwaytoexaminetheirowncheekcells.(Theemphasisisonthefunctioninadditiontoidentificationoforganelles(nucleus,chloroplast,mitochondria,cellmembrane,cellwall,vacuole,andcytoplasm).Focusshouldbeoncauseandeffectoforganellesfunctionsbothindependentlyandincoordinationwithotherorganelles/environmentasaworkingsystem.)
SeventhGrade:Science7.LS1.2Conductaninvestigationtodemonstratehowthecellmembranemaintainshomeostasisthroughtheprocessofpassivetransport. ComponentIdea:StructureandFunctionLearningTargets:
● Describehowanorganismmaintainshomeostasisbyrespondingtoastimulusintheenvironment
● Describethemethodsthatmoleculesmoveinandoutofthecellthroughthecellmembrane(diffusionandosmosis)
● Explainthecauseofthemovementofmoleculesinandoutofthecell(TiebacktoLS1.1)CrosscuttingConcepts:
● StabilityandChange-Studentsmakeexplanationsofstabilityandchangediscussingmolecularcomponentsofasystem.
Practices:
● Planningandcarryingoutcontrolledinvestigations-Studentsbegintoinvestigateindependently,selectappropriateindependentvariablestoexploreadependentvariableandrecognizethevalueoffailureandrevisionintheexperimentalprocess.
Phenomena:EggOsmosisDemonstrationIodine&StarchdemoGummyBearOsmosis;Wiltedceleryplaceinwater.Questions:Whatthingsstaythesameinhomeostasis?Whatishappeningbetweenthecellandtheoutsideenvironment?Whatfacilitatesthemovementofmaterialsacrossthecellmembrane?
homeostasisstimuluspassivetransportdiffusionosmosisconcentrationsemi-permeableselectivelypermeablecellmembranehypertonichypotonicfacilitateddiffusion
Thefunctionofthisstandardistobuildanunderstandingfortheprocessesofpassivetransportwithinthecellmembrane.Itisnotnecessarytoelaborateonthevarietyofstructuresembeddedinthecellmembrane.Materialsmoveintothecellbasedontheconcentrationsofmaterialsinsidevs.outsideofthecell.Whenaccompaniedbyparticlediagrams,theclassicdiffusionintoandoutofaneggdemonstrationisasuitableinvestigation.Askingforavarietyofmodelstoshowunderstandingofsimplediffusioncanpushstudentstouncoverflawsinormorefullydeveloptheirownmentalmodels.
7.LS1.3Evaluateevidencethatcellshavestructuralsimilaritiesanddifferencesacrosskingdoms.ComponentIdea:StructureandFunction
Phenomena:MicroscopicimagesofcellsfromdifferentKingdomsand
prokaryoteeukaryoteunicellular
Taxonomicclassificationhasdevelopedashumancapacitytoorganizeandobservepatternswithinlifehasincreased.CarlLinnaeusdevelopedhis
SeventhGrade:ScienceLearningTargets:
● Understandthemethodbywhichorganismsareclassified(taxonomy)● Identifythe6Kingdomsoforganisms● Understandthatorganismsareclassifiedbytypeofcell,numberofcells,
andmodeofnutritionandphysicalcharacteristics(Prokaryote,Eukaryote,Unicellular,Multicellular,Autotroph,Heterotroph)
● Classifyorganismsintooneofthe6Kingdomsbasedontypeofcell,numberofcells,modeofnutrition,andphysicalcharacteristics
● CompareandcontrasttheorganellesoforganismsofdifferentKingdomsCrosscuttingConcepts:
● Pattern- Studentsrecognize,classify,andrecordpatternsindata,graphs,andcharts.
Practices:● Engaginginargumentfromevidence- Studentspresentanargumentbasedon
empiricalevidence,models,andinvokescientificreasoning.
