Download 7 Instructional Guide Science - Sallie B. Howard School for the Arts

Pitt County Schools
Science – Grade 7
Pacing Guide
TOPICS/CONCEPTS
COMPETENCY GOAL 1: The learner will
design and conduct investigations to
demonstrate an understanding of scientific
inquiry.
COMPETENCY GOAL 2: The learner will
demonstrate an understanding of
technological design.
Science and Scientists, Scientific Methods,
Scientific Inquiry, Science Notebooking, Science
Safety
Chapter 1
Characteristics of the atmosphere, Atmospheric
heating, Global and local winds, Air pollution
and Maintaining air Quality.
Chapter 2
Water in the air, Air masses and fronts, severe
weather, forecasting the weather.
Chapter 3
Review, Assessment, & Projects
GRADING
PERIOD
CURRICULUM OBJECTIVES
TIME
Inquiry and technological design will be recurring themes
throughout the seventh grade science curriculum. Inquiry should
be the central theme in middle school science. It is an integral part
of the learning experience and may be used in both traditional
class problems and laboratory work. Designing technological
solutions and pondering benefits and risks should underlie the
middle school science experience.
1-4
10 days
1.01,1.02,1.03,1.04,1.05,1.06,1.10
18 days
3.01, 3.02, 3.03, 3.04, 3.05
1
13 days
3.05, 3.06
1
4 days
1
1
45 days
Characteristics of living things, the diversity of
cells. Chapter 12 section 1 and Chapter 13
section1.
Cell cycle – mitosis (Chapter 14 section 3)
Mendel and his peas, Traits and Inheritance,
Meiosis. Chapter 15
2
6 days
2
4 days
2
17 days
Cell theory
5.01, 5.02, 5.03, 5.04, 5.05, 5.06
Introduction to Body Systems, Skeletal System,
Muscular System, Integumentary System.
Chapter 5
Cardiovascular system, Blood, The Lymphatic
System, The Respiratory System.
Chapter 6
Review, Assessment, & Projects
2
11 days
4.05, 4.02, 4.01, 4.04
2
3 days
4.01, 4.02, 4.03, 4.04, 4.05, 4.08
2
4 days
45 Days
Cardiovascular system, Blood, The Lymphatic
System, The Respiratory System.
Chapter 6
The Digestive System, The Urinary System.
Chapter 7
The Nervous System, Responding to the
Environment, The Endocrine System.
Chapter 8
Animal Reproduction, Human Reproduction,
Growth and Development.
Chapter 9
Human Health-Disease, Your Bodies Defenses
(Immunity)
Chapter 10
Staying Healthy
Chapter 11
Review, Assessment, & Projects
3
9 days
4.01, 4.02, 4.03, 4.04, 4.05, 4.08
3
9 days
4.01, 4.02, 4.03, 4.04, 4.05, 4.08
3
10 days
4.01, 4.02, 4.03, 4.04
3
5 days
4.01, 4.02, 4.06, 4.07, 5.01, 5.02
3
5 days
4.01, 4.02, 4.04 (Antibiotics 2.01, 2.02, 2.03, 2.04)
3
3 days
4.08
3
4 days
45 Days
Measuring Motion, What are Force, Friction, and
Gravity?
Chapter 17
Gravity and Motion, Newton’s Laws, Momentum
Chapter 18
4
12 Days
6.03, 6.04, 6.05, 6.06, 2.01
4
13 Days
6.03
EOG Testing
4
4 days
Work and Machines
4
Chapter 20
12 Days
Review, Assessment, & Projects
4
6.01, 6.02, 6.03
4 days
45 days
Science – Grade 7
Instructional Guide
Revised 6/06
DIFFERENTIATION OF SEVENTH GRADE SCIENCE INSTRUCTION:
 Standard Seventh Grade Science will focus on research tasks and class projects, including the cooperative inquiry lab approach. A formal research
project is not required; however students are expected to complete a formal science inquiry notebook through out the year.
 Enhanced Seventh Grade Science will extend the focus of the standard science concepts to include in-depth independent research, projects, oral
presentations, and a formal inquiry research project.
TIME FRAME: FIRST GRADING PERIOD
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
COMPETENCY GOAL 1: The learner will design and conduct
investigations to demonstrate an understanding of scientific
inquiry.
1.01 Identify and create questions and
hypotheses that can be answered through
scientific investigations.
