Week of Aug. 20th - Aug. 24th
Aug. 20th
Indicator
NOTE: all inquiry skills are taught throughout the school year in all units.
Review for Science Fair
Science Fair Project due December 10, 2012
Review Weak Standards from 2011 - 2012
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.
7-1.4 Explaintheimportancethatrepeatedtrialsandawell-chosensamplesizehavewith regard to the validity of a controlled scientific investigation.
7-1.5 Explaintherelationshipsbetweenindependentanddependentvariablesinacontrolled scientific investigation through the use of appropriate graphs, tables, and charts.
7-1.6 Critique a conclusion drawn from a scientific investigation.
7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.
7-2.6 Use Punnett squares to predict inherited monohybrid traits.
7-2.7 Distinguish between inherited traits and those acquired from environmental factors.
7-3.1 Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).
7-3.2 Recall the major organs of the human body and their function within their particular body system.
7-5.1 Recognize that matter is composed of extremely small particles called atoms.
7-5.2 Classify matter as element, compound, or mixture on the basis of its composition.
7-5.3 Compare the physical properties of metals and nonmetals.
7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).
7-5.8 Explain how a balanced chemical equation supports the law of conservation of matter.
7-5.9 Compare physical properties of matter including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (including the ability to burn or to rust).
7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).
Instructional Strategies
Teacher Created
Resources
PASS COACH BOOK
See “Drop Box” for additional resources
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Aug. 21st
Indicator
7-1.2 Generate questions that can be answered through scientific investigation.
7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
Instructional Strategies
See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Web Sites:www.studyisland.com
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
See “Drop Box” for additional resources
7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Aug. 22nd
Indicator
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.
Instructional Strategies
See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Web Sites:www.studyisland.com
See “Drop Box” for additional resources
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496
Assessment
Teacher Created Assessment
Aug. 23rd
Indicator
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and Charts.7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.
Instructional Strategies
See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
.
Web Sites:www.studyisland.com
See “Drop Box” for additional resources
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496
Assessment
Teacher Created Assessment
Aug. 24th
Indicator
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation
7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
Instructional Strategies
Journal Activity: Ask students to draw both sides of penny from memory in their lab journals. Set a timer for several minutes, no more than 5 minutes. Record drawings in the form of a data table. Provide penny, metric ruler, and hand lens at appropriate times.
Point of View / Penny’s Front View / Penny’s Back View
Penny drawn from memory
Penny drawn with visual inspection (eyes)
Penny drawn with magnified view (hand lens)
Note: You can also use a stereo microscope with a video camera attached if you have this available. Reflection questions: How do scientific tools aid scientists when conducting Scientific investigations? What type of observations did you make?
Ask students to share their responses. Ask if anyone measured the penny?
The teacher will refer to the penny activity to facilitate a discussion of quantitative and qualitative observations. Students should define these terms in their science notebooks. “A scientific observation is gained by carefully identifying and describing properties using the five senses or scientific tools and can be classified as quantitative or qualitative.
Quantitative observations are observations that use numbers (amounts) or measurements (including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none.
Qualitative observations are observations that are made using only the senses and refer to specific properties. (Support document 7.1.3) Support Doc 7.1.3.doc
See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
1.  Allow students to work in small groups to compare and discuss answers to the homework handout Identifying Variables. Check for completion of the homework assignment by all students. Go over the correct responses with the entire class. Identifying Variables Answers is attached.
2.  Ask students, “How many times should an experiment be repeated to get valid results?” Explain that “data needs to be gathered more than one time under the same conditions and with the same measurement tools. Repetition ensures that the experiment is valid and that the data is reliable.” Support Document 7.1.4. Ask students to brainstorm reasons why a repeated investigation could produce different results. See Support Doc. 7.1.4 for possible explanations.
3.  Explain that data tables and charts allow data to be displayed in an organized fashion. Use the transparency Organizing Data to discuss how a data table is organized. Remind students that the data table should be planned before the investigation begins; the independent variable is listed in the column on the left side. Refer to Support Document 7.1.5 for more information.
4.  Use the Transparency Graphing Data to discuss Line Graphs and Bar Graphs. Explain that graphs convert data sets into an organized form; graphs contain a title, increments, and labeled axes; different graphs are used to represent different types of data. See Support Document 7.1.5 for more information. Graphing Data Answers is also attached.
Discuss the mnemonic device DRY MIX to teach the appropriate locations of the variables on a graph. DRY means Dependent – Responding – on Y- Axis and MIX means Manipulated – Independent on X- axis.
Resources
Web Sites:www.studyisland.com
See “Drop Box” for additional resources
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496
Assessment
Teacher Created Assessment
Week of Aug.27th - Aug. 31th
Aug. 27th
Indicator
7-1.7 Use appropriate safety procedures when conducting investigations
Instructional Strategies
Think, Write, Share: Student Directions: “In your lab journal, list any safety rules that you are already familiar with. Why are safety rules important?” Allow students time to answer and ask for volunteers to discuss what they wrote. Use the white board to record their ideas.
2. The teacher will lead a discussion of the following safety rules from the Support Document 7.1.7. Lab safety rules may be posted in the classroom/lab area where students can view them. Students should be expected to follow these rules; review rules with students before conducting any lab investigations.
