Download Course Overview: 7th Grade Advanced Purpose of this document

Course Overview: 7th Grade Advanced
Purpose of this document: This curricular resource was designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused
curriculum that supports the acquisition of the Florida Standards and NGSSS using Marzano’s Instructional Framework used to teach standards in this course’s course
description. This “road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning tool. Grade level PLCs should use
this document to jumpstart collaborative discussions around the five guiding questions to plan for student learning.
Each unit contains:
 A Unit Overview With Recommended Pacing
 Grouped NGSSS:
o Content Standards: Each unit was designed around a group of related content standards. They describe what students should know, understand, and be
able to do by the end of the unit.
o Science Practices: Practices of Science are ongoing standards that should be intentionally planned for every day in every lesson because of their critical role
in engaging students as scientists.
 A Sample Know, Understand, and Do (KUD) Map
 A Sample Uni-Dimensional, Lesson Scale
7th Grade Advanced at a Glance 2014-2015
Professional Learning
Action Plan: What
are we going to do
Big Idea: Concepts
Estimated Days
Communities at Work Problem Analysis:
about it?
Step 0
Why is the problem
Unit 1: The Practice of Science: Investigations, Models,
15 days Quarter 1
!
occurring?
!
Clarify Purpose of Teams &
Theories, Laws, Science Fair
Connect to School’s
!
Mission, Vision, Values and
Inquiry Cycle
Implement
Unit 2: Forms of Energy, Sources of Energy
10 days Quarter 1
Priorities
Action Plan
Problem
Unit 3: Forms of Energy: Light and Sound
15 days Quarter 1
Identification:
Establish Team Norms &
What is the
Expectations
Problem?
Unit 4: Energy Transfer and Transformations: Heat Transfer
15 days Quarter 2
!
RtI: Evaluate
Unit 5: Earth’s Structures: Layers of the Solid Earth
30 days Quarter 2
Clarify & Assign Roles
Instructional
Deliver
Effectiveness
Instruction
Earth’s Structures: Plate Tectonics
Modify
Is it working?
(Teaching)
Instruction and/or
!
Clarify Structures,
Curriculum Based
Processes & Protocols:
Unit 6: Diversity and Evolution of Living Organisms: Scientific 15 days Quarter 3
on Learning
Connect Instructional Talk,
Data
Planning & Practice
Theory of Evolution
!
PLC Guiding
Unit 7: Interdependence: Relationships among Organisms
15 days Quarter 3
Choose Common
Questions
1. What do we
Assessments &
Unit 8: Interdependence: Impact of Humans
10 days Quarter 4
expect all students to
Standardize Administration
3.
learn?
Unit 9: Heredity and Reproduction: Heredity
15 days Quarter 4
Build Common Language
Unit 10: Heredity and Reproduction: Human Growth and
10 days Quarter 4
2. How will we know
and Understanding of
if and when they’ve
CCSS & Instructional Best
Development
learned it?
Practices
(incorporate Human Growth &Development Curriculum
accordingly)
Times allotted on this table are subject to modifications based on annual
assessment schedule.
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?
How$will$we$design$learning$
experiences$for$our$students?
Standards taught in this course are the NGSSS for Science that emphasize increased opportunities for laboratory investigations.
This course incorporates the new Common Core College and Career Readiness and Mathematics Standards as shown below.
In general, the academic pace and rigor will be greatly increased for honors level course work. Laboratory investigations that include the use of scientific
inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part
of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in a science lab or field
collecting data every week. School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom,
or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data
collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing
understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations.
Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Instructional Practices to Support Literacy through Common Core- College and Career Readiness Standards
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
 Ensuring wide reading from complex text that varies in length.
 Making close reading and rereading of texts central to lessons.
 Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
 Emphasizing students supporting answers based upon evidence from the text.
 Providing extensive research and writing opportunities (claims and evidence).
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Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)------------------------------------------Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics, information and computer technology, and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.
Integrate Standards for Mathematical Practice (MP)
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.7.1 Look for and make use of structure.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
.
Language Arts Florida Standards
LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
 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.
 Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
 Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
 Use precise language and domain-specific vocabulary to inform about or explain the topic.
 Establish and maintain a formal style and objective tone.
 Provide a concluding statement or section that follows from and supports the information or explanation presented.
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.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.
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.
Mathematics Florida Standards:
MACC.6.SP.2.5a:a. Reporting the number of observations.
MACC.6.SP.2.5b:b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
MACC.6.SP.2.5c:c. Giving quantitative measure 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 date were gathered.
MACC.6.SP.2.5d: 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.
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:
 Reporting the number of observations.
 Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 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.
 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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Next Generation Sunshine State Standards
Unit 1: The Practice of Science/ Investigations, Models, Theories, Laws, Science Fair
Overview
Content Standards
Nature of Science Practices
Students are oriented into the practices of science and characteristics of scientific knowledge. They
SC.7.N.1.1 SC.7.N.1.7
learn that science provides an understanding of the natural world through the use of
SC.7.N.1.2
SC.7.N.2.1
multifaceted activities giving meaning through the shared exchange and progression of
SC.7.N.1.4 SC.7.N.3.1
knowledge. Students study the nature of science by focusing on the practice of science as they are
SC.7.N.1.3 SC.7.N.3.2
actively engaged in laboratory investigations. Students understand and practice safe research
SC.7.N.1.5
practices in the classroom laboratory
SC.7.N.1.6
Fundamental Skills:
 Background of scientific knowledge and thinking
 Familiarity with the practices of science
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
Interactive Digital Curriculum: Scientific
Investigations, Scientific Knowledge,
Representing Data, What is Science?,
Science and Society
Science Assessment Supports
STEM Module “Backpack Designer” will be used
to teach Science/Math focus standards in this
unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Additional STEM Resources can be found at:
www.definedstem.com/
http://www.nexusresearchgroup.com/fun-science/fun-science-activities.htm
http://school.discoveryeducation.com/sciencefaircentral/
http://www.ipl.org/div/projectguide/
http://www.all-science-fair-projects.com/science-fair-project-keywords.html
http://www.indiana.edu (scientific thinking lessons)
Any experiments that allow students to follow the scientific method would be vital for understanding these
concepts and helping students to complete a science fair project.
Other Resources
Pasco County Regional Science & Engineering Fair Sample Timeline, Rubric & Science Fair Resources:
https://pasco.instructure.com/courses/846/pages/secondary-science
INTEL Science Fair Rules - http://www.societyforscience.org/ISEF/
State Science Fair - http://www.floridassef.net/ Use Abstract from this website.
An excellent website for creating graphs: http://nces.ed.gov/nceskids/createAgraph/
An excellent website for documenting bibliographies is: http://www.easybib.com/
United Streaming Videos: What is a Scientific Investigation, The Scientific Method, What are Scientific Measurements, How
Scientists Work
Discovery Channel TV Shows such as MythBusters are an excellent resource for teaching the scientific method:
http://dsc.discovery.com/videos/
www.learner.org/workshops/inquiry/videos.html (These are PD videos modeling inquiry. They are more geared for a teacher’s
use than for use in the classroom)
Theory vs. Law website:
PBS link: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html, choose first option, video 1, of teacher
videos for theory vs. law.
Sciencesaurus: Scientific Method pp. 002-018
Safety pp. 021-045 Science Tools & Measurements pp. 046-072
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit A: The Practice of Science Investigations, Models, Theories, Laws, Science Fair
How can science be durable, yet open to change based on empirical evidence?
Standards: 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.
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.


