Download Course Overview: Advanced Comprehensive Science 2

Course Overview: Advanced Comprehensive Science 2- 7th Grade
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.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,
experimental procedures, and safety procedures are to be integrated throughout this course, as well as, student participation in science fair projects. The
National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to
explore science laboratory investigations. 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 middle 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
The following Common Core CCRS and Common Core Mathematics standards should be incorporated as you are teaching this course to strengthen skills and support science
content learning.
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
1. Ensuring wide reading from complex text that varies in length.
2. Making close reading and rereading of texts central to lessons.
3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4. Emphasizing students supporting answers based upon evidence from the text.
5. Providing extensive research and writing opportunities (claims and evidence).
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.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
LACC.68.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.
Common Core State Standards Mathematics:
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:
1. Reporting the number of observations.
2. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
3. 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.
4. 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.
Course Name:
Comprehensive Science-7
Unit Title: 1
Est. Number of Days:
The Practice of Science: Investigations, Models, Theories, Laws, Science Fair
15 days (The Nature of Science should be embedded throughout the year.)
Know:
1. Scientific investigations of various types are
carried out by defining a problem, identifying
variables, collecting and interpreting data, and
forming conclusions.
Understand:
1. Real life problems are scientifically
investigated with the formulation of
questions, construction of
investigations, the collection of data,
and communicating results.
Do:
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.
2. Students are able to explain why the
scientific community does not readily
accept new knowledge without debate or
confirmation.
3. Scientific models have many limitations and
benefits.
3. When making or using a model, students
should be able to assess the benefits and
limitations of that model.
4. Theories and laws have different meanings in
science.
4. Students should be able to identify
theories and laws embedded in the content
studied throughout the year and distinguish
between their meanings.
5. Empirical evidence is an accumulation of data
that supports scientific ideas.
5. Students will conduct experiments that
demonstrate replication and repetition and
then analyze their data.
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.
3.5 In addition to score 3.0 performance, in-depth inferences and
applications with partial success.
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 However, the student exhibits major no errors or omissions
regarding the more complex ideas and processes
2.5 No major errors or omissions regarding 2.0 content and partial
knowledge of the 3.0 content
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.
1.5 Partial knowledge of the 2.0 content but major errors or
omissions regarding the 3.0 content
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.
0.5 With help, a partial understanding of the 2.0 content but not the
3.0 content
Score 0.0
Even with help, no understanding or skill demonstrated.
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.
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.
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.
List the method for identifying the independent variable and dependent
variable.
Explain the advantage of repetition (multiple trials) and replication to ensure
valid experimentation.
Identify or produce definitions to given terms
Course Name:
Unit Title:
Est. Number of Days:
Key Learning:
Unit Essential Question:
Comprehensive Science-7
The Practice of Science: Investigations, Models, Theories, Laws, Science Fair
15 days (The Nature of Science should also be embedded throughout the year.)
Science is a multifaceted and enduring process, but is open to change based on empirical evidence.
How can science be durable, yet open to change based on empirical evidence?
Concept:
Benchmark(s):
Developing
SC.7.N.1.1
Investigations Define a problem from the seventh grade
Lesson Essential Questions: Vocabulary:
Fusion Correlations:
How do scientists investigate
*systematic observations
questions, conduct investigations, experiment, data, graphing,
collect data, and communicate their *hypothesis, *controlled variable,
curriculum, use appropriate reference
findings?
constants, *outcome variable
materials to support scientific
understanding, plan and carry out scientific
(dependent variable), *test variable
investigation of various types, such as
How are replication and repetition (independent variable)research,
systematic observations or experiments,
conclusion
identify variables, collect and organize data, different with scientific
*replication, *repetition
interpret data in charts, tables, and
investigations?
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
SC.7.N.1.2
Lab Manual: 18–20, 25–33, 87–91, 166–
168, 212–221, 296–306, 363–373, 462–
464, 468–470, 492–494, 518
graphics, analyze information, make
predictions, and defend conclusions.
What is the relationship between
the test and outcome variables in an
experiment?
Differentiate replication (by others) from
repetition (multiple trials).
SC.7.N.1.3
Distinguish between an experiment (which How do the methods used in
must involve the identification and control of different scientific fields differ
variables) and other forms of scientific
scientific explanations are
investigation and explain that not all
attempted to be discovered?
scientific knowledge is derived from
experimentation.