identifypresenceofanucleus.Showphotoofoceanlife,scientistsclassifynewlifeaccordingtowhatisalreadyknownbasedoncellstructureandotherfeatures.Questions:Howarecellssimilaranddifferentfromoneanother?Whataresimilaritiesanddifferencesbetween6Kingdoms?HowsimilaranddifferentareProkaryoticandEukaryoticatthemicroscopicscale?Howsimilarand
multicellularautotrophheterotrophArchaeaBacteriaProtistaFungiPlantaeAnimaliataxonomy
originalclassificationsystemconsistingoftwobiologicallysignificantfamilies:plantsandanimals.(Linnaeusalsoincludedanowdefunctsystemforclassificationofminerals.)Understandingoflifecyclesandthefieldsofmicroscopyhaveledtofurtherexpansionofthesekingdomstothesixcurrent,widely-accepted,kingdoms:Archaea,Bacteria,Protista,Fungi,Plantae,andAnimalia.CurrentrevisionstothesekingdomsbroughtonbyadvancesingenesequencinghaveraisedquestionsastothevalidityofKingdomProtistaduetothelackofsimilaritybetweenorganismswithinthiskingdom.Activitiesmayincludecomparingrealplantandanimalcellsforpresenceofanucleus,cellwall,structuralorientationofcells,andpresenceofchloroplastsusingacompoundlightmicroscope.Studentscanuseexamplesofprokaryoticandeukaryoticorganismsandpointoutthepresenceofthenucleusdistinguishestheeukaryotesfromtheprokaryotes.Students
SeventhGrade:SciencedifferentareProkaryoticandEukaryoticatthemacroscopicscale?Whataresomesimilaritiesanddifferencesamongunicellularandmulticellular?
shouldbeabletodifferentiateandclassifyorganismsintothesixcurrentkingdoms.Studentsshouldunderstandbasicphysicalcharacteristicsofeachkingdom,i.e.beingunicellularormulticellular,howfoodisobtained.(Focusisonstructuralandfunctionaldifferencesatacellularlevelbetweendomainsandkingdomsaswellastheintroductionofincreasinglymorecomplexcellstructurefromprokaryotictoeukaryoticorganisms.)
7.LS1.4 Diagramthehierarchicalorganizationofmulticellularorganismsfromcellstoorganism. ComponentIdea:StructureandFunctionLearningTargets:
● Definecell,tissue,organ,andorgansystem● Differentiatebetweencells,tissues,organs,andorgansystems● Explaintheinterconnectednessofcells,tissues,organsandorgansystems
CrosscuttingConcepts:
● Systemsandsystemmodels- Studentsevaluatethesub-systemsthatmaymakeupalargersystem.
Practices:
● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
Phenomena:Studentsareshowna3-Dimageofaplantand/oranimal’scell,tissue,organorsystem.Forexample,ananimal’seyeismadeofmillionsofcellsandmanylayersoftissues.Questions:Whatarethekeypartsofanorgansystem?
celltissueorganorgansystemorganismhierarchicalorganization
Priorto7.LS1,studentshavenotbeenintroducedtoCellTheory.7.LS1.3introducesstudentstothevariouskingdomsoflife.Thisstandardexaminesdeeperlevelsoforganizationwithinvarioustypesofmulticellularorganisms.Celltypesaredifferentiatedasaresultoftheirvaryingfunction.Thisstandardmaybedemonstratedbyhavingstudentscreaterepresentationsofthehierarchicalorganizationofmulticellularorganismsbuildingfromcellstoorganstoorgansystemsupthroughentireorganisms.
SeventhGrade:ScienceCantheorgansystembephysicallyisolatedinordertostudyit?Howdothepartsoftheorgansystemworktogether?Whatcantheorgansdotogetherasasystemthattheycannotdoalone?
Considerthefollowingexample:cardiacmusclecellingroupsformtissuesoftheheart,arteriesandveins,andthecirculatory/cardiovascularsystem.Effectivelycoveringthisstandardsetsafoundationforsuccessinhighschoolbiologywherestudentsmakeconnectionsbetweentheprevalenceofcertainorganellesindifferentcelltypesbasedonthefunctionofthosecells.
7.LS1.5Explainthatthebodyisasystemcomprisedorsubsystemsthatmaintainequilibriumandsupportlifethroughdigestion,respiration,excretion,circulation,sensation(nervousandintegumentary)andlocomotion(musculoskeletal). ComponentIdea:StructureandFunctionLearningTargets:
● Defineandprovideexamplesofhomeostasis● Explainthefunctionofthemajorbodysystems:digestion,respiration,
excretion,circulation,nervous,integumentary,andmusculoskeletal.● Identifythemajororgansofeachbodysystem
Phenomena:Discusswhythebodyshiversincoldenvironment,sweatsafterworkout.Snakeswarminginthesun.Digestionof
bodysystemequilibriumhomeostasisdigestiverespiratoryexcretory
Studentshavealreadystudiedbothinternalandexternalstructuresandhowthesestructuressupportessentiallifefunctions.Itisveryimportanttoseethisstandardasacontinuationofdiscussionsofstructure.Itmaybehelpfulbyaddressingthebodysystemasananalogtoanecosystem:Thebodyconsistsofanumberof
SeventhGrade:Science● Explainhowtheinterdependenceofmajororgansystemsworkto
maintainequilibriumandsupportlifeinanorganism(TiebacktoLS1.1,LS1.4)CrosscuttingConcepts:
● Systemsandsystemmodels- Studentsevaluatethesub-systemsthatmaymakeupalargersystem.
