Download Earths History - Jefferson County School District

Jefferson County Science Scope and Sequence
Course: 7th Grade/ Comp. Sci. II
Course Code: 2002070
Quarter: 2
Topic(s) of Study: Earth’s History
Bodies of Knowledge: Nature of Science and Earth and Space Science
Big Idea(s): 1: The Practice of Science; 2: The Characteristics of Scientific Knowledge; 3: The Role
of Theories, Laws, Hypotheses, and Models 6: Earth Structures
Essential Questions: Why and how do we divide time into units of geologic time? How do plate
tectonics affect the Earth’s landscape? How are we able to determine Earth’s age? How is energy
involved in the movement of the Earths tectonic plates? How are scientific inquiry and knowledge
useful in solving problems?
NGSSS
SC.7.E.6.1 Describe the layers of
the solid Earth, including the
lithosphere, the hot convecting
mantle, and the dense metallic
liquid and solid cores. Cognitive
Complexity: Moderate
SC.7.E.6.3 Identify current
methods for measuring the age
of Earth and its parts, including
the law of superposition and
radioactive dating . Cognitive
Complexity: Moderate
SC.7.E.6.4 Explain and give
examples of how physical
evidence supports scientific
theories that Earth has evolved
over geologic time. Cognitive
Complexity: High
OUTLINE OF CONTENT
(CONCEPT)
I Geologic
A.
B.
C.
D.
Time
Epochs
Periods
Eras
Eons
OBJECTIVES
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II Age of Rocks
A. Relative
B. Absolute
III Age of Earth
A. Radiometric dating
(new discovery)
B. Change to Earth’s
surface takes time
IV Processes that Shape the
Earth
A. Earth Layers
1. Lithosphere
2. Asthenosphere
3. Mantle
SC.7.E.6.5 Explore the scientific
4 Outer/Inner
theory of plate tectonics by
Core
describing how the movement of
B. Plate movement
C. Plate boundaries
Earth's crustal plates causes both
1.Mountain Building
slow and rapid changes in Earth's
2. Seismic Activity
surface, including volcanic
eruptions, earthquakes, and
mountain building. Cognitive
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Explain how geologic time can be
divided into units. (I)
Sequence geologic time units (e.g.,
largest to smallest; smallest to largest).
(I)
Differentiate relative time between
epochs, periods, eras and eons. (I)
Compare relative and absolute age. (II)
Explain how the discovery of
radiometric dating changed scientists
understanding of the Earth’s age. (III)
Describe plate tectonics (crust
movement and their effects), the
formation of land masses, and
mountain building. (IV)
Objectives below are from Quarter 1A
and should be embedded in this topic
of study.
Design models that demonstrate the
processes that shape the Earth.
Plan and carry out scientific
investigations.
Design an experimental procedure
when given a problem.
Collect and organize data.
Execute and analyze an experimental
design for validity (e.g., variables held
constant, repetition for validity,
systemic observation, procedure for
replication, identified tested variables
(independent variable) and outcome
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Jefferson County Science Scope and Sequence
Complexity: Moderate
SC.7.E.6.7 Recognize that heat
flow and movement of material
within Earth causes earthquakes
and volcanic eruptions, and
creates mountains and ocean
basins. Cognitive Complexity:
Moderate
SC.7.N.1.1 Define a problem
from the seventh grade
curriculum, use appropriate
reference materials to support
scientific understanding, plan
and carry out scientific
investigation of various types,
such as systematic observations
or experiments, identify
variables, collect and organize
data, interpret data in charts,
tables, and graphics, analyze
information, make predictions,
and defend conclusions.
Cognitive Complexity: High
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variables (dependent variable), control
experiment for comparison).
Recognize that the experimental
procedures are provided to other
researchers to allow replication of an
experiment.
Explain the roles of variables and a
control in an experiment.
Differentiate between replication (by
others) from repetition (multiple trials).
Communicate results of an experiment.