SC.7.N.1.4
Identify test variables (independent
variables) and outcome variables
(dependent variables) in an experiment.
SC.7.N.1.5

Describe the methods used in the pursuit of
a scientific explanation as seen in different
fields of science such as biology, geology,
and physics.

as
Concept:
Practice of
Science
Benchmark(s):
SC.7.N.1.6
Lesson Essential Questions: Vocabulary:
How can scientists use empirical *empirical evidence
evidence and use creative thinking scientific explanations
Explain that empirical evidence is the
cumulative body of observations of a natural during investigations?
phenomenon on which scientific
explanations are based.
Fusion Correlations:
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):
Characteristics SC.7.N.2.1 
of Science
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
Lesson Essential Questions: Vocabulary:
How does scientific thinking
research, data, evidence
change over time?
Fusion Correlations:
TE: 12, 15, 17, 19, 24, 25
Lab Manual: 1–4, 34–42, 131–133, 153162
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
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.

Lesson Essential Questions: Vocabulary:
What are the benefits and
*model (scientific model)
limitations of using scientific
scale
Fusion Correlations:
Lesson Essential Questions: Vocabulary:
What is the difference between *theory (scientific theory)
theories and laws?
*law (scientific law)
Fusion Correlations:
models?
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
Additional Information:
Fusion Digital Resources:
Interactive Digital Curriculum: Scientific Investigations, Scientific Knowledge, Representing Data, What is Science?, Science and Society
Websites:
United Streaming Videos: What is a Scientific Investigation, The Scientific Method, What are Scientific Measurements, How Scientists
Work
INTEL Science Fair Rules - http://www.societyforscience.org/ISEF/
State Science Fair - http://www.floridassef.net/ Use Abstract from this website.
Science Fair Ideas: http://school.discoveryeducation.com/sciencefaircentral/
http://www.hometrainingtools.com/category.asp?c=1072&bhcd2=1248652239
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)
An excellent website for creating graphs: http://nces.ed.gov/nceskids/createAgraph/
An excellent website for documenting bibliographies is: http://www.easybib.com/
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
Labs:
http://www.nexusresearchgroup.com/fun-science/fun-science-activities.htm
http://school.discoveryeducation.com/sciencefaircentral/
http://www.all-science-fair-projects.com/science-fair-project-http://www.hometrainingtools.com/category.asp?c=1072&bhcd2=1248652239
http://www.lessonplanspage.com/
http://www.birds.cornell.edu/birdsleuth/
http://scifair.org/
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
understand the process of completing a science fair project.
Course Name:
Comprehensive Science-7
Unit Title: 2
Est. Number of Days:
Forms of Energy: Sources of Energy
10 days
Know:
Understand:
Do:
1. Energy transformations can occur from one 1. Energy exists in many forms and can
1. Distinguish between different energy
form to another.
transfer from one object to another and one transfers.
form to another within a system.
2. The law of conservation of energy states that
2. Demonstrate the law of conservation of
energy cannot be created nor destroyed, only
energy.
changed from one form to another.
Course Name:
Comprehensive Science-7
Unit Title:
Est. Number of Days:
Key Learning:
Unit Essential Question:
Forms of Energy: Sources of Energy
10 days
Forms and Transformations of Energy
How does energy transfer within a system?
Concept:
Benchmark(s): Lesson Essential Questions:
Vocabulary:
Transformations of SC.7.P.11.2How can we describe energy
energy, sound, light, electrical,
Energy
transformations from one form to thermal, potential, kinetic,
another?