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.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Real life problems are scientifically investigated with the formulation of questions, construction of investigations, the collection of data, and communicating
results.
Know
Declarative knowledge: Facts, vocab.,
information
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
1. Scientific investigations of various types
are carried out by defining a problem,
identifying variables, collecting and
interpreting data, and forming
conclusions.
1. Students will conduct experiments, gather data, and interpret empirical evidence to support a hypothesis by
completing a science fair project.
2. Scientific knowledge is a result of a great
deal of debate within the scientific
community.
3. When making or using a model, students should be able to assess the benefits and limitations of that model.
3. Scientific models have many limitations
and benefits.
4. Theories and laws have different meanings
in science.
5. Empirical evidence is an accumulation of
data that supports scientific ideas.
2. Students are able to explain why the scientific community does not readily accept new knowledge without
debate or confirmation.
4. Students should be able to identify theories and laws embedded in the content studied throughout the year
and distinguish between their meanings.
5. Students will conduct experiments that demonstrate replication and repetition and then analyze their data.
Key Learning:
Science is a multifaceted and enduring process, but is open to change based on empirical evidence.
Concept:
Benchmark(s):
Developing
SC.7.N.1.1 Stem
Investigations Define a problem from the seventh grade
Focus Questions:
Vocabulary:
*systematic observations
experiment, data, graphing,
*hypothesis, *controlled
variable, constants,
*outcome variable
(dependent variable), *test
How are replication and repetition
different with scientific investigations? variable (independent
variable), research,
conclusion
What is the relationship between the *replication, *repetition
test and outcome variables in an
experiment?
How do scientists investigate
questions, conduct investigations,
collect data, and communicate their
curriculum, use appropriate reference materials
findings?
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.
SC.7.N.1.2 Stem
Differentiate replication (by others) from
repetition (multiple trials).
SC.7.N.1.3 Stem
Fusion Correlations:
TE: 8, 12, 15, 17, 19, 21, 23, 28, 31, 33,
35,-40, 44, 47, 49, 51, 53-55, 131-132, 140,
143, 145, 147, 151, 157, 159, 161, 163164, 194, 198, 201, 203, 205, 207, 208211, 217, 219, 221, 223, 235, 237, 239242, 357, 376-377, 394, 397, 399, 401,
403, 449, 450, 453, 455, 457, 460, 490492, 495, 497, 499, 502-503, 578, 606,
609, 611, 613, 615, 617, 620-621, 689-690,
694, 696, 699, 701, 703, 707
Lab Manual: 18–20, 25–33, 87–91, 166–
168, 212–221, 296–306, 363–373, 462–
464, 468–470, 492–494, 518
How do the methods used in different
Distinguish between an experiment (which must scientific fields differ as scientific
involve the identification and control of
explanations are attempted to be
variables) and other forms of scientific
investigation and explain that not all scientific discovered?
knowledge is derived from experimentation.
SC.7.N.1.4 Stem
Identify test variables (independent variables)
and outcome variables (dependent variables) in
an experiment.

SC.7.N.1.5
Stem
Describe the methods used in the pursuit of a
scientific explanation as seen in different fields
of science such as biology, geology, and
physics.

Concept:
Practice of
Science
Benchmark(s):
SC.7.N.1.6 Stem
Explain that empirical evidence is the
cumulative body of observations of a natural
phenomenon on which scientific explanations
are based.

Focus Questions:
Vocabulary:
Fusion Correlations:
How can scientists use empirical
evidence and use creative thinking
during investigations?
*empirical evidence
scientific explanations
TE: 12, 15, 17, 19, 23-25
Lab Manual: 5–8, 43–45, 56–58, 113–122,
137–138, 190–192, 207–211, 233–235,
248–252, 253–256, 261–264, 349–351,
356–358, 465–467, 471–474
Concept:
Benchmark(s):
Focus Questions:
Vocabulary:
Fusion Correlations:
12, 15, 17, 19, 24, 25
Characteristics SC.7.N.2.1  Stem
How does scientific thinking change research, data, evidence TE:
Lab Manual: 1–4, 34–42, 131–133, 153over time?
of Science
162
Identify an instance from the history of science
in which scientific knowledge has changed
when new evidence or new interpretations are
encountered.
SC.7.N.1.7 Stem
How is scientific knowledge a result of
debate and confirmation in a science
community?
Explain that scientific knowledge is the result of
a great deal of debate and confirmation within
the science community.
Concept:
Benchmark(s):
Role of Models SC.7.N.3.2 Stem
Identify the benefits and limitations of the use of
scientific models.
Concept:
Role of
Theories and
Laws
Benchmark(s):
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.