SC.7.N.1.2 Differentiate
replication (by others) from
repetition (multiple trials).
Cognitive Complexity: Moderate
SC.7.N.1.4 Identify test variables
(independent variables) and
outcome variables (dependent
variables) in an experiment.
Cognitive Complexity: Low
SC.7.N.1.7 Explain that scientific
knowledge is the result of a great
deal of debate and confirmation
within the science community.
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Jefferson County Science Scope and Sequence
Cognitive Complexity: Moderate
SC.7.N.2.1 Identify an instance
from the history of science in
which scientific knowledge has
changed when new evidence or
new interpretations are
encountered. Cognitive
Complexity: Low
SC.7.N.3.1 Recognize and
explain the difference between
theories and laws and give
several examples of scientific
theories and the evidence that
supports them. Cognitive
Complexity: High
SC.7.N.3.2 Identify the benefits
and limitations of the use of
scientific models. Cognitive
Complexity: Moderate
LA.7.2.2.3 The student
will organize information to
show understanding (e.g.,
representing main ideas within
text through charting, mapping,
paraphrasing, summarizing, or
comparing/contrasting);
LA.7.4.2.2 The student
will record information (e.g.,
observations, notes, lists, charts,
legends) related to a topic,
including visual aids to organize
and record information, as
appropriate, and attribute
sources of information;
MA.6.A.3.6 Construct and
analyze tables, graphs, and
equations to describe linear
functions and other simple
relations using both common
language and algebraic notation.
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Jefferson County Science Scope and Sequence
Cognitive Complexity: High
MA.6.S.6.2 Select and analyze
the measures of central
tendency or variability to
represent, describe, analyze,
and/or summarize a data set for
the purposes of answering
questions appropriately.
Cognitive Complexity: High
MACC.6.SP.1.3: Recognize that a
measure of center for a
numerical data set summarizes
all of its values with a single
number, while a measure of
variation describes how its
values vary with a single number.
MACC.6.SP.2.5: Summarize
numerical data sets in relation to
their context, such as by:
a.
Reporting the number of
observations.
b.
Describing the nature of
the attribute under investigation,
including how it was measured
and its units of measurement.
c.
Giving quantitative
measures of center (median
and/or mean) and variability
(interquartile range and/or mean
absolute deviation), as well as
describing any overall pattern
and any striking deviations from
the overall pattern with
reference to the context in which
the data were gathered.
d.
Relating the choice of
measures of center and
variability to the shape of the
data distribution and the context
in which the data were gathered.
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Jefferson County Science Scope and Sequence
LACC.68.RST.1.3: Follow
precisely a multistep procedure
when carrying out experiments,
taking measurements, or
performing technical tasks.
LACC.68.RST.2.4: Determine the
meaning of symbols, key terms,
and other domain-specific words
and phrases as they are used in a
specific scientific or technical
context relevant to grades 6–8
texts and topics.
LACC.68.RST.3.7: Integrate
quantitative or technical
information expressed in words
in a text with a version of that
information expressed visually
(e.g., in a flowchart, diagram,
model, graph, or table).
LACC.68.RST.4.10: By the end of
grade 8, read and comprehend
science/technical texts in the
grades 6–8 text complexity band
independently and proficiently.
LACC.68.WHST.1.2: Write
informative/explanatory texts,
including the narration of
historical events, scientific
procedures/ experiments, or
technical processes.
a.
Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader
categories as appropriate to
achieving purpose; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful to
aiding comprehension.
b.
Develop the topic with
relevant, well-chosen facts,
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Jefferson County Science Scope and Sequence
definitions, concrete details,
quotations, or other information
and examples.
c.
Use appropriate and
varied transitions to create
cohesion and clarify the
relationships among ideas and
concepts.
d.
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
e.
Establish and maintain a
formal style and objective tone.
f.
Provide a concluding
statement or section that follows
from and supports the
information or explanation
presented.
LACC.68.WHST.3.9: Draw
evidence from informational
texts to support analysis
reflection, and research.
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