mechanical, chemical reaction,
*chemical properties, *boiling
point, transformations
Fusion Correlations:
TE: 416, 417, 422, 425, 427, 429, 43234
Lab Manual: 307–309
Concept:
Benchmark(s): Lesson Essential Questions:
Vocabulary:
Fusion Correlations:
12, 15, 17, 19, 21-22, 25
Law of Conservation SC.7.P.11.3 How can we cite evidence of the law of conservation of energy, *law TE:
32, 416, 422, 425, 427, 429, 433-434
of Energy
law of conservation of energy? (scientific law)
SC.7. N.3.1
Lab Manual: 34–42, 72–76,
80–83, 310–313, 341-344
Additional Information:
“Biofuels form Switchgrass: Greener Energy Pastures”
Bouncy Energy
Amusement Park Physics
Fusion Digital Resources:
Interactive Digital Curriculum:Energy Conversion and Conservation, Scientific Knowledge
Websites:
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
Labs:
Law of Conservation of Energy Lab: blog.teachersource.com/tag/law-of-conservation-of-energy
Course Name:
Unit Title: 3
Est. Number of Days:
Comprehensive Science-7
Forms of Energy: Light and Sound
10 days
Know:
1. The electromagnetic spectrum displays
varying wavelengths of energy.
2. Light and sound travel at different speeds
through different materials.
3. The properties of light are reflection,
refraction, and absorption.
Understand:
1. Properties of light and sound determine
their response to various materials.
Do:
1. Predict the order of energy forms within the
electromagnetic spectrum based on their
wavelengths. Verify using a template.
2. Compare and contrast light and sound
behaviors through different materials.
3. 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.
Course Name:
Unit Title:
Comprehensive Science-7
Forms of Energy: Light and Sound
10 days
Est.Number of Days:
Properties of light and sound determine their response to various materials.
Key Learning:
Unit Essential Question: How do the properties of light and sound determine their response to various materials?
Fusion Correlations:
Concept:
Benchmark(s): Lesson Essential Questions: Vocabulary:
TE: 344, 378, 381, 383, 385, 386, 387, 388, 389, 390,
Electromagnetic SC.7.P.10.1How is the electromagnetic electromagnetic spectrum,
391
Spectrum
spectrum organized?
wavelengths, frequency, infrared,
Manual:
ultraviolet, visible, X-ray, gamma Lab
Lab Manual: 253–256, 257–260
rays, radio
Concept:
Light Behavior
Fusion Correlations:
Benchmark(s): Lesson Essential Questions: Vocabulary:
TE: 345, 394, 397, 399, 401, 403, 404, 405, 406
SC.7.P.10.2How does light respond to a reflection, refraction, absorption,
variety of materials?
*opaque, *transparent,
Lab Manual:
Lab Manual: 261–264, 265–268, 269–272, 296–306
*translucent
Fusion Correlations:
Concept:
Benchmark(s):Lesson Essential Questions: Vocabulary:
TE: 342, 343, 345, 353, 355, 356, 357, 358, 359, 360,
Properties of
medium, light wavelengths,
362, 365, 367, 369, 370, 371, 372, 373, 374, 394, 397,
SC.7.P.10.3How can the properties of
399, 401, 405, 406
Light and Sound
light and sound be compared? sound waves, frequency,
*amplitude, solid, liquids, gases Lab Manual:
Lab Manual: 233–235, 236–238, 239–241, 242–244,
245–247, 248–252, 265–268, 269–272, 273–284, 285–
295
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Additional Information:
Fusion Digital Resources:
Interactive Digital Curriculum: The Electromagnetic Spectrum, Interactions of Light, Properties of Waves, Interactions of Light
Websites:
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
Labs:
Behaviors of light can be explored using prisms, flashlights, UV beads, etc. Sound waves can be explored using tuning forks and Slinkies.
**UV beads can be purchased at Lakeshore Learning and www.stevespanglerscience.com
Course Name:
Comprehensive Science-7
Unit Title: 4
Est. Number of Days:
Energy Transfer and Transformations: Heat Transfer
10 days
Know:
Understand:
1. Adding or removing heat from a system may 1. Heat flows in predictable ways and may
result in a temperature change and possibly a result in a change in temperature and/or
change of state.
state of matter.
2. Heat is transferred from warmer to colder
areas until they reach the same temperature.
Do:
1. Investigate the transfer of heat within a
system.
2. Experiments with heat energy to see that
heat flows from warmer objects to cooler
objects until they reach the same
temperature.
Course Name:
Comprehensive Science-7
Unit Title:
Est. Number of Days:
Key Learning:
Unit Essential Question:
Energy Transfer and Transformations: Heat Transfer
10 days
Heat flows in predictable ways and may result in a change in temperature and/ or state of matter.
How is heat energy transferred within a system?