Practices:Constructingexplanationsanddesigningsolutions-Studentsformexplanationsusingsource(includingstudentdevelopedinvestigations)whichshowcomprehensionofparsimony(beingconcise),utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.
foodQuestions:Whatbodysystemsarerequiredtosuccessfullyrunamile?Whichbodysystemsworktogethertodigestfood,andhowaretheyorganized?Howdotherespiratoryandcirculatorysystemsworktogether?Drawapicturethatshowshowtheorgansworktogethertomakeupanorgansystem?
circulatorynervousintegumentarymuscularskeletalinterdependence
individualpieceswithinterconnectedfunctions.Systemsoforgansincreasetheefficiencyofthesefunctions.Interdependencebetweenthesystemsmightbeaddressedbyconsideringeffectsofexerciseonthevariousbodysystems.Energydemandsareheightened,requiringincreasedinputsfromtherespiratoryandcirculatorysystemstosupportthatactivityofthemusculoskeletalsystem.(Lymphatic,endocrine,immune,andreproductivesystemsaregreatforenrichment,butbeyondthescopeofthisstandard.)
7.LS1.6Developanargumentbasedonempiricalevidenceandscientificreasoningtoexplainhowbehavioralandstructuraladaptationsinanimalsandplantsaffecttheprobabilityofsurvivalandreproductivesuccess.ComponentIdea:Growthanddevelopmentoforganisms
Phenomena:PepperedMothexperimentBirdsand
adaptationbehavioraladaptation
Asageneralconcept,3.LS1.1asksstudentstoconsiderinternalandexternalstructuresthatcancontributetoreproductivesuccessandsurvival.This
SeventhGrade:ScienceLearningTargets:
● Defineadaptation● Differentiatebetweenstructuralandbehavioraladaptations● Provideexamplesofstructuralandbehavioraladaptationsinplantsand
animalsthataffectreproductivesuccessandsurvivalrate(besuretoincludeavarietyofexamples)
● Explainhowanorganism’sadaptationaffectsitssurvivalrateandreproductivesuccess
(TiebacktoLS1.7,LS3.1)CrosscuttingConcepts:
● CauseandEffect-Studentscaninferandidentifycauseandeffectrelationshipsfrompattern.
Practices:Engaginginargumentfromevidence- Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.
Worms(coloredtoothpickexperiment)Questions:Howdoesanorganism’sadaptationstotheenvironmentpromotereproductivesuccess?Giveexamplesofstructuralandbehavioraladaptationsinplantsandanimals.Howcanyoutestwhetheranorganism’sadaptationaffectsitssurvivalrate?Canflowersbemaleorfemale?Howcanasmallchangeinananimal’sadaptationhave
structuraladaptationempiricalevidenceprobability
standardconveysthesameideabutwithgreatercomplexity.Thirdgraderepresentedastudent’sfirstencounterwiththeideathatorganismshaveanyinvisibleinternalstructure,thereforeexampleswereverysimpleandisolated.Whilethestructuresaddressedinpriorstandardsplayedaroleinmeetingthegeneralneedsoflivingorganisms,thisstandardfocusesspecificallyonadaptationsconnectedtoreproductivesuccesses.Examplesofreproductiveadaptationsinplantsmightinclude:brightflowers,nectar,hardshells,andpollenorseeds.Animalbehaviorsassociatedwithreproductivesuccessshouldalsobediscussed.Thesebehaviorsmayincludenestbuilding,herding,andvocalization.Someplantsarereliantonanimalsaspartoftheirreproductivestrategythroughinteractionssuchasseedscarification.(Studentsshouldnotbeledtomemorizeasmanyexamplesaspossible.Incontrast,studentsshouldbeprovidedopportunitiestoutilizedeductivereasoningtocreatetheir
SeventhGrade:Scienceabigeffectonsurvivalrates?
explanations.)
7.LS1.7Evaluateandcommunicateevidencethatcomparesandcontraststheadvantagesanddisadvantagesofsexualandasexualreproduction. ComponentIdea:GrowthandDevelopmentofOrganismsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)
● Definesexualandasexualreproduction● Provideexamplesoforganismsthatreproducesexuallyandasexuallyin
bothplantsandanimals● Differentiatebetweenthegeneticmaterialinoffspringoforganismsthat
reproducesexuallyandasexually● Compareandcontrasttheadvantagesanddisadvantagesofsexualand
asexualreproductionCrosscuttingConcepts:
● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrompatterns.