1.02 Develop appropriate experimental
procedures for:
 Given questions.
 Student generated questions.
1.03 Apply safety procedures in the
laboratory and in field studies.
 Recognize potential hazards.
Essential Questions:
 What are the major processes and
concepts in the scientific method?
 What are some essential safety issues
in the lab?
Benchmarks:
 Students will be able to complete an
inquiry activity using NC-ISE science
notebooking.
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
RECOMMENDED
RESOURCES
AND
ASSESSMENT
Enhancements:
Holt Internet Activity:
HL5LIVW
Holt SciLinks
Essential Labs:
Skills Practice Lab: Does
It All Add Up?, pg 28
Inquiry Lab: One Side or
Two?, pg 3
Holt text: Ch 1

Safely manipulate materials and
equipment.
 Conduct appropriate procedures.
1.04 Analyze variables in scientific
investigations:
 Identify dependent and
independent.
 Use of a Control.
 Manipulate.
 Describe relationships between.
 Define operationally.
1.05 Analyze evidence to:
 Explain observations.
 Make inferences and predictions.
 Develop the relationship between
evidence and explanation.
1.06 Use mathematics to gather, organize,
and present quantitative data resulting
from scientific investigations:
 Measurement.
 Analysis of data.
 Graphing.
 Prediction models.
1.07 Prepare models and/or computer
simulations to:
 Test hypotheses.
 Evaluate how data fit.
1.08 Use oral and written language to:
 Communicate findings.
 Defend conclusions of scientific
investigations
1.09 Use technologies and information
systems to:
 Research.
 Gather and analyze data.
 Visualize data.
 Disseminate findings to others.
1.10 Analyze and evaluate information
from a scientifically literate viewpoint by
reading, hearing, and/or viewing:
 Students will make science posters
demonstrating their understanding of
lab safety issues.
Essential Tasks:
Science Notebooking
training
Science Safety Procedures
 Contracts, posters,
rules & expectations



Scientific text.
Articles.
Events in the popular press.
COMPETENCY GOAL 2: The learner will demonstrate an
understanding of technological design.
Enhancements:
Skills Practice Lab, pg 591
Holt SciLinks
2.01 Explore evidence that "technology"
has many definitions.
 Artifact or hardware.
 Methodology or technique.
 System of production.
 Social-technical system.
2.02 Use information systems to:
 Identify scientific needs, human
needs, or problems that are subject
to technological solution.
 Locate resources to obtain and test
ideas.
2.03 Evaluate technological designs for:
 Application of scientific
principles.
 Risks and benefits.
 Constraints of design.
 Consistent testing protocols.
2.04 Apply tenets of technological design
to make informed consumer decisions
about:
 Products.
 Processes.
 Systems.
Essential Questions:
 How does science lead to advances in
technology?
 How can technology solve human
problems?
 How can information systems be used
to locate resources to obtain and test
ideas?
 How can technological design allow
for consistent testing protocol?
 What effect does technological design
have on consumer decisions?
Essential Labs:
Design a Rube Goldburg
device using at least four
simple machines.
Essential Tasks:
Science in Action, pg 250
& 251
Benchmarks:
 Students will be able to make a
timeline to trace the history of the
computer.
 Students will be able to identify three
ways that technology has aided the
scientific research of the oceans.
 Students will be able to describe and
evaluate the benefits and risks of three
medical procedures made possible by
technology.
COMPETENCY GOAL 3: The learner will conduct
investigations and utilize appropriate technologies and
information systems to build an understanding of the
atmosphere.
Enhancements:
Holt Internet Activities:
HZ5ATMW
HZ5WEAW
HZ5CLMW
Resources:
Holt text: Ch 20
Holt One-Stop
Planner CDROM
Holt SciLink
Great Moments in Science: A Weighty Matter
3.01 Explain the composition, properties
and structure of the atmosphere:
 Mixture of gases.
 Stratified layers.
 Each layer has distinct properties.
 As altitude increases, air pressure
decreases.
 Equilibrium.
Essential Questions:
 What are the most common gases in
the atmosphere and the relative
amounts of each?
 How do air pressure and temperature
change with altitude? Why?
 What are the characteristics of each
layer of the atmosphere?
 How are global wind systems created?
Benchmarks:
 Students will be able to construct a
circle graph modeling the composition
of the atmosphere.