Concept:
Benchmark(s):
Lesson Essential Questions: Vocabulary:
Fusion Correlations:
TE: 418, 436, 439, 441, 443, 446-447, 450, 453, 455,
Temperature Change SC.7.P.11.1 What are the effects of adding equilibrium, thermal energy,
457, 460-461, 463
or removing heat from a
heat, temperature, conductor,
Lab Manual: 314–317, 322–326, 330–340
system?
insulator, *boiling point,
*chemical properties,
*melting point, *temperature
Concept:
Heat Transfer
Benchmark(s):
Lesson Essential Questions: Vocabulary:
SC.7.P.11.4 How does heat transfer within radiation, conduction,
a system?
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
Additional Information:
Shake it up
States of Matter
Fusion Digital Resources:
Interactive Digital Curriculum:Digital Management Center: Temperature, Thermal Energy and Heat
Websites:
www.teachertube.com/ (Search: Radiation, Conduction, Convection)
http://www.energyquest.ca.gov/teachers_resources/lesson_plans.html
Sciencesaurus:
pp. 301-304
Labs:
Heat conductors and insulators should be reviewed in this benchmark as types of heat transfer- radiation, conduction, convection.
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Course Name:
Unit Title: 5
Est. Number of Days:
Comprehensive Science-7
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
the 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:
Comprehensive Science-7
Unit Title:
Est. Number of Days:
Key Learning:
Unit Essential Question:
Earth’s Structures: Layers of Solid Earth/Plate Tectonics
25 days
Concept:
Layers of Earth
Understand that over geologic time, internal and external sources have altered the features of Earth.
What are the internal and external sources of energy that have continuously altered the features of Earth?
Benchmark(s): Lesson Essential Questions:
SC.7.E.6.1 How can the layers of Earth be
described and compared?
Vocabulary:
inner core, outer core,
mantle, asthenosphere,
lithosphere, convection
Fusion Correlations:
TE: 70-71, 110, 113, 115, 117, 119-122, 125, 127, 129, 135
Lab Manual:
59–61, 62–64, 68–71, 123–130
Concept:
Rock Cycle
Benchmark(s): Lesson Essential Questions:
Vocabulary:
Fusion Correlations:
TE: 68-69, 71, 78, 81, 83, 85, 88, 96, 99, 101, 103, 105SC.7.E. 6.2 What factors influence the formation sedimentary, metamorphic, 109, 122, 125, 127, 129, 134, 135-136
of different rock types?
igneous, mantle, heat,
Lab Manual:
pressure, *fold
52–55, 56–58, 65–67, 104–112
Concept:
Law of
Superposition and
Radioactive
Dating
Benchmark(s): Lesson Essential Questions:
SC.7.E. 6.3 How does the law of superposition
and radioactive dating support
SC.7.E. 6.4 geologic change over time?
SC.7.N.3.1
Vocabulary:
law of superposition,
radioactive dating,
radioactive decay,
isotopes, C14,
relative dating, absolute
dating, *law (scientific
law)
Fusion Correlations:
TE: 2, 15, 17, 19, 21-22, 25, 192, 194, 198, 203, 205-212,
214, 217, 219, 221, 223-227, 230, 233, 235, 237-243
Lab Manual:
34–42, 72–76, 80–83
131–133, 134–136, 137–138, 139–142, 143–146, 147–149,
150–152, 153–162, 341–344
Concept:
Relationships of
Earth’s Features
Concept:
Theory of Plate
Tectonics
Benchmark(s): Lesson Essential Questions:
Vocabulary:
SC.7.E.6.7 What are the effects of heat flow and earthquakes, volcanoes,
movement of materials within Earth? mountains, ocean basins,
lava, magma, *fault
Benchmark(s):
SC.7.E.6.4
SC.7.E.6.5
SC.7.E.2.1
SC.7.N.3.1
Lesson Essential Questions:
How does the theory of plate
tectonics explain the movement of
Earth’s layers?