Practices:Obtaining,evaluating,andcommunicatinginformation- (Observe)Studentscanevaluatetext,media,andvisualdisplaysofinformationwiththeintentofclarifyingclaimsandreconcilingexplanations.Studentscancommunicatescientificinformationinwritingutilizingembeddedtables,charts,figures,graphs.
Phenomena:Givestudentsscenariosthatshowabenefitandconsequenceofbothsexualandasexualandseeiftheycanclassifyandexplain(ex.PotatoBlight,parthenogenesis,vegetativepropagationexamples,differentvarietiesofsamespecies)Questions:Whatdifferencesandsimilaritiesbetweensexualandasexualreproduction?Howdoessexualandasexualreproductionaffectreproduction
asexualreproductionsexualreproductiongenesDNAparentoffspringgeneticmaterialgametezygotevariationvegetativepropagationparthenogenesisbuddingbinaryfission
Discussionsofthisstandardshouldfocusontheincreasetobiodiversityandvariationwithinaspeciesthatoccursasaresultofsexualreproduction.However,asexualreproductionoccursatamorerapidrateanddoesnotrequireamate.Studentsshouldexaminethebenefitsandchallengesassociatedwitheachreproductivestrategy.Regardlessofstrategyitisimportanttonotethatbothprocessestransfergeneticinformationtooffspring,whichservestoexplainpatternsintheappearanceofoffspringandparentsorwithinaspeciesasexploredinearliergrades.
SeventhGrade:Sciencerates?complexityoftheorganism?differencesingeneticinformation?Whenwouldasexualreproductionbemoreadvantageoustothesurvivalofaspeciesthatsexualreproduction?
biodiversity
7.LS1.8Constructanexplanationdemonstratingthatthefunctionofmitosisformulticellularorganismsisforgrowthandrepairthroughtheproductionofgeneticallyidenticaldaughtercells.ComponentIdea:GrowthandDevelopmentofOrganismsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)
● Explaintheneedforcellstodivide● Identifyandexplainthemainstagesofthecellcyclebasedonthe
movementanddivisionofDNA.● Describethestagesofmitosisbasedonchromosomalmovement● Explaintheoutcomeofcelldivisioninregardstothedivisionofgenetic
material
Phenomena:Howdoesaskinnedknee“heal”itself?Humanskincelldivisionproducingtwonewcellsthatareidenticaltooriginal.Timelapseofmitosis,andaskwhatishappening?
cellcyclemitosisdaughtercellidenticalgrowthrepairdevelopmentinterphaseprophase
Inordertogroworheal,bothmulticellularorganismsusetheprocessofmitosis.Theresultofmitosisisasetofcellsidenticaltotheparentcell.Inlatergrades,studentswillexplorehowinteractionswiththesecellswiththeirsurroundingsresultinvariationamongsttheseotherwiseidenticalcells.Themass/matterthataccountsforthegrowthofplantsisobtainedfromtheairduringtheprocessofphotosynthesis.Animals
SeventhGrade:Science(TiebacktoLS1.1,LS1.4)CrosscuttingConcepts:
● EnergyandMatter- Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.
Practices:
● Constructingexplanationsanddesigningsolutions-Studentsformexplanationsusingsource(includingstudentdevelopedinvestigations)whichshowcomprehensionofparsimony,utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.
Starfishregeneratingdamagedarms.Questions:Inwhattypesofcellsdoesthisoccur?Whenisitnecessaryforcellstodivide?Whatstagesdocellsundergoinordertodivide?Howdoeschromosomalmovementchangethroughtheprocessofmitosis?Wheredonewcellscomefrom?Howdoesyourbodyhealitself?
metaphaseanaphasetelophasecytokinesischromosomeDNAreplication
obtainthismatterbyeatingeitherplantsorotheranimals.(Aspartofthisparticularcomponentidea,thefocusofthisstandardshouldbeontheprocessofcellgrowth,andnotontheinheritanceofDNAascoveredinLS3.)