 Students will be able to construct a
scaled model of the atmosphere.
 Students will explain the relationship
of heating of the atmosphere, the
Coriolis Effect and global winds.
3.02 Describe properties that can be
Essential Questions:
Investigable Questions:
1. What effect does temperature have
on air pressure?
2. What effect does air pressure have
on temperature?
3. How does the temperatures of water
and sand change when placed under
a radiant energy source for 15
minutes?
4. What is the effect of acid rain on
limestone?
5. How is the form (crushed or solid) of
limestone affected by acid rain?
Holt text: Ch. 2
Essential Labs:
Skills Practice Lab: Under
Pressure!, pg 41
Essential Tasks:
Construct a circle graph
modeling the composition
of the atmosphere.
Construct a scaled model
of the atmosphere.
Explain the relationship of
heating of the atmosphere,
the coriolis effect and
global winds
Essential Labs:
Holt text: Ch. 2
observed and measured to predict air
quality:
 Particulate matter.
 Ozone.



3.03 Conclude that the good health of
environments and organisms requires:
 The monitoring of air quality.
 Taking steps to maintain healthy
air quality.
 Stewardship.
3.04 Evaluate how humans impact air
quality including:
 Air quality standards.
 Point and non-point sources of air
pollution in North Carolina.
 Financial and economic trade-offs.
 Local air quality issues.
3.05 Examine evidence that atmospheric
properties can be studied to predict
atmospheric conditions and weather
hazards:
 Humidity.
 Temperature.
 Wind speed and direction.
 Air pressure.
 Precipitation.
 Tornados.
 Hurricanes.
 Floods.
 Storms.




What are primary and secondary air
pollutants?
What are point sources and non-point
sources of air pollution?
How is air quality monitored and
measured.
How is air quality communicated to
the public?
How do humans impact air quality?
What are some ways to reduce air
pollution?
What are the financial and economic
trade offs affecting air quality?
Benchmarks:
 Students will provide examples of
primary and secondary air pollutants.
 Students will be able to identify point
sources and non-point sources of air
pollution in N.C.
Essential Questions:
 How does water move through the
water cycle?
 What are the cloud types and what kind
of weather is associated with each?
 What is the relative humidity and dew
point and how are they measured?
 What are four types of precipitation
and how do they form?
 What are the four types of fronts and
what types of weather changes do they
cause?
 What are the characteristics of severe
weather and how is severe weather
formed?
Benchmarks:
Quick Lab: Testing For
Particulates, pg 59
Quick Lab: Neutralizing
Acid Precipitation, pg 60
Essential Tasks:
Provide examples of
primary and secondary air
pollutants.
Identify point sources and
non-point sources of air
pollution in N.C.
Activity:
Investigate a N.C Hog
Farm.
Essential Labs:
Skills Practice Lab: Go
Fly a Bike!, pg 582
Inquiry Lab: Boiling
Over!, pg 102
Quick Lab: Dewpoint, pg
79
Essential Tasks:
Diagram and label the
water cycle.
Identify cloud types and
describe weather
Holt text: Ch 3


Students will be able to explain the
water cycle.
Students will be able to identify
various types of clouds and predict the
likelihood of precipitation.
associated with each type.
Use a psychrometer to
measure relative humidity.
Make a concept map of
how types of precipitation
are formed
Use cloud chart to identify
clouds. Record for a week.
Activity:
Research a severe weather
event in N.C. from the last
10 years and write a news
report or story.
3.06 Assess the use of technology in
studying atmospheric phenomena and
weather hazards:
 Satellites.
 Weather maps.
 Predicting.
 Recording.
 Communicating information about
conditions.
Essential Questions:
 What are the different types of
instruments used to take weather
measurements?
 How do radar and weather satellites
help meteorologists forecast weather?
 How do you interpret a weather map?
Essential Labs:
Inquiry Lab: When
Disaster Strikes, pg 55
Skills Practice Lab:
Watching the Weather, pg
584
Benchmarks:
 Students will be able to gather weather Essential Tasks:
Describe and use different
data and forecasts based on that data.
types of instruments to take
weather measurements.
Interpret a weather map.
Holt text: Ch 3
CAP Notebook
TIME FRAME: SECOND GRADING PERIOD
SCOS GOALS AND OBJECTIVES
Cell Theory
Cell Cycle
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
Essential Questions:
 What are the essential elements of cell
theory and how were they derived?