Fusion Correlations:
TE: 71-74, 110, 113, 115, 117, 119,-121, 125, 127, 129,
132, 134-136, 140, 143, 145, 147, 149-152, 157, 159, 161,
163-166, 168, 171, 173, 175, 177-178, 180, 181
Lab Manual:
68-71, 77–79, 84–86, 87–91, 95–99
Fusion Correlations:
Vocabulary:
12, 15, 17, 19, 21-22, 24-25, 71-74, 122, 125, 127, 129Pangea, convection, theory TE:
136, 140, 143, 145, 147, 149,-152, 157, 159, 161, 163-166,
of continental drift, theory 168, 171, 173, 175, 177-181,192, 198, 201, 203, 205-212
of plate tectonics, *theory Lab Manual:
65–67, 72–76, 80–83, 92–94
(scientific theory)
131–133, 134–136, 153–162
1–4, 34–42, 131–133
34–42, 72–76, 80–83, 341–344
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Additional Information:
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:
Course Name:
Unit Title: 6
Est. Number of Days:
Comprehensive Science- Grade 7
Diversity and Evolution of Living Organisms: Scientific Theory of Evolution
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:
Est. Number of Days:
Comprehensive Science-7
Diversity and Evolution of Living Organisms: Scientific Theory of Evolution
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): Lesson Essential Questions:
Vocabulary:
Theory of Evolution SC.7.L.15.1.How do fossils provide evidence fossils, *evolution (scientific
of the theory of evolution?
theory of evolution), genetic
variation, species
Fusion Correlations:
Concept:
Diversity of
Organisms and
Natural Selection
Benchmark(s): Lesson Essential Questions:
SC.7.L.15.2 How does natural selection and
environmental factors effect the
diversity of living things?
Fusion Correlations:
Concept:
Species Adaptation
Benchmark(s): Lesson Essential Questions:
Vocabulary:
What
is
the
result
of
the
ability
or
adaptation, extinction
SC.7.L.15.3.
inability of a species to adapt to a
changing environment?
Vocabulary:
natural selection, diversity
TE: 472, 476, 479, 481, 483,
485, 487-489, 492, 495, 497,
499, 501, 503-504
Lab Manual:
345–348, 352–355, 356–358,
359–362, 363–373
TE: 472, 476, 479, 481, 483,
485, 487-488
Lab Manual:
349–351, 374–384, 518
Fusion Correlations:
TE: 472, 476, 479, 481, 483, 487-488
Lab Manual:
341–344, 374–384
Additional Information:
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
Fusion Digital Resources:
Interactive Digital Curriculum:Theory of Evolution by Natural Selection, Evidence of Evolution
Websites:
Interactive ONLINE Evolution Timeline: http://www.johnkyrk.com/evolution.swf
Evolution Videos: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html
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
include major events and species evolutionary timelines are necessary.
Life Through Time-Evolutionary Activities for Grades 5-8, 2003,Lawrence Hall of Science- GEMS
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Course Name:
Comprehensive Science-7
Unit Title: 7
Est.Number of Days:
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:
Comprehensive Science-7
Unit Title:
Est.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): Lesson Essential Questions:
Vocabulary:
Organization of a SC.7.L.17.1How are the biotic and abiotic factors abiotic, biotic producers,
Food Web
of an ecosystem interrelated?
consumers, food web, food
chain, decomposers,
What are the roles and relationships community, population,
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
Concept:
Environmental
Relationships
Benchmark(s): Lesson Essential Questions:
What types of wetland and upland
SC.7.L.17.2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:
biodiversity, uplands, wetlands, TE: 646, 680, 683, 685, 687, 688-692
mutualism, parasitism,
predation, competition,
Lab Manual:
commensalism, *percolation, 475–477, 478–481, 482–484, 495–506
*infiltration
Concept:
Limiting Factors
Benchmark(s): Lesson Essential Questions:
What are limiting factors and how do
SC.7.L.17.3.
they affect individual species and
populations within a community?