SeventhGrade:Science7.LS1.9Constructascientificexplanationbasedoncompiledevidencefortheprocessesofphotosynthesisofcellularrespiration,andanaerobicrespirationinthecyclingofmatterandflowofenergyintoandoutoforganisms.ComponentIdea:OrganizationforMatterandEnergyflowinOrganismsLearningTargets:
● Describetheexchangeofgasesbetweenplantsandanimals● Understandthatwater,oxygen,carbondioxide,andglucosearemadeof
chemicalsandhavechemicalformulas● Identifythereactantsandproductsofphotosynthesis● Identifythereactantsandproductsofcellularrespiration● Explaintherearrangingofatomsintheprocessesofphotosynthesisand
cellularrespiration● Explaintheprocessofanaerobicrespiration
(TiebacktoLS1.1,PS1.1,PS1.2,PS1.4)CrosscuttingConcepts:
● Systemsandsystemmodels- Studentsdevelopmodelsforsystemswhichincludebothvisibleandinvisibleinputsandoutputsforthatsystem.
Practices:
● Planningandcarryingoutcontrolledinvestigations-Studentsbegintoinvestigateindependently,selectappropriateindependentvariablestoexploreadependentvariableandrecognizethevalueoffailureandrevisionintheexperimentalprocess.
Phenomena:Bodyusinganaerobicrespirationduringhardexercise,thusproducinglacticacidandachingmuscles.Fermentationwithyeast,elodeaphotosynthesis/respirationwithplantsinajarwithacandle.Questions:HowdoestheenergyanathleteusecomefromtheSun?HowisATPutilizedandmadeinorganisms?Howdoorganismsobtainandusethematterand
photosynthesiscellularrespirationaerobicrespirationanaerobicrespirationinterdependencereactantproductConservationofMatterwater(H2O)carbondioxide(CO2)glucose/sugar(C6H12O6)ATP/chemicalenergysunlight/lightenergy
Studentsshouldcarryoutinvestigationstogenerateevidencefortherequirementsofpathwaysutilizedtoobtainenergyandmatter.Evidencecanbeobtainedbyobservingstomataontheundersideofplantleaves,observingchangestowaterpH(duetodissolvedgases)asaresultofphotosynthesisinplantssuchasElodea,observingbyproductsofrespiration.Thefocusshouldbeontheinterconnectednessofplantsandanimalsinthecyclingofmatter.Processesinsideoforganismsrearrangeatomsofthefoodmaterialsandreleasestoredchemicalenergy.(Thisstandardshouldnotfocusonmemorizingtheequationforphotosynthesis.)
SeventhGrade:Scienceenergytheyneedtogrowandlive?Howdoplantsreceivetheenergytheyneedtogrowandlivewithouteatingfood?
fermentationheterotrophautotrophchloroplastmitochondria
SeventhGrade:Science
LifeScienceCoreIdea:LS2Ecosystems:Interactions,Energy,andDynamics
PrerequisiteLearning:1.LS2.1-3,2.LS2.1-2,3.LS2.1,4.LS2.1-5,6.LS2.1-7 PercentofTime:4.5%(1week)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary TeacherBackgroundKnowledge/Clarificatio
nStatement
7.LS2.1Developamodeltodepictthecyclingofmatter,includingcarbonandoxygen,includingtheflowofenergyamongbioticandabioticpartsofanecosystem.ComponentIdea:CyclesofMatterandEnergyTransferinEcosystemsLearningTargets:
● Explaintheexchangeofgasesbetweenplantsandanimals● Provideexamplesoftheexchangeandcyclingofmatterbetweenbioticand
abioticfactorsintheenvironment(orbiotictobiotic,orabiotictobiotic)thatdemonstratethatthesameatomsarereusedinnature
(TiebacktoLS1.9)CrosscuttingConcepts:
● EnergyandMatter- Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.
Practices:
● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
Phenomena:Alivingforestwithanimals,plants,wateranddecayingmaterial,usingandreusingmatterandstartingcyclingofmatteragain.Questions:Howaregasesexchangedbetweenplantsandanimals?Howisthisrelationshipbeneficialtoeachorganism?
bioticabioticphotosynthesiscellularrespirationConservationofMatterdecomposerfoodchainfoodweb
Standard7.LS1.9providesanopportunitytogatherevidenceforthecyclingofmatterbetweenlivingorganisms.While7.LS2.1certainlydrawsonthissameevidence,discussionsshouldbeexpandedtoincludeabioticfactorsaswell.Thismightincludedecompositionorcombustionreleasingmatterfromnon-livingsystems,suchaswaterways,andpermittingitsreincorporationintolivingsystems.Decomposerscanbreakdownfecalmaterialfromlivingorganisms,makingthosematerialsavailableonceagain.Thesameatomsareusedoverandoveragainbylivingsystems;newatomsarenotcreated.