 What function do the various parts of
the microscope have?
Benchmarks:
 Students will be able to discuss the
history leading to cell theory.
 Students will be able to use the
microscope to view various objects.
Essential Questions:
 What are the phases of the cell cycle?
 What happens in each phase of
mitosis?
 How is the number of chromosomes
maintained during cell reproduction?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
Essential Labs:
RECOMMENDED
RESOURCES
AND
ASSESSMENT
Holt text: Ch 12
Section 1
Essential Tasks:
Holt text: Ch 13
Section 1
Essential Labs:
Essential Tasks:
Construct a model showing
the phases of mitosis.
Holt text: Ch 14
Section 3
Benchmarks:
 Students will be able to explain each
phase of mitosis.
Competency Goal 5: The learner will conduct investigations and
utilize appropriate technologies and information systems to
build an understanding of heredity and genetics.
Enhancements:
Holt Internet Activities:
HL5HERW
HL5DNAW
Holt SciLinks
Investigable Questions:
1. How does the number of subject
groups affect the probability of
having three male and three female
children in a family of six?
2. If Mendel’s experiments are repeated
using color coded paper instead of
actual plants with specific traits, will
the results be the same?
5.01 Explain the significance of genes to
inherited characteristics:
 Genes are the units of information.
 Parents transmit genes to their
offspring.
 Some medical conditions and
diseases are genetic.
5.02 Explain the significance of
reproduction:
 Sorting and recombination of
parents' genetic material.
 Potential variation among
offspring.
Essential Questions:
 How are genes and alleles related to
genotype and phenotype?
Benchmarks:
 Students will be able to explain the
relationship between traits and
heredity.
 Students will be able to use gene
make-up to determine the genotype
and phenotype of an organism.
Essential Questions:
 How do chromosomes determine sex?
 How do genes pass information?
Benchmarks:
 Students will be able to explain why
there is a variation in genotype and
Essential Labs:
Holt text: Ch 15
Essential Tasks:
Essential Labs:
Model Making Lab: BasePair Basics, pg 446
Essential Tasks:
Start-up Activity, pg 403
Holt text: Ch 15
5.03 Identify examples and patterns of
human genetic traits:
 Dominant and recessive.
 Incomplete dominance.
5.04 Analyze the role of probability in the
study of heredity:
 Role of each parent in transfer of
genetic traits.
 Analysis of pedigrees.
5.06 Evaluate evidence that human
characteristics are a product of:
 Inheritance.
 Environmental factors, and
 Lifestyle choices.
Meiosis
phenotype in offspring from the same
parents.
Essential Questions:
 What are dominant and recessive
traits?
Benchmarks:
 Students will be able to explain the
difference between dominant and
recessive traits.
 Students will recognize dominant
traits and recessive traits in organisms.
Essential Questions:
 How is a Punnett square used to
determine the probability of possible
offspring?
 How can environmental factors and
lifestyles choices affect human
characteristics?
Benchmarks:
 Students will use Punnett squares to
predict offspring genotype and
phenotype.
Essential Questions:
 What happens in each phase of
meiosis?
 How is the number of chromosomes
maintained from parents to offspring?
 What is the difference between
meiosis and mitosis?
Benchmarks:
 Students will be able to explain the
different phases of meiosis.
Essential Labs:
Holt text: Ch 15
Essential Tasks:
11
Essential Labs:
Quick Lab: Making a
Punnett Square, pg 411
Holt text: Ch 15
Quick Lab: Taking Your
Chances, pg 412
Model Making Lab: Bug
Builders, Inc., pg 424
Essential Tasks:
Construct and interpret
Punnett squares
Essential Labs:
Essential Tasks:
Holt text: Ch 15,
section 3
5.05 Summarize the genetic transmittance
of disease.
Essential Questions:
 What is a sex-linked disorder?
Benchmarks:
 Students will be able to interpret a
pedigree chart.
COMPETENCY GOAL 4: The learner will conduct
investigations, use models, simulations, and appropriate
technologies and information systems to build an understanding
of the complementary nature of the human body system.