Focus Questions:
What are the benefits and limitations
of using scientific models?
Focus Questions:
What is the difference between
theories and laws?
Vocabulary:
*model (scientific
model)
scale
Fusion Correlations:
Vocabulary:
*theory (scientific
theory)
*law (scientific law)
Fusion Correlations:
TE: 8, 45, 47, 49, 51, 55
Lab Manual: 14–17, 18–20, 52–55, 59–61,
77–79, 92–94, 95–99, 123–130, 139–142,
163–165, 181–183,188–189, 239–241,
257–260, 352–355, 385–388, 389–392,
396–398, 441–443, 444–445, 485–488,
489–491
TE: 12, 15, 17, 19, 21-22, 25
Lab Manual: 34–42, 72–76, 80–83, 341–
344
**The definition of theory (scientific theory)
should be reviewed before teaching
benchmarks: SC.7.L.15.1, SC.7.L.15.2,
SC.7.L.15.3
Unit: The Practice of Science-Investigations, Models, Theories, Laws
7th Grade Concept: Developing Investigations
Sample Scale
Sample Performance Tasks
Score 4.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
Design and carry out an investigation, such as, to test which material is the best
insulator: Predict which way heat energy will flow in a system and analyze the flow of
energy in a system from one point to another and from one form to another. Use
proper tools such data table and graphs to record and present your final conclusion.
Score 3.0
The student:
•designs a valid experiment
•formulates testable questions and hypothesis and recognizes
the kind (type) of scientific investigation being conducted based
on different questions
•explains why there is no fixed procedure called “the scientific
method”, but some investigations involve reasoning, and
imagination in developing hypotheses and other explanations Given a seventh grade problem, design an experiment using the steps of the scientific
method. Identify the independent variable, dependent variable, and the method
carrying out the experiment.
The student exhibits no major errors or omissions regarding the more
complex ideas and processes
Score 2.0
There are no major errors or omissions regarding the simpler details
and processes as the student:
•recognizes or recalls specific terminology such as:
quantitative observation, qualitative observation
•describes the importance of identifying the independent variable,
dependent variable and multiple trials to the design of a valid
experiment However, the student exhibits major errors or omissions regarding the
more complex ideas and processes.
Score 1.0
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
Score 0.0
Even with help, no understanding or skill demonstrated.
Design data collection to be shown in table and graph form and explain the purpose of
multiple trials.
In a short essay explain why the scientific method is not always a viable way of
conducting an experiment.
Science Fair Project
List the method for identifying the independent variable and dependent variable.
Identifies and describes the importance of the independent variable, dependent
variable, control of constants, and multiple trials to the design of a valid experiment.
Explain the advantage of repetition (multiple trials) and replication to ensure valid
experimentation.
Identify or produce definitions to given terms
Next Generation Sunshine State Standards
Unit 2: Forms of Energy, Sources of Energy
Overview
Content Standards
Nature of Science Practices
Students deepen their understanding of forms and sources of energy. Students study forms and
SC.7.P.11.2
SC.7.N.3.1
transformation of energy as they incorporate the practice of science while being actively engaged in
SC.7.P.11.3
laboratory investigations. Students understand and practice safe research practices in the classroom
SC.912.P.10.1
laboratory
Fundamental Skills:
 Background of forms of energy
 Familiarity with the practices of science
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
Interactive Digital Curriculum: Energy
CPalms: "Biofuels form Switchgrass: Greener Energy Pastures"
Bouncy Energy
Conversion and Conservation, Scientific
Amusement Park Physics
Knowledge
www.energyquest.ca.gov
http://www.hippocampus.org/Physics
Sciencesaurus:
SC.7.P.11.2 - pp. 323-328
SC.7.P.11.3 -p. 300
Law of Conservation of Energy Lab: blog.teachersource.com/tag/law-of-conservation-of-energy
Science Assessment Supports
Other Resources
Pasco County Regional Science & Engineering Fair Sample Timeline, Rubric & Science Fair Resources:
https://pasco.instructure.com/courses/846/pages/secondary-science
Science Writing Heuristic:
More information on Science Writing Heuristics can be found on Canvas:
https://pasco.instructure.com/courses/846/pages/secondary-science at:
http://edutechwiki.unige.ch/en/Science_writing_heuristic
http://stemteachersnowpdproject.wikispaces.com/Science+Writing+Heuristic
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit 2: Forms of Energy, Sources of Energy
How does energy transfer within a system?

Standards: SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.
SC.7.P.11.3

Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
1. Energy exists in many forms and can transfer from one object to another and one form to another within a system.
Know
Declarative knowledge: Facts, vocab.,
information
Energy transformations can occur from one
form to another.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Distinguish between different energy transfers.
Demonstrate the law of conservation of energy
The law of conservation of energy states
that energy cannot be created nor
destroyed, only changed from one form to
another.
Key Learning:
Concept:
Transformations of
Energy
Forms and Transformations of Energy
Benchmark(s):
Focus Questions:
SC.7.P.11.2 How can we describe energy
Fusion Correlations:
Investigate and describe
the transformation of
energy from one form to
another.
Lab Manual: 307–309

SC.912.P.10.1
Differentiate among the
various forms of energy
and recognize that they
can be transformed from
one form to others.
Vocabulary:
energy, sound, light, electrical,
transformations from one form to thermal, potential, kinetic,
another?
mechanical, chemical reaction,
*chemical properties, *boiling
What are the various forms of
point, transformations
TE: 416, 417, 422, 425, 427, 429, 432-34
energy?
How can I recognize when energy
is transferred?

Benchmark(s)
Concept:
Focus Questions:
Law of Conservation SC.7.P.11.3
How can we cite evidence of
Cite evidence to explain the law of conservation of
of Energy
that energy cannot be
energy?
created nor destroyed,
only changed from one
form to another.
Vocabulary:
Fusion Correlations:
12, 15, 17, 19, 21-22, 25
law of conservation of energy, *law TE:
32, 416, 422, 425, 427, 429, 433-434
(scientific law)
Lab Manual: 34–42, 72–76,
80–83, 310–313, 341-344
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.

*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
Next Generation Sunshine State Standards
Unit 3: Forms of Energy: Light and Sound
Overview
Content Standards
Nature of Science Practices
Students deepen their understanding of energy as they study how the properties of light and sound
SC.7.P.10.1
SC.7.N.1.1
determine their response to various materials. Students study light and sound as they are actively
SC.7.P.10.2
engaged in laboratory investigations. Students understand and practice safe research practices in the
SC.7.P.10.3
classroom laboratory
Fundamental Skills:
 Background of forms of energy
 Familiarity with light and sound energy
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
Interactive Digital Curriculum: The
Behaviors of light can be explored using prisms, flashlights, UV beads, etc. Sound waves can be
Electromagnetic Spectrum, Interactions of Light,
explored using tuning forks and Slinkies.
Properties of Waves, Interactions of Light
**UV beads can be purchased at Lakeshore Learning and www.stevespanglerscience.com
Science Assessment Supports
Other Resources
Pasco County Regional Science & Engineering Fair Sample Timeline, Rubric & Science Fair Resources:
https://pasco.instructure.com/courses/846/pages/secondary-science
www.teachersdomain.org Search: electromagnetic spectrum, light, waves (Great free resource
for teachers.)
http://physics-animations.com/Physics/English/waves.htm
Sciencesaurus:
** SC.7.P.10.1 -Sciencesaurus p. 309
SC.7.P.10.3 - Sciencesaurus p. 306-313
SC.7.P.10.2 - Sciencesaurus p. 308-311
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit 3: Forms of Energy: Light and Sound
How do the properties of light and sound determine their response to various materials? Standards:
SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of
many different colors.
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Properties of light and sound determine their response to various materials.
Know
Declarative knowledge: Facts, vocab.,
information
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
The electromagnetic spectrum displays
varying wavelengths of energy.
Predict the order of energy forms within the electromagnetic spectrum based on their wavelengths.
Verify using a template.
Light and sound travel at different speeds
through different materials.
Compare and contrast light and sound behaviors through different materials.
Make observations of the properties of light using UV beads, sunscreen, milk cartons, medicine
containers, light/dark construction paper, prisms, aluminum foil, waxed paper, water, etc.
The properties of light are reflection,
refraction, and absorption.
Key Learning:
Properties of light and sound determine their response to various materials.
Concept:
Benchmark(s): Focus Questions:
Electromagnetic SC.7.P.10.1How is the electromagnetic
Spectrum
Illustrate that the sun's spectrum organized?
energy arrives as
radiation with a wide
range of wavelengths,
including infrared,
visible, and ultraviolet,
and that white light is
made up of a
spectrum of many
different colors.
Fusion Correlations:
Vocabulary:
TE: 344, 378, 381, 383, 385, 386, 387, 388, 389, 390,
electromagnetic spectrum,
391
wavelengths, frequency, infrared,
Manual:
ultraviolet, visible, X-ray, gamma Lab
Lab Manual: 253–256, 257–260
rays, radio

