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Jefferson County Science Scope and Sequence Course: 7th Grade/ Comp. Sci. II Course Code: 2002070 Quarter: 2 Topic(s) of Study: Earth’s History Bodies of Knowledge: Nature of Science and Earth and Space Science Big Idea(s): 1: The Practice of Science; 2: The Characteristics of Scientific Knowledge; 3: The Role of Theories, Laws, Hypotheses, and Models 6: Earth Structures Essential Questions: Why and how do we divide time into units of geologic time? How do plate tectonics affect the Earth’s landscape? How are we able to determine Earth’s age? How is energy involved in the movement of the Earths tectonic plates? How are scientific inquiry and knowledge useful in solving problems? NGSSS SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Cognitive Complexity: Moderate SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating . Cognitive Complexity: Moderate SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time. Cognitive Complexity: High OUTLINE OF CONTENT (CONCEPT) I Geologic A. B. C. D. Time Epochs Periods Eras Eons OBJECTIVES II Age of Rocks A. Relative B. Absolute III Age of Earth A. Radiometric dating (new discovery) B. Change to Earth’s surface takes time IV Processes that Shape the Earth A. Earth Layers 1. Lithosphere 2. Asthenosphere 3. Mantle SC.7.E.6.5 Explore the scientific 4 Outer/Inner theory of plate tectonics by Core describing how the movement of B. Plate movement C. Plate boundaries Earth's crustal plates causes both 1.Mountain Building slow and rapid changes in Earth's 2. Seismic Activity surface, including volcanic eruptions, earthquakes, and mountain building. Cognitive Explain how geologic time can be divided into units. (I) Sequence geologic time units (e.g., largest to smallest; smallest to largest). (I) Differentiate relative time between epochs, periods, eras and eons. (I) Compare relative and absolute age. (II) Explain how the discovery of radiometric dating changed scientists understanding of the Earth’s age. (III) Describe plate tectonics (crust movement and their effects), the formation of land masses, and mountain building. (IV) Objectives below are from Quarter 1A and should be embedded in this topic of study. Design models that demonstrate the processes that shape the Earth. Plan and carry out scientific investigations. Design an experimental procedure when given a problem. Collect and organize data. Execute and analyze an experimental design for validity (e.g., variables held constant, repetition for validity, systemic observation, procedure for replication, identified tested variables (independent variable) and outcome 1 Jefferson County Science Scope and Sequence Complexity: Moderate SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Cognitive Complexity: Moderate 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. Cognitive Complexity: High variables (dependent variable), control experiment for comparison). Recognize that the experimental procedures are provided to other researchers to allow replication of an experiment. Explain the roles of variables and a control in an experiment. Differentiate between replication (by others) from repetition (multiple trials). Communicate results of an experiment. SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). Cognitive Complexity: Moderate SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Cognitive Complexity: Low SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. 2 Jefferson County Science Scope and Sequence Cognitive Complexity: Moderate 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. Cognitive Complexity: Low 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. Cognitive Complexity: High SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. Cognitive Complexity: Moderate LA.7.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting); LA.7.4.2.2 The student will record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information, as appropriate, and attribute sources of information; MA.6.A.3.6 Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation. 3 Jefferson County Science Scope and Sequence Cognitive Complexity: High MA.6.S.6.2 Select and analyze the measures of central tendency or variability to represent, describe, analyze, and/or summarize a data set for the purposes of answering questions appropriately. Cognitive Complexity: High 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: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. 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. 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. 4 Jefferson County Science Scope and Sequence LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 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.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. 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, 5 Jefferson County Science Scope and Sequence 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.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research. 6