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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). . 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. : 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.10.1How 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.10.2How 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