Concept:
Light Behavior
Benchmark(s): Focus Questions:
SC.7.P.10.2How does light respond to a
Observe and explain variety of materials?
that light can be
reflected, refracted,
and/or absorbed.
Fusion Correlations:
Vocabulary:
reflection, refraction, absorption, TE: 345, 394, 397, 399, 401, 403, 404, 405, 406
*opaque, *transparent,
Lab Manual:
Lab Manual: 261–264, 265–268, 269–272, 296–306
*translucent
Fusion Correlations:
Concept:
Benchmark(s):Focus Questions:
Vocabulary:
TE: 342, 343, 345, 353, 355, 356, 357, 358, 359, 360,
Properties of
How
can
the
properties
of
medium,
light
wavelengths,
362, 365, 367, 369, 370, 371, 372, 373, 374, 394, 397,
SC.7.P.10.3
399, 401, 405, 406
Light and Sound Recognize that light light and sound be compared? sound waves, frequency,
waves, sound waves,
*amplitude,
solid,
liquids,
gases
Lab Manual:
and other waves move
at different speeds in
different materials.
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Lab Manual: 233–235, 236–238, 239–241, 242–244,
245–247, 248–252, 265–268, 269–272, 273–284, 285–
295
Underlined standards denotes 9-12 Benchmark
Next Generation Sunshine State Standards
Unit 4: Energy Transfer and Transformations: Heat Transfer
Overview
Content Standards
Nature of Science Practices
Students deepen their understanding of energy as they study how the energy is transferred and
SC.7.P.11.1
SC.7.N.1.1
transformed. Students study and investigate that heat flows in predictable ways and may result in
SC.7.P.11.4
a change in temperature and/ or state of matter. Students understand and practice safe research
SC.912.P.10.5
practices in the classroom laboratory
Fundamental Skills:
 Background of forms of energy and heat transfer
 Familiarity with the measurement of temperature
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
Shake it up States of Matter
Interactive Digital Curriculum: Digital
Management Center: Temperature, Thermal
Energy and Heat
Labs:
Heat conductors and insulators should be reviewed in this benchmark as types of heat
transfer- radiation, conduction, convection.
Science Assessment Supports
Other Resources
Pasco County Regional Science & Engineering Fair Sample Timeline, Rubric & Science Fair Resources:
https://pasco.instructure.com/courses/846/pages/secondary-science
www.teachertube.com/ (Search: Radiation, Conduction, Convection)
http://www.energyquest.ca.gov/teachers_resources/lesson_plans.html
Sciencesaurus:
pp. 301-304
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit 4: Energy Transfer and Transformations: Heat Transfer
How is heat energy transferred within a system?
Standards: SC.7.P.11.1 Recognize that adding heat to or removing heat from a system results in a temperature change and possibly a change of state


SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.
SC.912.P.10.5 Relate temperature to the average molecular kinetic energy.
.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Heat flows in predictable ways and may result in a change in temperature and/or state of matter.
Know
Declarative knowledge: Facts, vocab.,
information
Adding or removing heat from a system
may result in a temperature change and
possibly a change of state.
Heat is transferred from warmer to
colder
areas until they reach the same
temperature.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Investigate the transfer of heat within a system.
Experiments with heat energy to see that heat flows from warmer objects to cooler objects until they
reach the same temperature.
Key Learning:
Heat flows in predictable ways and may result in a change in temperature and/ or state of matter.
Concept:
Benchmark(s):
Temperature Change SC.7.P.11.1
Recognize that adding heat
to or removing heat from a
system results in a
temperature change and
possibly a change of state
SC.912.P.10.5
Relate temperature to the
average molecular kinetic
energy.
Focus Questions:
What are the effects of
adding or removing heat
from a system?
How are the molecules
within an object affected
by heat?
Vocabulary:
Fusion Correlations:
TE: 418, 436, 439, 441, 443, 446-447, 450, 453, 455,
equilibrium, thermal energy,
457, 460-461, 463
heat, temperature, conductor,
Lab Manual: 314–317, 322–326, 330–340
insulator, *boiling point,
*chemical properties,
*melting point, *temperature

Concept:
Heat Transfer
Benchmark(s):
SC.7.P.11.4
Observe and describe that
heat flows in predictable
ways, moving from warmer
objects to cooler ones until
they reach the same
temperature.
Focus Questions:
How does heat transfer
within a system?
Vocabulary:
radiation, conduction,
convection
Fusion Correlations:
TE: 417-418, 436, 439, 441, 443, 450, 453, 455, 457,
460-463
Lab Manual: 314–317,
318–321, 322–326, 327–329

