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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.11.2How 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.10.1How 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.10.2How 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.10.3How 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.17.1How 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.17.2ecosystems 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.16.1How is genetic information passed from generation to generation? Concept: Benchmark(s): Lesson Essential Questions: Punnett Squares SC.7.L.16.2How 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.16.3How 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