Fusion Correlations:
Vocabulary:
limiting factors- food, shelter, TE: 647, 694-696, 699, 701, 703-709
Lab Manual:
water, space, disease,
threatened, endangered, extinct 485–488, 489–491, 492–494, 495–506
species
Concept:
Human Activity
Fusion Correlations:
Benchmark(s): Lesson Essential Questions:
Vocabulary:
TE: 252-256, 269-272, 275, 277, 279-284,
SC.7.E.6.6.What effects can human and natural watershed, surface water,
286-291, 293, 295, 297-304, 307, 309, 311factors in one area of a watershed have wetland, upland, estuary, ground 318, 321, 323, 325-332
on the quantity and quality of surface water, storm water runoff, point Lab Manual:
water and groundwater on the rest of source pollution, non-point
163–165, 166–168, 169–172, 181–183,
188–189, 190–192, 193–196,
the watershed?
source pollution deforestation, 184–187,
197–198, 199–202, 203–206, 207–211,
urbanization (urban sprawl),
212–221, 222–232
How can water quality testing be used desertification, erosion, air
to determine the health of a wetland quality, water quality, water
ecosystem?
table, recharge, filtration,
infiltration, percolation,
porosity, sinkhole, acidic,
permeability, *pH
Watershed Ambassadors Lessons
1. pH – Power of the Hydrogen Ion
2. Watershed Basics – Make Your Own Model
3. Groundwater – It’s Out of Sight!
4. What Uplands Do – Building an Aquifer Recharge Model
5. What Wetlands Do – Building a Wetland Model
6. Wetlands and Storm Water Runoff
7. Watersheds and Water Management
8. Underground Contamination – Hide and Seek
9. A Waterproof Case
10. A Wetland Investigation at Starkey or Cross Bar Ranch Environmental Center
11. Ground Water, Surface Water and Watersheds
1. “Leaf” It to the Water Cycle
2. Go, Go, Gopher Tortoise
3. Exploring Endangered Species
4. A Wetland Investigation at Starkey or Cross Bar Ranch Environmental Center
*Notates FCAT 2.0 Science Glossary Term-Grade 8
(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 and Ecosystem-Sea World 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)
Course Name:
Comprehensive Science-7
Unit Title: 8
Est. 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:
Comprehensive Science-7
Unit Title:
Est. Number of Days:
Key Learning:
Unit Essential Question:
Heredity and Reproduction: Heredity
15 days
Concept:
Heredity
Genetic information is passed down from generation to generation by an organism’s DNA.
How are inherited traits passed on and predicted?
Benchmark(s): Lesson Essential Questions:
SC.7.L.16.1How is genetic information passed
from generation to generation?
Concept:
Benchmark(s): Lesson Essential Questions:
Punnett Squares SC.7.L.16.2How do Punnett squares predict
genotypes and phenotypes?
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
Vocabulary:
Fusion Correlations:
TE: 518, 580, 585, 587, 589-592
*allele, *dominant, *recessive,
* homozygous, * heterozygous,
Lab Manual: 411–414, 415–417, 427–436
*F1 generation, *P generation,
pedigree, phenotypes, genotypes,
alleles, incomplete Punnett square,
probability
Concept:
Asexual and
Sexual
Reproduction
Benchmark(s): Lesson Essential Questions:
Vocabulary:
SC.7.L.16.3How can the cell processes of mitosis meiosis, mitosis, chromosomes,
and meiosis be compared?
chromatids, centrioles, nucleus,
asexual reproduction, sexual
reproduction, *budding, *binary
fission
Fusion Correlations:
Concept:
Biotechnology
Benchmark(s): Lesson Essential Questions:
SC.7.L.16.4
How does biotechnology effect the
individual, society, and the
environment?
Fusion Correlations:
Vocabulary:
biotechnology, cloning, genetic
engineering, artificial selection,
ethics
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
TE: 603, 622, 625, 627-634
Lab Manual: 444–445, 446–449
Additional Information: 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
Sciencesaurus:
pp. 112-123
Labs:
*Notates FCAT 2.0 Science Glossary Term-Grade 8
Course Name:
Comprehensive Science- Grade 7
Unit Title: 9
Est. Number of Days:
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:
Comprehensive Science-Grade 7
Unit Title:
Est. 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
Lesson Essential 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
Lesson Essential 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
Lesson Essential 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
Lesson Essential Questions:
How are sexually transmitted diseases spread?
How can you prevent contracting a sexually transmitted
disease?
Vocabulary:
sexually transmitted diseases
(STDs), Herpes, Chlamydia,
Gonorrhea, HPV, AIDS,
abstinence, *homeostasis
Concept:
Social Influences
Lesson Essential Questions:
How do social influences create stereotypes?
Vocabulary:
discrimination
Sex roles
Peer pressure
Benchmark(s):
How does peer pressure influence sexual activity?
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