*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
Course Name:
Advanced Comprehensive Science-7
Unit Title: 5
Number of Days:
Earth’s Structures: Layers of Solid Earth/Plate Tectonics
25 days
Know:
1. Composition and layers of the solid Earth
include the lithosphere, mantle, metallic
liquid and solid core.
Understand:
1. Understand that over geologic time,
internal and external sources have altered
th features of Earth.
Do:
1. Create a model or diagram that accurately
represents the various layers of Earth and
their composition.
2. The patterns within the rock cycle include
plate tectonics, erosion, weathering, and
mountain building.
2. Arrange a diagram or schematic that
accurately represents the patterns of the rock
cycle.
3. Geologists apply radioactive data and the
law of superposition to explain the age of
the Earth.
3. Predict the age of an object based on its
position in an Earth model.
4. Heat flows within Earth causing movement
such as earthquakes and volcanic eruptions,
and creates mountains and ocean basins.
5. Evidence supports the theory of plate
tectonics, that Earth’s crustal plates cause
slow and rapid changes in Earth’s surface.
4. Create a cause/effect graphic organizer that
reflects the heat flow of various movements
within Earth creating earthquakes, volcanic
eruptions, and ocean basins.
5. Cite evidence that supports the theory of
plate tectonics.
Course Name:
Unit Title:
Advanced Comprehensive Science-7
Earth’s Structures: Layers of Solid Earth/Plate Tectonics
25 days
Number of Days:
Understand that over geologic time, internal and external sources have altered the features of Earth.
Key Learning:
Unit Essential Question: What are the internal and external sources of energy that have continuously altered the features of Earth?
Concept:
Layers of Earth
Benchmark(s):
SC.7.E.6.1 Stem
Describe the layers of the solid Earth,
including the lithosphere, the hot
convecting mantle, and the dense
metallic liquid and solid cores.
Focus Questions:
How can the layers of Earth be
described and compared?
Vocabulary:
Fusion Correlations:
70-71, 110, 113, 115, 117, 119-122, 125, 127,
inner core, outer core, TE:
129, 135
mantle, asthenosphere,
Manual:
lithosphere, convection Lab
59–61, 62–64, 68–71, 123–130
Focus Questions:
What factors influence the
formation of different rock
types?
Vocabulary:
Fusion Correlations:
TE: 68-69, 71, 78, 81, 83, 85, 88, 96, 99, 101, 103,
sedimentary,
105-109, 122, 125, 127, 129, 134, 135-136
metamorphic, igneous,
Manual:
mantle, heat, pressure, Lab
52–55, 56–58, 65–67, 104–112
*fold
SC.912.E.6.2 Stem
Connect surface features to surface
processes that are responsible for their
formation.
Concept:
Rock Cycle
Benchmark(s):
SC.7.E. 6.2 Stem
Identify the patterns within the rock
cycle and relate them to surface events
(weathering and erosion) and subsurface events (plate tectonics and
mountain building).
Concept:
Bencmark(s):
Focus Questions:
Law of
How does the law of
SC.7.E. 6.3
Superposition and Identify current methods for measuring superposition and radioactive
the age of Earth and its parts, including dating support geologic change
Radioactive
the law of superposition and radioactive
Dating
over time?
dating.
SC.7.E. 6.4 Stem
Explain and give examples of how
physical evidence supports theories that
Earth has evolved over geologic time
due to natural processes.

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.
Vocabulary:
Fusion Correlations:
TE: 2, 15, 17, 19, 21-22, 25, 192, 194, 198, 203,
law of superposition,
205-212, 214, 217, 219, 221, 223-227, 230, 233,
radioactive dating,
235, 237-243
radioactive decay,
Lab Manual:
isotopes, C14,
34–42, 72–76, 80–83
131–133, 134–136, 137–138, 139–142, 143–146,
relative dating, absolute 147–149,
150–152, 153–162, 341–344
dating, *law (scientific
law)
Concept:
Relationships of
Earth’s Features
Benchmark(s)
SC.7.E.6.7 Stem
Recognize that heat flow and
movement of material within Earth
causes earthquakes and volcanic
eruptions, and creates mountains and
ocean basins.
SC.912.E.6.2 Stem
Connect surface features to surface
processes that are responsible for their
formation.

Concept:
Theory of Plate
Tectonics
Benchmark(s):
SC.7.E.6.4 (above)
SC.7.E.6.5 Stem
Describe how the movement of Earth's
crustal plates causes both slow and
rapid changes in Earth's surface,
including volcanic eruptions,
earthquakes, and mountain building.
SC.7.N.2.1 Stem
Identify an instance from the history of
science in which scientific knowledge
has changed when new evidence or
new interpretations are encountered.
SC.7.N.3.1(above)

SC.912.E.6.3
Analyze the theory of plate tectonics
and identify related major processes
and features as a result of moving
plates.
Focus Questions:
What are the effects of heat flow
and movement of materials
within Earth?
Fusion Correlations:
Vocabulary:
71-74, 110, 113, 115, 117, 119,-121, 125, 127,
earthquakes, volcanoes, TE:
129, 132, 134-136, 140, 143, 145, 147, 149-152,
mountains, ocean basins, 157, 159, 161, 163-166, 168, 171, 173, 175, 177178, 180, 181
lava, magma, *fault
Lab Manual:
e.g. dunes, lakes,
68-71, 77–79, 84–86, 87–91, 95–99
What are the connections
sinkholes, aquifers
between various landforms
erosion, weathering,
that shaped on Earth’s surfaces deposition
and processes that are
responsible for their
formations?
Fusion Correlations:
Focus Questions:
Vocabulary:
TE: 12, 15, 17, 19, 21-22, 24-25, 71-74, 122, 125,
How does the theory of plate
Pangea, convection,
127, 129-136, 140, 143, 145, 147, 149,-152, 157,
159, 161, 163-166, 168, 171, 173, 175, 177tectonics explain the movement theory of continental
181,192, 198, 201, 203, 205-212
of Earth’s layers?
drift, theory of plate
tectonics, *theory
Lab Manual:
65–67, 72–76, 80–83, 92–94
What are the 3 primary types (scientific theory)
131–133, 134–136, 153–162
1–4, 34–42, 131–133
of plate boundaries?
34–42, 72–76, 80–83, 341–344
What type of geologic features
is a result from plate tectonics?
Additional Information:
STEM Module “Geologist” will be used to teach Science/Math focus standards in this unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Additional STEM Resources can be found at:
www.definedstem.com/
http://www.colorado.edu/physics/phys2900/homepages/Marianne.Hogan/waves.html
Investigating Earthquakes with Google Earth
Analyzing the theory of plate tectonics performance task assessment
MIT BLOSSOMS - Can Earthquakes Be Predicted?
Fusion Digital Resources:
Interactive Digital Curriculum: Earth’s Layers, Plate Tectonics, Minerals, The Rock Cycle, Relative Dating, Absolute Dating,
Geologic Change Over Time, Earthquakes, Mountain Building, Volcanoes, Earth’s Layers, Scientific Knowledge
Websites:
www.rocksandminerals.com/rockcycle.htm
www.usgs.gov
Sciencesaurus:
pp. 176-187, pp. 194-200
Labs:
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
Course Name:
Unit Title: 6
Advanced Comprehensive Science-7
Diversity and Evolution of Living Organisms: Scientific Theory of Evolution
Number of Days:
15 days
Know:
Understand:
Do:
1. Fossil evidence supports the scientific theory 1. The scientific theory of evolution is
1. Make observations of fossil samples in
of evolution that organisms evolved from
supported by fossil evidence. Natural
varying layers of earth.
earlier species.
selection, along with genetic variation, are
the primary mechanisms leading to change
2. Genetic variations and environmental factors over time in organisms. These adaptations 2. Compare and contrast various species from
contribute to evolution by natural selection
determine the survival or extinction of the
around the world and explain their diversity.
and diversity of organisms.
species.
3. Inability of a species to adapt within an
environment can contribute to the extinction
of that species.
3. Create a timeline that reflects the
appropriate adaptations for a given species
in its environment over time.
Course Name:
Unit Title:
Advanced Comprehensive Science-7
Diversity and Evolution of Living Organisms: Scientific Theory of Evolution
Number of Days:
15 days
The scientific theory of evolution is supported by fossil evidence. Natural selection, along with genetic variations,
are the primary mechanisms leading to change over time in organisms. These adaptations determine the survival
Key Learning:
or extinction of the species.
Unit Essential Question: How is the scientific theory of evolution supported and explained?
Concept:
Benchmark(s):
Theory of Evolution SC.7.L.15.1.
Recognize that fossil evidence is
consistent with the theory that living
things evolved from earlier species.
Fusion Correlations:
Focus Questions:
Vocabulary:
472, 476, 479, 481, 483,
How do fossils provide evidence fossils, *evolution (scientific TE:
485, 487-489, 492, 495, 497,
of the theory of evolution?
theory of evolution), genetic 499, 501, 503-504
variation, species
Lab Manual:
345–348, 352–355, 356–358,
359–362, 363–373
Concept:
Diversity of
Organisms and
Natural Selection
Benchmark(s):
SC.7.L.15.2 Stem
Recognize and explain ways in which
genetic variation and environmental
factors contribute to evolution by natural
selection and diversity of organisms.
SC.912.L.15.13 Stem