SeventhGrade:Science LifeScience
CoreIdea:LS3Heredity:InheritanceandVariationofTraits
PrerequisiteLearning:K.LS3.1,2.LS3.1,5.LS3.1-2 PercentofTime:18%(4weeks)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary TeacherBackgroundKnowledge/Clarificati
onStatement
7.LS3.1Hypothesizethattheimpactofstructuralchangestogenes(i.e.,mutations)locatedonchromosomesmayresultinharmful,beneficial,orneutraleffectstothestructureandfunctionoftheorganism. ComponentIdea:VariationofTraitsLearningTargets:
● ExplainthatDNAistheblueprintforlife● ExplainhowDNAcontainchromosomesthatcodeforgenes
○ TiebacktoLS1.1,NucleuscontainsDNAthatcodesforproteinsthatcarryoutcellfunctionorserveasbuildingblocksforlife.
● Explainhowandwhenmutationsform,andprovideexamples● Explainhowamutationcouldbeharmful,helpful,orneutralinhelpingan
organismsurvivebyprovidingexamples○ Differentiatebetweenstructuralandfunctionaltraits
(TiebacktoLS1.7,LS1.6)CrosscuttingConcepts:
● CauseandEffect-Studentsbegintounderstandtherelationshipbetweengenesandvariationoftraitsandpredicttheimpactofthischange.
● StructureandFunction- Studentsbegintoattributeatomicstructureand
Phenomena:Dandelionsinayardmaybegeneticallyidentical.Differentcoloredbeetlesshowvariation.Questions:Whatistherelationshipbetweenproteinsandmutations?Howcanyouhaveadifferenthaircolorthan
MutationMitosisMeiosisDNAchromosomegeneproteinsallele
Tofullydevelopthisstandard,studentsmustbeinformedoftheroleofDNAintheproductionofproteinsandtheroleoftheseproteinsindeterminingaphenotype.Studentscanexamineorresearchaparticularchromosomeorgeneonthatchromosometoshowthatitmakesaproteintoexhibitatrait.Thisisoftenbestaccomplishedusingamonogenetictrait.Forexample,tyrosinaseandcanbeexploredwithrespecttoitsroleintheproductionofmelaninwhereamutationtothatproteincanresultinthealbinismcondition.Anexamplemightalsoshowahumankaryotypewithgenesdisplayedassectionsofachromosome.(Theprocessesoftranscriptionand
SeventhGrade:Scienceinteractionsbetweenparticlestothepropertiesofamaterial.
Practices:
● Obtaining,evaluating,andcommunicatinginformation-(Observe)Studentscanevaluatetext,media,andvisualdisplaysofinformationwiththeintentofclarifyingclaimsandreconcilingexplanations.Studentscancommunicatescientificinformationinwritingutilizingembeddedtables,charts,figures,graphs.
eitherofyourparents?Ifmutationisnotbeneficialtoanorganism,howwillthatbereflectedinthepopulation?
translationareabovethisstandard.)
7.LS3.2Distinguishbetweenmitosisandmeiosisandcomparetheresultingdaughtercells.ComponentIdea:VariationofTraitsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)
● Identifyanddescribethestepsofmeiosis● Compareandcontrastthepathwayofgeneticmaterialbetweenmitosisand
meiosis● Compareandcontrasttheresultingdaughtercellsofmitosisandmeiosis
(TiebacktoLS1.8)CrosscuttingConcepts:
● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrompatterns.
Practices:
● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.
Phenomena:TotieintoStarWarspopularculture,providetheexampleoftheCloneArmyTrooperstoSkywalkerfamily(DarthVaderandLuke)Questions:Whydosiblingslooksimilarbutnotidentical?Iscanceramutation?Describechromosomalmovementinmitosisandmeiosis.Explaingenetic
mitosismeiosisgenesdaughtercellsparentcellsbodycellssexcells
Theprocessofsexualreproductionproducesonesetofgeneticinformationforanoffspring(withtwocopiesofmostgenes)whereeachparenthascontributedhalfofthegeneticinformation(onecopyofeachgene).Thefocusofthisstandardisnotonthememorizationofthespecificnamesofphasesofcellreproduction,butondevelopinganunderstandingofhowdaughtercellscomparebetweeneachprocess.Thestagesofeitherprocessmaybeusedinsupportduringinstruction.Forexample,studentscouldtraceasinglechromosomethroughtheprocess,noticingthateachofthenewsexcellsproducedaregeneticallydifferentfromtheparentcellbasedontwodivisionsandhalftheDNA.(Thisstandarddoesnotanticipatethatstudentswillmemorizethenamesofthephasesofmitosis/meiosis.)