Streaming Video: “Safe Science: Lab Safety Awareness”. Show this video; Part 1 is 16 minutes and Part 2 is 23 minutes. You may want to show this in two parts on two days. Give students a copy of the Safe Science Video quiz to complete while watching the video. (Additional Black line masters are also available at the video site.”
See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Web Sites:www.studyisland.com
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496
Assessment
Teacher Created Assessment
Aug. 28th –Aug. 29th
Indicator
7-5.1 Recognize that matter is composed of extremely small particles called atoms.
Instructional Strategies
Review the idea that matter is anything that has mass and takes up space. Everything is made of matter.
Introduce the idea of atoms…See (Text page 480)
OR
Activity cut a piece of Al foil (or paper) in half, continuing to cut until it is as small as you can reasonably work with. Ask students, “if I could continue to cut this into smaller and smaller pieces, would I ever reach a point where the piece of Al could no longer be divided, i.e. would I ever reach the ‘smallest’ particle? This question was debated over 2500 years ago by a philosopher named Democritus. Democritus named this smallest particle the atom. He believed atoms were indivisible and indestructible.
Show PowerPoint presentation on the atom
Discuss the size of atoms: If you compare the size of a soda can to the size of the earth. That is like the size of an atom compared to the size of the soda can!
Show streaming video: Atoms Key to the Cosmos
1. Essential - Students draw diagrams of animal and plant cells based on observation, and label all assigned parts. Quadrant B
2. Enrichment - Students complete “Cell Scavenger Hunt” http://www.andersont5.net (click on Instructional Services, Science Web Lessons). Quadrant C
3. Essential - Students observe prepared slides using microscopes, micro-viewers or pictures. (Review microscope parts.) Quadrant B
4. Essential - Students make flash cards of the main structures and functions of cells. Quadrant B
*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Text: Glencoe/McGraw-Hill South Carolina Science, p.480-482a (only)
Science Kits:STC Properties Of Matter, GEMS Chemical Reactions
Other Resources: See “Drop Box” for additional resources
Web Sites:
03/12/09 – Anderson School District Five – http://www.anderson5.net
03/12/09 - CELLS alive! - http://www.cellsalive.com
03/12/09 - Brain Pop - http://www.brainpop.com
03/12/09 – Cell Animation – http://www.johnkyrk.com/CellIndex.html
03/12/09 – Microscopy Images – http://www5.pbrc.hawaii.edu/microangela/index.html
03/12/09 – Biology 4 Kids – http://www.kapili.com/biology4kids/cell/index.html
Study Island - www.studyisland.com
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
Differentiation: Make a model of a cell. Students will determine which materials will best represent each part based on its function. Quadrant D
Assessment
Teacher Created Assessment
Aug. 30th–Aug.31st
Indicator
7-5.2 Classify matter as element, compound, or mixture on the basis of its composition
Instructional Strategies
Show the chart (see below) and explain that matter can be organized into different categories. Matter is either a pure substance or a mixture. Explain that we are going to tackle the “pure substances” side of the chart first, and specifically we will look at elements!
Recall with students that all matter is made up of one of about 118 different types of atoms called elements. These elements are listed on the periodic table.
Show a periodic table. Discuss what information is given in each square of the periodic table. Discuss the arrangement of the elements (by atomic numbers). Define period and group (family).
Give students the list of elements that they must memorize (Na, Cl, H, O, C, N)
1. Essential - Students make compound models of common compounds using construction paper. Quadrant B
Example:
H O H = H2O
2. Essential - Students observe mixtures and identify the components. They also identify whether they are homogeneous or heterogeneous. Quadrant B
Examples:
trail mix
pizza
tossed salad
3. Essential – Identify whether the above are homogeneous or heterogeneous. Quadrant A
*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Text: Glencoe/McGraw-Hill South Carolina Science, p. 495-499
Science Kits:STC Properties Of Matter, GEMS Chemical Reactions
Other Resources: See “Drop Box” for additional resources
Web Sites:www.studyisland.com
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
Differentiation: Strategy/Activity #2 - Given a set of elements, create models of unknown compounds. Write the chemical formula. Quadrant C
Extensions
Watch streaming video "Physical Science: Elements."
Unitedstreaming: http://streaming.discoveryeducation.com/
Assessment
Teacher Created Assessment
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th
Indicator
7-5.2 Classify matter as element, compound, or mixture on the basis of its composition
Instructional Strategies
1. Essential - Students make compound models of common compounds using construction paper. Quadrant B
Example:
H O H = H2O
2. Essential - Students observe mixtures and identify the components. They also identify whether they are homogeneous or heterogeneous. Quadrant B
Examples:
trail mix
pizza
tossed salad
3. Essential – Identify whether the above are homogeneous or heterogeneous. Quadrant A
*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497
Resources
Text: Glencoe/McGraw-Hill South Carolina Science, p. 495-499
Science Kits:
STC Properties Of Matter, GEMS Chemical Reactions
Other Resources: See “Drop Box” for additional resources
Web Sites:www.studyisland.com
SC Science Standards Support Document at
https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html
Differentiation: Strategy/Activity #2 - Given a set of elements, create models of unknown compounds. Write the chemical formula. Quadrant C
Sept.5th
Indicator
7-5.3. Compare the physical properties of metals and nonmetals.
Instructional Strategies
1. Essential – Students make qualitative observations of various metals and non-metals (ex. aluminum vs. carbon (coal)). Quadrant A