Describe the conditions required for
natural selection, including:
overproduction of offspring, inherited
variation, and the struggle to survive,
which result in differential reproductive
success.
SC.912.L.15.6 Stem

Discuss distinguishing characteristics of
the domains and kingdoms of living
organisms.

Focus Questions:
Vocabulary:
How does natural selection and natural selection, diversity
environmental factors affect the
diversity of living things?
What conditions can effect
natural selection?
What are the distinguishing
characteristics of domains and
kingdoms of living organisms?
Fusion Correlations:
TE: 472, 476, 479, 481, 483,
485, 487-488
Lab Manual:
349–351, 374–384, 518
Concept:
Species Adaptation
Benchmark(s):
SC.7.L.15.3. Stem
Relate how the inability of a species to
adapt within a changing environment
may contribute to the extinction of that
species.
Focus Questions:
Vocabulary:
What is the result of the ability adaptation, extinction
or inability of a species to adapt
to a changing environment?
Fusion Correlations:
TE: 472, 476, 479, 481, 483, 487488
Lab Manual:
341–344, 374–384
Additional Information:
STEM Module “Wildlife Biologist” will be used to teach Science/Math focus standards in this unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Additional STEM Resources can be found at:
www.definedstem.com/ Log in: Pasco Password: Pasco
Science Writing Heuristic:
More information on Science Writing Heuristics can be found on Canvas:
https://pasco.instructure.com/courses/846/pages/secondary-science at:
http://edutechwiki.unige.ch/en/Science_writing_heuristic
http://stemteachersnowpdproject.wikispaces.com/Science+Writing+Heuristic
Websites:
Who Are My Relatives?
Climbing The Tree of Life: Cladograms
Animal Advise Column-Sea World Classroom Activity
Exploring Diversity and Evolution: A Lesson Study Resource Kit for grades 9-12
EvoDots - Software for Evolutionary Analysis
Natural Selection
Interactive ONLINE Evolution Timeline: http://www.johnkyrk.com/evolution.swf
Evolution Videos: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html
Fusion Digital Resources:
Interactive Digital Curriculum: Theory of Evolution by Natural Selection, Evidence of Evolution
Sciencesaurus:
pp. 126-128
Labs:
For the evolutionary models, students can create their own species, or use data for documented evolutionary changes. Geologic timelines that
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
include major events and species evolutionary timelines are necessary.
Life Through Time-Evolutionary Activities for Grades 5-8, 2003,Lawrence Hall of Science- GEMS
Course Name:
Unit Title: 7
Number of Days:
Advanced Comprehensive Science-7
Interdependence: Relationships Among Organisms (Impact of Humans)
25 days (This unit should be taught before attending Starkey Park or Crossbar Ranch.)
Know:
Understand:
Do:
1.Producers, consumers, and decomposers play 1. A balanced ecosystem contains organisms 1. Construct a food web that reflects the flow
specific roles in the energy transfers within a that maintain specific roles and
of energy within an ecosystem.
food web.
relationships.
2. Organisms establish relationships within a
community. (Examples: mutualism,
parasitism, predation, competition, and
commensalism.)
3. Human activity and natural events impact
changes in the environment, ie. deforestation,
urbanization, desertification, erosion, air
quality, water quality, changing the flow of
water.
4. Limiting factors include: food, shelter, water,
space, disease, parasitism, predation,
reproductive habitat such as nesting.
2. Describe the relationships among
organisms within various given scenario.
3. Demonstrate and observe the effects of
point and non-point pollution on water
quality in a watershed and it’s ability to
reduce or prevent flooding and filter the
pollutants such as storm water runoff.
4. Compare transpiration rates and types of
plants found in different habitats.
Simulate and graph changes in population
size over time as limiting factors change.
Research the impact of human and natural
events, including limiting factors on
populations in an environment.
Course Name:
Advanced Comprehensive Science-7
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Interdependence: Relationships Among Organisms (Impact of Humans)
25 days (This unit should be taught before attending field visits for Watershed Ambassador’s)
A balanced ecosystem contains organisms that maintain specific roles and relationships.
How do organisms depend on each other and their environment to satisfy their basic needs?
Concept:
Benchmark(s):
Organization of a SC.7.L.17.1
Food Web
Explain and illustrate the roles of
Focus Questions:
Vocabulary:
How are the biotic and abiotic factors abiotic, biotic producers,
of an ecosystem interrelated?
consumers, food web, food
and relationships among producers,
chain, decomposers,
consumers, and decomposers in the
community, population,
process of energy transfer in a food What are the roles and relationships
web.
that occur within a food web?
ecosystem, organism, *niche
Fusion Correlations:
TE: 644-666, 669, 671, 675-679
Lab Manual:
468–470, 471–474,
507–517
SC.912.L.17.9
Use a food web to identify and
distinguish producers,
consumers, and decomposers.
Explain the pathway of energy
transfer through trophic levels
and the reduction of available
energy at successive trophic
levels.
Concept:
Environmental
Relationships
Benchmark(s):
SC.7.L.17.2
Compare and contrast the
relationships among organisms
such as mutualism, predation,
parasitism, competition, and
commensalism.
SC.912.L.17.6
Compare and contrast the
relationships among organisms,
including predation, parasitism,
competition, commensalism, and
mutualism.