SeventhGrade:Sciencediversityinmitosisvs.meiosis.
7.LS3.3Predicttheprobabilityofindividualdominantandrecessiveallelestobetransmittedfromeachparenttooffspringduringsexualreproductionandrepresentthegenotypicandphenotypicpatternsusingratios.ComponentIdea:VariationofTraitsLearningTargets:
● Understandtheconnectionbetweenchromosomes,genes,andinheritedtraits
● Differentiatebetweendominantandrecessivealleles,andhowtheyareexpressedinoffspring
● Givenagenotypeorphenotype,predicttheprobabilityofexpressedtraitsinoffspringbyusingaPunnettsquare
● RepresentgenotypicandphenotypicpatternsusingratiosCrosscuttingConcepts:
● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.
Practices:
● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.
Phenomena:Whydoesachildhavesimilarfeaturesofbothoftheparents?Showapictureofanparentsandoffspringthatlookremarkablydifferentortwooffspringthatlookremarkablydifferentfromthesameparents.Questions:Ifbothofmyparentshavebrowneyes,whyaremyeyesblue?
Punnettsquarephenotypegenotypedominantrecessiveallelehereditytraitgeneticsgenepurebredhybridhomozygousheterozygousprobability
Itisimperativethatthisstandardisnotmerelyanexerciseofprobability,butconfirms7.LS3.1and7.LS3.2.Anallelemaybeconsidereddominantifasinglecopyofthatallele(fromoneparent)producessufficientamountsofagivenproteintoproducetherelatedphenotype.Forexample,asinglecopyofthetyrosinasegenecanproduceenoughofthetyrosinaseenzymetoresultintheproductionofmelaninbymelanocytes.Otherpossibleexamplesmightincludepeaplantflowercolor,seedshape,seedsize,orvisiblyacquiredtraits.(Thisstandarddoesnotincludetheideaofcodominance,incompletedominance,polygenicinheritance,orgeneticlinkage.)
SeventhGrade:Science EarthandSpaceScience
CoreIdea:ESS3EarthandHumanActivity
PrerequisiteLearning:K.ESS3.1-3,3.ESS3.1-2,4.ESS3.1-2,6.ESS3.1-3 PercentofTime:9%(2weeks)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary TeacherBackgroundKnowledge/Clarificati
onStatement
7.ESS3.1Graphicallyrepresentthecompositionoftheatmosphereasamixtureofgasesanddiscussthepotentialforatmosphericchange.ComponentIdea:GlobalClimateChangeLearningTargets:(TeachconcurrentlywithESS3.2)
● DemonstratethechemicalmakeupofEarth’satmosphericgasesusingagraph
● Usingevidence,demonstratehowhumanshaveaffectedthecompositionofEarth’satmosphere(examples:fossilfuels,greenhousegases,nitrogen)
CrosscuttingConcepts:
● StabilityandChange- Studentsmakeexplanationsofstabilityandchangediscussingmolecularcomponentsofasystem.
Practices:
● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.
Phenomena:Showpiegraphsoftimeswhenthecompositionoftheatmospherevariedfromitscurrentcomposition.(refertoNASAwebsiteforgraphs)andaskstudentstopostulatecausesforfluctuationsinthisdataovertime?Questions:Whatisaircomposedof,
NitrogenOxygenCarbonDioxideArgonMethaneGreenhousegasesFossilfuelsozoneatmosphere
Theatmosphereis~78%nitrogen,~21%oxygen,~1%argon,watervapor,carbondioxide,andothertracegases.StudentsshouldexamineboththemajorandtracegasesmakingupEarth’satmosphere.Discussionsregardingthepotentialforatmosphericchangeshouldcenteronhownaturalbiogeochemicalcyclesandhumanimpactsdetermineitscomposition.Discussionofatmosphericchangeshouldincludeidentificationofgreenhousegasesandthemechanismbywhichthesegasesaffectclimatechange.(Emphasisisnotbasedonmemorizationofatmosphericcomposition.)
SeventhGrade:Scienceandhowisitbeingalteredhumanactivity?Whataregreenhousegases?Howdohumanactivitiesaffectearth’sclimate?WhatistheevidenceforGlobalWarming?WhataresomeimpactsofGlobalWarming?