Essential Labs:
Inquiry Lab: Tracing
Traits, pg 607
Holt text: Ch 15,
16
Essential Tasks:
Enhancements:
Long Term Projects and Research Ideas:
Holt Internet Activities:
HL5BD1W
HL5BD2W
HL5BD3W
HL5BD4W
HL5BD5W
HL5BD6W
HL5BD7W
HL5ALVW
Holt SciLinks
4.04 Evaluate how systems in the human
body help regulate the internal
Essential Questions:
 What is homeostasis and what
happens when it is disrupted?
Investigable Questions:
1. Does repeating the same maze six
times (memory vs. performance)
decrease the amount of time it takes
for the student to complete the maze?
2. How does the type of vinegar (white
or dark) affect what will happen to a
chicken bone placed in it?
3. What effect does exercise have on
your heart rate?
4. What effect does exercise have on
your body temperature?
5. What effect does diet have on the
rate of growth of fingernails?
Holt text: Ch 5,
Essential Labs:
Model Making Lab:
10
Antibodies to the Rescue,
environment.
4.05 Analyze how an imbalance in
homeostasis may result from a disruption
in any human system.
4.01 Analyze how human body systems
interact to provide for the needs of the
human organism:
 Musculoskeletal.
 Cardiovascular.
 Endocrine and Nervous.
 Digestive and Circulatory.
 Excretory.
 Reproductive.
 Respiratory.
 Immune.
 Nervous system.
4.02 Describe how systems within the
human body are defined by the functions
it performs.
4.03 Explain how the structure of an
organ is adapted to perform specific
functions within one or more systems.
 Liver.
 Heart.
 Lung.
 Brain.
 Stomach.
 Kidney.


How are tissues, organs, and systems
related?
How do organ systems work together
to maintain homeostasis?
Benchmarks:
 Students will be able to explain the
importance of moving materials into
and out of cells.
 Students will be able to give examples
of how organ systems work together
in the body.
Essential Questions:
 What are the major organs of the
skeletal system?
 What are the different kinds of muscle
tissue?
 What are the functions of skin?
Benchmarks:
 Students will be able to describe four
functions of bones.
 Students will be able to list three
injuries and two diseases that affect
bones and joints.
 Students will describe how skeletal
muscles move bones.
 Students will be able to describe two
muscular system injuries.
 Students will be able to list four
functions of skin.
 Students will describe two kinds of
damage that can affect skin.
pg 599
Holt text: Ch 5
Essential Labs:
Quick Lab: Pickled Bones,
pg 155
Inquiry Lab: Muscles at
Work, pg 594
Inquiry Labs: On a Wing
and a Layer, pg 27
TIME FRAME: THIRD GRADING PERIOD
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
4.01 Analyze how human body systems
interact to provide for the needs of the
human organism:
 Musculoskeletal.
 Cardiovascular.
 Endocrine and Nervous.
 Digestive and Circulatory.
 Excretory.
 Reproductive.
 Respiratory.
 Immune.
 Nervous system.
Essential Questions:
 What are the main parts of the
cardiovascular system and what is
their function?
 What are the ABO blood types and
why are they important?
 What is the relationship between the
lymphatic system and the circulatory
system?
 What is the relationship between the
respiratory system and the
cardiovascular system?
Essential Labs:
Quick Lab: Why do
People Snore?, pg 193
4.02 Describe how systems within the
human body are defined by the functions
it performs.
Benchmarks:
 Students will be able to describe the
two types of circulation of blood in the
body.
 Students will list four cardiovascular
problems.
 Students will be able to give the main
components of blood and name three
functions of blood.
 Students will explain how blood
pressure is measured.
 Students will identify the six parts of
the lymphatic system and describe
their functions.
 Students will be able to describe the
parts of the respiratory system and
give their functions.
Essential Questions:
 What are the parts and function of the
digestive system?
Essential Tasks:
Start-up Activity, pg 175
4.03 Explain how the structure of an
organ is adapted to perform specific
functions within one or more systems.
 Liver.
 Heart.
 Lung.
 Brain
 Stomach.
 Kidney.
4.01 Analyze how human body systems
interact to provide for the needs of the
human organism:
RECOMMENDED
RESOURCES
AND
ASSESSMENT
Holt text: Ch 6
Skills Practice Lab:
Carbon Dioxide Breath, pg
194
Model Making Lab: Build
a Lung, pg 595
Essential Labs:
Quick Lab: Break It Up!,
pg 205
Holt text: Ch 7









Musculoskeletal.
Cardiovascular.
Endocrine and Nervous.