Focus Questions:
What types of wetland and upland
ecosystems are found at Starkey Park
or Cross Bar Ranch?
What communities of plants and
animals do these ecosystems support?
What are the roles and relationships
of living organisms within these
communities?
Fusion Correlations:
Vocabulary:
646, 680, 683, 685, 687, 688biodiversity, uplands, wetlands, TE:
692
mutualism, parasitism,
predation, competition,
commensalism, *percolation, Lab Manual:
475–477, 478–481, 482–484,
*infiltration
495–506
Concept:
Limiting Factors
Benchmark(s):
SC.7.L.17.3.
Describe and investigate
various limiting factors in the
local ecosystem and their
impact on native populations,
including food, shelter, water,
space, disease, parasitism,
predation, and nesting sites.
Focus Questions:
What are limiting factors and how do
they affect individual species and
populations within a community?
Fusion Correlations:
Vocabulary:
647, 694-696, 699, 701, 703limiting factors- food, shelter, TE:
709
water, space, disease,
Manual:
threatened, endangered, extinct Lab
485–488, 489–491, 492–494,
species
495–506
Focus Questions:
What effects can human and natural
factors in one area of a watershed
have on the quantity and quality of
surface water and groundwater on the
rest of the watershed?
Fusion Correlations:
Vocabulary:
TE: 252-256, 269-272, 275, 277,
watershed, surface water,
279-284, 286-291, 293, 295, 297304, 307, 309, 311-318, 321,
wetland, upland, estuary,
323, 325-332
ground water, storm water
runoff, point source pollution, Lab Manual:
163–165, 166–168, 169–172,
non-point source pollution
181–183, 184–187, 188–189,
190–192, 193–196, 197–198,
deforestation, urbanization
203–206, 207–211,
(urban sprawl), desertification, 199–202,
212–221, 222–232
erosion, air quality, water
quality, water table, recharge,
filtration, infiltration,
percolation, porosity, sinkhole,
acidic, permeability, *pH

Concept:
Human Activity
Benchmark(s):
SC.7.E.6.6.
Identify the impact that humans
have had on Earth, such as
deforestation, urbanization,
desertification, erosion, air and
water quality, changing the flow
of water.

How can water quality testing be
used to determine the health of a
wetland ecosystem?
Watershed Ambassadors Lessons:
pH – Power of the Hydrogen Ion
Watershed Basics – Make Your Own Model
Groundwater – It’s Out of Sight!
What Uplands Do – Building an Aquifer Recharge Model
What Wetlands Do – Building a Wetland Model
Wetlands and Storm Water Runoff
Watersheds and Water Management
Underground Contamination – Hide and Seek
A Waterproof Case
A Wetland Investigation at Starkey or Cross Bar Ranch Environmental Center
Ground Water, Surface Water and Watersheds
“Leaf” It to the Water Cycle
Go, Go, Gopher Tortoise
Exploring Endangered Species
A Wetland Investigation at Starkey or Cross Bar Ranch Environmental Center
(See SWFWMD website below to order free publications, water testing kits and apply for a SPLASH Grant.)
Additional Information:
Designing an Ecosystem
Winn Bee Foraging Activity
Close Reading Exemplar: Living Like Weasels
Design an Ecosystem-SeaWorld Classroom Activity
Beneath the Waters of Cocos Island
Fusion Digital Resources:
Interactive Digital Curriculum:Teacher Digital Management Center: Introduction to Ecology, Roles in Energy Transfer, Interactions
in Communities, Natural Resources, Florida’s Ecosystems, Human Impact on Land, Human Impact on Water, Human Impact on
Atmosphere, Protecting Earth’s Water, Land, and Air
Websites:
http://www.swfwmd.state.fl.us/publications/subject/education
www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm
Watershed Ambassador’s Program:
http://eec.pasco.k12.fl.us/EECs/Welcome.html
Sciencesaurus:
pp. 132-136
Labs:
Integrate Watershed Ambassador’s curriculum into these benchmarks. Starkey/ Crossbar resources used to support.
(SC.7.L.17.3 is found on a different map.)
Watershed Ambassadors Science Activities: (See ABOVE)
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
Course Name:
Advanced Comprehensive Science-7
Unit Title: 8
Number of Days:
Heredity and Reproduction: Heredity
15 days
Know:
Understand:
1. DNA is located in chromosomes within the 1. Genetic information is passed from
cells of living things and carries genetic
generation to generation by an
information to be passed to future
organisms DNA.
generations known as heredity.
Do:
1. Observe physical traits reflected by genetic
information by explaining how hereditary
information is located in the chromosomes
of each cell.
2. Punnett squares can be used to determine
the probability of phenotypes and genotypes.
2. Use Punnett squares to determine the
genotype and phenotype of offspring.
3. Sexual reproduction requires the process of
meiosis. Asexual reproduction requires the
process of mitosis.
3. Show the sequence of the cell processes
of mitosis and meiosis and the outcome.
4. Specific ways that biotechnology impacts
society, individuals, and the environment are
cloning, artificial selection, and genetic
engineering .
4. Develop a logical argument that supports or
does not support genetic engineering,
cloning, or artificial selection.
Course Name:
Unit Title:
Advanced Comprehensive Science-7
Heredity and Reproduction: Heredity
15 days
Number of Days:
Genetic information is passed down from generation to generation by an organism’s DNA.
Key Learning:
Unit Essential Question: How are inherited traits passed on and predicted?
Concept:
Heredity
Benchmark(s):
SC.7.L.16.1 Stem
Understand and explain that every
organism requires a set of instructions
that specifies its traits, that this
hereditary information (DNA) contains
genes located in the chromosomes of
each cell, and that heredity is the
passage of these instructions from one
generation to another.
Focus Questions:
How is genetic information
passed from generation to
generation?
Vocabulary:
DNA, traits, heredity, genes,
chromosomes, nucleus, alleles,
dominant, recessive.
Fusion Correlations:
TE: 517, 564, 567, 569, 571, 573-577,
602, 606, 609, 611, 613-619
Lab Manual: 399–401, 405–407, 408–
410, 415–417, 418–426, 437–440, 441–
443, 450–458

Concept:
Benchmark(s):
Punnett Squares SC.7.L.16.2
Focus Questions:
How do Punnett squares
predict genotypes and
Determine the probabilities for
genotype and phenotype combinations phenotypes?
using Punnett Squares and pedigrees.