7.ESS3.2Engageinascientificargumentthroughgraphingandtranslatingdataregardinghumanactivityandclimate. ComponentIdea:GlobalClimateChangeLearningTargets:(TeachconcurrentlywithESS3.1)
● Provideexamplesofhowhumanactivityhasimpactedclimate○ Carbondioxideintheatmosphere,temperaturechangeonEarth,
greenhousegaspresenceovertime,useofrenewableandnonrenewableresources,sealevelchangesovertime
● Usingevidence,demonstratetheimpacthumanshavehadonclimate
Phenomena:Photothatshowssmog.Humanactivitiesthatinvolveburningfuelscancauseairpollution.Photoshowingmeltedwaterpouringoff
greenhousegaseselectromagneticradiation(UVrays)CFCsclimatechange
Theabilitytocomprehendhumanimpactsontheatmosphereandclimatedependsonbothtranslatinghistoricalandpresent-daydataaswellasinterpretingdatageneratedthroughmodels.Datasetscanincludelevelsofcarbondioxideintheatmosphere,thetemperatureoftheearth,levelsofenergyuse,efficiencyofenergyuse,glaciallandareas,ocean
SeventhGrade:ScienceCrosscuttingConcepts:
● Pattern-Studentsrecognize,classify,andrecordpatternsindata,graphs,andcharts. Practices:
● Engaginginargumentfromevidence-Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.
iceberg,orsatelliteimageofArcticorMountKilimanjarofrom1970’sversuspresent.Questions:Howhavehumanactivitiesaffectedtheglobalclimate?Engagestudentsingeneratingquestionsaboutthephenomenonofglobalclimatechange.
globalwarminggreenhouseeffectfossilfuelsdeforestation
waterlevels,areasofpolarice,andareasofforestedland.Humanactivitiesincludethereleaseofgreenhousegases.Extensionofthisdiscussionshouldaddresstheuseofscientificunderstandingandengineeringtodrivefuturedecisionmaking.
SeventhGrade:Science
Engineering,Technology,andtheApplicationofScienceCoreIdea:ETS2LinksamongEngineering,Technology,Science,andSociety
PrerequisiteLearning:K.ETS2.1,1.ETS2.1,2.ETS2.1-2,3.ET2.1,4.ETS2.1-3,5.ETS2.1-3 PercentofTime:4.5%(1week)
StandardandLearningTarget PhenomenaPromptsandEssentialQuestions
Vocabulary TeacherBackgroundKnowledge/Clarificatio
nStatement
7.ETS2.1Examineaproblemfromthemedicalfieldpertainingtobiomaterialsanddesignasolutiontakingintoconsiderationthecriteria,constraints,andrelevantscientificprinciplesoftheproblemthatmaylimitpossiblesolutions.ComponentIdea:InterdependenceofScience,Technology,Engineering,andMathLearningTargets:
● Definebiomaterials● Provideexamplesofscientificadvancesindevelopingbiomaterials,
highlightingbenefitsandconstraintsoftheuseofmaterials● Analyzeengineeringdesignsolutionsthatcanbeemployedtohelppeople
withhumangeneticdisordersormutations(TieinwithLS1.5)CrosscuttingConcepts:
● Scale,Proportion,andQuantity-Studentsrecognizethatphenomenaarenotnecessarilyobservableatallscales.
Practices:
● Constructingexplanationsanddesigningsolutions- Studentscandesignaswellastestdevicesmeanttomeetspecificdesigncriteria,withtheobjectiveofincreasingtheeffectivenessofmultiplesolutions.
Phenomena:Photographthatshowstherelationshipbetweenathleteandprosthetic.Cheeseproductionandfermentation.Selectivebreedingorgeneticengineering.Questions:Whatarethecostsandbenefits(environmental,financial,andsocialimpacts)of
biomaterialsbioengineering
Fieldssuchasmaterialsciencesdependheavilyontheadvancementofscientificunderstanding.Theon-goingadvancementofthesefieldsispushedbyprogressinscience.Thedevelopmentofnewbiomaterialsalsorequiresconsiderationforthelongtermeffectsofmedicalmaterialsthatmaybeusedinternally,suchasheartvalves.Findingsolutionsformaterialuseinthebodyisdifficult.Bioengineersmustconsiderstrength,flexibility,durability,andchemicalinactivitydependingonitsrole.Studentsshouldthinkaboutchemicalandphysicalpropertiesofmaterialsandchemicalreactivitywhileengineeringdesignsolutionsthatcanbeemployedtohelppeoplewithhumangeneticdisordersormutations.
SeventhGrade:Scienceusingbiomaterials?Canneededbodypartsbegrowninalabfortransplantintohumans?Cangenesbeselectedinalabtocreatetheidealbaby?IsthegeneeditingtoolCRISPRanethicalpractice?
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