Digestive and Circulatory.
Excretory.
Reproductive.
Respiratory.
Immune.
Nervous system.
4.02 Describe how systems within the
human body are defined by the functions
it performs.
4.03 Explain how the structure of an
organ is adapted to perform specific
functions within one or more systems.
 Liver.
 Heart.
 Lung.
 Brain
 Stomach.
 Kidney.
4.01 Analyze how human body systems
interact to provide for the needs of the
human organism:
 Musculoskeletal.
 Cardiovascular.
 Endocrine and Nervous.
 Digestive and Circulatory.
 Excretory.
 Reproductive.
 Respiratory.
 Immune.
 Nervous system.
4.02 Describe how systems within the
human body are defined by the functions
it performs.

What are the parts and functions of the
Skills Practice Lab: As the
urinary system?
Stomach Churns, pg 216
Benchmarks:
 Students will be able to compare
mechanical digestion with chemical
digestion.
 Students will understand the role of
the various parts of their digestive
system.
 Students will be able to identify the
parts of the digestive system in a
dissected organism.
 Students will be able to explain how
the kidneys filter blood.
Essential Questions:
 What is the relationship between the
central nervous system and the
peripheral nervous system?
 How do the senses of hearing, taste,
and smell work?
 Why is the endocrine system
important to the body?
Benchmarks:
 Students will be able to list functions
for each part of the brain.
 Students will list four sensations that
Skills Practice Lab:
Enzymes in Action, pg 596
Essential Tasks:
Examine the digestive
system through frog
dissection.
Essential Labs:
Quick Lab: Building a
Neuron, pg 232
Skills Practice Lab:
You’ve Gotta Lotta Nerve,
pg 244
Essential Tasks:
Examine the parts of the
eye through an eye
Holt text: Ch 8
4.03 Explain how the structure of an
organ is adapted to perform specific
functions within one or more systems.
 Liver.
 Heart.
 Lung.
 Brain
 Stomach.
 Kidney.
4.01 Analyze how human body systems
interact to provide for the needs of the
human organism:
 Musculoskeletal.
 Cardiovascular.
 Endocrine and Nervous.
 Digestive and Circulatory.
 Excretory.
 Reproductive.
 Respiratory.
 Immune.
 Nervous system.
4.02 Describe how systems within the
human body are defined by the functions
it performs.
4.03 Explain how the structure of an
organ is adapted to perform specific
functions within one or more systems.
 Liver.
 Heart.
 Lung.
 Brain
 Stomach.
 Kidney.
4.07 Explain the effects of environmental
influences on human embryo development


are detected by receptors in the skin.
Students will be able to describe how
light relates to sight.
Students will be able to identify five
glands of the endocrine system, and
describe what their hormones do.
Essential Questions:
 What are the three types of
mammalian reproduction?
 What are the structures and functions
of the male and female reproductive
systems?
 What are the stages of human
development from birth to death?
Benchmarks:
 Students will be able to distinguish
between asexual and sexual
reproduction.
 Students will be able to summarize the
processes of fertilization and
implantation.
dissection.
Essential Labs:
Quick Lab: Life Grows
On, pg 266
Skills Practice Lab: It’s a
comfy, Safe World!, pg
268
Skills Practice Lab: My,
How You’ve Grown!, pg
598
Essential Tasks:
Students will do a Stages
of Development scrap book
depicting how they have
changed from birth to
adolescence.
Holt text: Ch 9
and human health including:
 Smoking.
 Alcohol.
 Drugs.
 Diet.
4.08 Explain how understanding human
body systems can help make informed
decisions regarding health.
Essential Questions:
 What are the hazards of tobacco,
alcohol, and illegal drugs?
 Why is exercise and sleep important to
good health?
Benchmarks:
 Students will distinguish between the
positive and negative uses of drugs.
 Students will describe three important
aspects of good hygiene.
Essential Labs:
Skills Practice Lab: Keep
it Clean, pg 320
Inquiry Labs: Consumer
Challenge, pg 36
Holt text: Ch 11
TIME FRAME: FOURTH GRADING PERIOD
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
Competency Goal 6: The learner will conduct investigations, use
models, simulations, and appropriate technologies and
information systems to build an understanding of motion and
forces.