SC.912.L.16.2
Discuss observed inheritance patterns
caused by various modes of
inheritance, including dominant,
recessive, codominant, sex-linked,
polygenic, and multiple alleles.
What are some of the
patterns formed by
various modes of
inheritance?
Vocabulary:
Fusion Correlations:
*allele, *dominant, *recessive, TE: 518, 580, 585, 587, 589-592
* homozygous, * heterozygous, Lab Manual: 411–414, 415–417, 427–
*F1 generation, *P generation, 436
pedigree, phenotypes, genotypes,
alleles, incomplete Punnett
square, probability, ,
codominant, sex-linked,
polygenic, multiple alleles
Concept:
Asexual and
Sexual
Reproduction
Benchmark(s):
SC.7.L.16.3
Compare and contrast the general
processes of sexual reproduction requiring
meiosis and asexual reproduction requiring
mitosis.
SC.912.L.16.16
Describe the process of meiosis,
including independent assortment and
crossing over. Explain how reduction
division results in the formation of
haploid gametes or spores.
Concept:
Biotechnology
Benchmark(s):
SC.7.L.16.4 Stem
Focus Questions:
Vocabulary:
How can the cell processes of meiosis, mitosis, chromosomes,
mitosis and meiosis be
chromatids, centrioles, nucleus,
compared?
asexual reproduction, sexual
What are the results of
reduction division?
reproduction, *budding,
*binary fission, haploid
gametes, spores, crossing over,
independent assortment
Focus Questions:
Vocabulary:
How does biotechnology effect biotechnology, cloning, genetic
the individual, society, and the engineering, artificial selection,
Recognize and explore the impact of
biotechnology (cloning, genetic engineering, environment?
ethics
artificial selection) on the individual, society
and the environment.
Fusion Correlations:
TE: 514-516, 522, 525, 527, 529-536,
539, 541, 543, 545-548, 550, 553, 555,
557-562
Lab Manual: 385–388, 389–392, 393–
395, 396–398, 399–401, 402–404
Fusion Correlations:
TE: 603, 622, 625, 627-634
Lab Manual: 444–445, 446–449
Additional Information:
STEM Module “Crime Scene Investigator” will be used to teach Science/Math focus standards in this unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Additional STEM Resources can be found at:
www.definedstem.com/
These benchmarks should be instructed in conjunction with the Human Growth and Development unit.
Fusion Digital Resources:
Interactive Digital Curriculum: Punnett Squares and Pedigrees, Mitosis, Meiosis, Sexual and Asexual Reproduction, Biotechnology
Websites:
http://www2.edc.org/weblabs/punnett/punnettsquares.html
Dihybrid Cross-SeaWorld Classroom Activity
Sex-Linked Traits
Hardy-Weinberg Principle
Sciencesaurus:
pp. 112-123
Labs:
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark
Course Name:
Unit Title: 9
Number of Days:
Advanced Comprehensive Science-7
Heredity and Reproduction: Human Growth and Development
10 days
Know:
1. Different qualities are important in a
relationship.
2. The components of the male and female
reproductive system are different and
complex.
Understand:
1. A person’s self esteem, personal values,
and influences of family and society
contribute to an individual being sexually
responsible.
Do:
1. Identify qualities important to a positive
relationship.
2. Identify differences of the male and female
reproductive system and functions of each
part.
3. Assertive and aggressive communication is
different.
3. Identify effective ways to communicate by
role-playing.
4. Social influences create stereotypes.
4. Discuss how society influences sexual
activity by creating stereotypes and peer
pressure.
5. Peer pressure influences sexual activity.
REFER TO THE DISTRICT SCHOOL
BOARD OF PASCO COUNTY HUMAN
GROWTH AND DEVELOPMENT
CURRICULUM TO COMPLETE THIS
UNIT OF STUDY.
Course Name:
Advanced Comprehensive Science-7
Unit Title:
Number of Days:
Heredity and Reproduction: Human Growth and Development
10 days
One’s self esteem and values, communication, and society influence the role someone plays in being sexually
Key Learning:
responsible.
Unit Essential Question: How is good decision making a part of puberty?
Concept:
Self Esteem/Values
Benchmark(s):
HE.A.1.3
HE.B.1.3
HE.B.2.3
HE.B.3.3
Focus Questions:
What qualities are important in a relationship?
Vocabulary:
values, communication,
honesty, loyalty, respect,
self-esteem
Concept:
Benchmark(s):
Reproductive Systems SC.6.L.14.5
Focus Questions:
Vocabulary:
What are the components of the male and female reproductive testicles, prostate, vas deferens,
systems?
urethra, penis, epididymis,
scrotum, fallopian tubes,
ovaries, vagina, uterus, cervix
Concept:
Communication
Focus Questions:
What is effective communication?
Benchmark(s):
HE.C.1.3
HE.C.2.3
Vocabulary:
self-acceptance, passive,
passive aggressive, assertive
What is the difference between assertive and aggressive
communication?
Concept:
Benchmark(s):
Sexually Transmitted SC.6.L.14.6 
Diseases
Compare and contrast
Focus Questions:
How are sexually transmitted diseases spread?
How can you prevent contracting a sexually transmitted
types of infectious agents disease?
that may infect the human
body, including viruses,
bacteria, fungi, and
parasites.
Vocabulary:
sexually transmitted diseases
(STDs), Herpes, Chlamydia,
Gonorrhea, HPV, AIDS,
abstinence, *homeostasis
Concept:
Social Influences
Benchmark(s):
Focus Questions:
How do social influences create stereotypes?
How does peer pressure influence sexual activity?
Vocabulary:
discrimination
Sex roles
Peer pressure
Additional Information:
Refer to the District School Board of Pasco County’s Human Growth and Development Curriculum to teach this unit.
Your school nurse should be included in teaching this district required curriculum.
Websites:
Only resources from the District School Board of Pasco County’s Growth and Development Curriculum should be utilized to support this
unit. Please refer to the websites/resources which have already been approved.
Sciencesaurus:
pp. 98-106
Labs:
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Underlined standards denotes 9-12 Benchmark