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
RECOMMENDED
RESOURCES
AND
ASSESSMENT
Enhancements:
Holt Internet Activities:
HP5MOTW
HP5FORW
HP5FLUW
HP5WRKW
Holt SciLinks
Camp FOCUS 2004: Towers
Camp FOCUS 2004: Roller Coasters
Camp FOCUS 2004: Energy Transfer
Great Moments in Science: Teetering At The
Beginning of Knowledge
Great Moments in Science: Apples, Moons,
And Questions
Investigable Questions:
1. What effect does mass have on the
rate of acceleration of a moving
object?
2. How is the angle of launch for a
projectile related to the distance the
projectile travels?
3. What spacing between dominoes will
result in the fastest “fall” time?
4. Which combination of water depth
and water in the “diver” will result in
the fastest dive time? (Cartesian
diver)
6.04 Analyze that an object's motion is
always judged relative to some other
object or point.
Essential Questions:
 What factors determine speed?
 What is the relationship between
velocity and acceleration?
5. How does the material of a parachute
affect its fall rate?
6. How does the amount of water affect
the flight time of a bottle rocket?
Holt text: Ch 17
Essential Labs:
Skills Practice Lab:
Detecting Acceleration, pg
484
Benchmarks:
 Students will be able to graph the
changes in motion.
6.05 Describe and measure quantities that
characterize moving objects and their
interactions within a system:
 Time.
 Distance.
 Mass.
 Force.
 Velocity.
 Center of mass.
 Acceleration.
6.06 Investigate and analyze the real
world interactions of balanced and
unbalanced forces:
 Sports and recreation.
 Transportation.
 The human body.
Essential Questions:
 What are the differences between
balanced and unbalanced forces?
 How does an object’s center of mass
used to determine gravitational force?
6.03 Evaluate motion in terms of
Newton's Laws:
 The force of friction retards
motion.
 For every action there is an equal
and opposite reaction.
 The greater the force, the greater
Essential Questions:
 What are Newton’s three Laws of
Motion?
 What is the Law of Conservation of
Momentum?
 What is the role of density in an
object’s ability to float?
Benchmarks:
 Students will demonstrate balanced
and unbalanced forces.
 Students will be able to give examples
of how an object’s center of mass
affects the gravitational force.
Essential Labs:
Skills Practice Lab: Built
for Speed, pg 609
Holt text: Ch 17
Skills Practice Lab:
Relating Mass and Weight,
pg 610
Essential Labs:
Quick Lab: The Friction
500, pg 471
Quick Lab: Reducing
Friction, pg 474
Holt text: Ch 17,
18, 19



the change in motion.
An object's motion is the result of
the combined effect of all forces
acting on the object:
A moving object that is not
subjected to a force will continue
to move at a constant speed in a
straight line
An object at rest will remain at
rest.
Benchmarks:
 Students will demonstrate each of
Newton’s Laws.
 Students will give examples of the
Law of Conservation of Momentum.
Skills Practice Lab:
Science Friction, pg 611
Quick Lab: First Law
Skateboard, pg 503
Quick Lab: First Law
Magic, pg 504
Skills Practice Lab:
Inertia-Rama, pg 514
Model Making Lab: Blast
Off, pg 614
Skills Practice Lab: Quite
a Reaction, pg 615
Skills Practice Lab: Fluids,
Force, and Floating, pg 542
Skills Practice Lab:
Density Diver, pg 617
Essential Tasks:
6.01 Demonstrate ways that simple
machines can change force.
Essential Questions:
 How do simple machines make work
easier?
 How is the force direction changed by
a simple machine?
Benchmarks:
 Students will be able demonstrate the
directional change in force caused by
a simple machine.
Essential Labs:
Quick Lab: Get To Work,
pg 555
Skills Practice Lab: A
Powerful Workout, pg 572
Essential Tasks:
Start-up Activity, pg 551
Holt text: Ch 20
CAP Chapter 9: Simple
Machines I & II, pg 12
6.02 Analyze simple machines for
mechanical advantage and efficiency.
Essential Questions:
 What is the mechanical advantage
provided by each of the simple
machines?
Benchmarks:
 Students will be able to calculate the
mechanical advantage and efficiency
of the various simple machines.
Essential Labs:
Skills Practice Lab:
Inclined to Move, pg 618
Skills Practice Lab:
Wheeling and Dealing, pg
619
Inquiry Lab: Building
Machines, pg 621
Essential Tasks:
Holt text: Ch 20