Avondale Elementary School District

Seventh Grade Science Curriculum Map

Strand 1: Inquiry Process

“Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students’ activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry…” (NSES 1995) Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results

Strand 1 Concept 1: Observations, Questions, and Hypotheses

Note: These POs apply to investigations throughout the year and should be continuously reinforced.

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Formulate questions based on observations that lead to the development of a testable hypothesis) /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
  • Visual products
/
  • Science Text Activity Rubric Activities
  • Form a hypothesis-“What shapes the surface of Mars?”-M.L. Space Science Textbook Pg. 93
  • Observe the effects of air pollution-M.L. Ecology Textbook Pg. 91
  • Conduct “Modeling Seasons” lab-M.L. Lab Generator CD-ROM Space Science Ch. 2/M.L. Space Science
  • Investigate constellation positions-M.L. Lab Generator CD-ROM Space Science Ch.1/M.L. Space Science Textbook Pg. 13
/
  • NSTA
  • NASA Student Involvement Program
  • McDougal Littell Space Science and Ecology Textbook
  • McDougal Littell Science Toolkit Binder

2. Select appropriate resources for background information related to a question, for use in the design of a controlled investigation. ) /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Facilitate direct instruction and class discussion on the use of:
  • Textbook
  • Campus library
  • On-line resources (e.g. approved internet sites, encyclopedia, district subscriptions, etc.)
/
  • School and community library
  • Multimedia devices

3. Explain the role of a hypothesis in scientific inquiry. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Model and practice the role of a hypothesis in scientific inquiry
  • Observe the effects of air pollution-M.L. Ecology Textbook Pg. 91
  • Conduct “Modeling Seasons” lab-M.L. Lab Generator CD-ROM Space Science Ch. 2/M.L. Space Science Textbook Pg. 50-51
  • Investigate constellation positions-M.L. Lab Generator CD-ROM Space Science Ch.1/M.L. Space Science Textbook Pg. 13
  • Complete “Make it Stop Growing” Investigation-
  • Read “The Nature of Science” and “The Nature of Technology” in the opening pages of the McDougal Littell Textbook
/ McDougal Littell Space Science and Ecology Textbook

Strand 1 Concept 2: Scientific Testing (Investigating and Modeling)

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Model safe behavior and appropriate procedures during all investigations
  • Require signing of district safety contract
  • Review Student Resource in appendix of McDougal Littell Textbook
  • Develop a quiz to assess student understanding of safety procedures.
  • Observe energy changing form M.L. Ecology Textbook Pg. 22
/
  • Ecology and Space Science Textbook
  • District safety contract
  • Science Toolkit Binder

2. Design investigations to test individual variables using scientific processes. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
/ McDougal Littell Texts

3.Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
/
  • Science Text Activity Rubric Activities
  • Take part in interactive internet investigations
  • Estimate population size using mark-recapture method-M.L. Ecology Textbook Pg. 52-53
  • Investigation 5
/
  • McDougal Littell Texts
  • Internet resources cited in pertinent strands
  • McDougal Littell Science Toolkit Binder

4.Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
/
  • Science Text Activity Rubric Activities
  • Model correct use and techniques of appropriate scientific tools
/
  • Metric Olympics

  • McDougal Littell Texts

5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Estimate population size using mark-recapture method-M.L. Ecology Textbook Pg. 52-53
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder

Strand 1 Concept 3: Analysis and Conclusions

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1. Analyze data obtained in a scientific investigation to identify trends /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete district protocol for each investigation conducted
  • Utilize graphic organizers to interpret data
  • Discuss data through whole group discussion or pair share
  • Create and analyze various types of graphs (line, bar, pie, etc.) of collected experimental data.
  • Investigate the speed of T. Rex by comparing muscle mass to that of a chicken-M.L. The Changing Earth Pg. 118
  • Determine how the population will grow over the next 50 years by reviewing population trends for the past two hundred years-M.L. Ecology Textbook Pg. 82
  • Populations and Ecosystems Investigation 5
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • Graphic organizers

2.Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Conduct a classroom debate that argues correlation between variables or sequence of events (e.g. Ecology-What happens within an ecosystem when a new species is introduced. Earth Science-What happens to the Earth’s layers as a result of erosion over time.)
/ McDougal Littell Texts
  • Individual student journals
  • Graphic organizers
  • McDougal Littell Science Toolkit Binder

3.Analyze results of data collection in order to accept or reject the hypothesis. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Discuss data through whole group discussion or pair share
  • Observe the effects of air pollution-M.L. Ecology Textbook Pg. 91
  • Conduct “Modeling Seasons” lab-M.L. Lab Generator CD-ROM Space Science Ch. 2/M.L. Space Science Textbook Pg. 50-51
  • Create and analyze various types of graphs (line, bar, pie, etc.) of collected experimental data.
/ McDougal Littell Texts
  • McDougal Littell Ecology and Space Science Textbook

4.Determine validity of results of an investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Discuss data through whole group discussion or pair share
  • Make inferences from observations-“Where are the Salamanders?”-M.L. Ecology Pg. 62
/ McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder

5.Formulate a conclusion based on data analysis. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Discuss data through whole group discussion or pair share
  • Interpret data-“Which site is best for an Olympic stadium?”-M.L. Earth’s Surface Textbook Pg. 35
  • Evaluate conclusions-“What on Earth is happening here?”-M.L. The Changing Earth Pg. 37
  • Make inferences from observations-“Where are the Salamanders?”-M.L. Ecology Pg. 62
  • Explore how urban planning and ecology are connected-M.L. Ecology Textbook Pg. 88
/ McDougal Littell Texts

6.Refine hypotheses based on results from investigations. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Analyze results from experimental investigation and refine hypotheses based on experimental results through pair, small group or whole group discussion
  • Investigate what shapes the surface of Mars-M.L. Space Science Textbook Pg. 93
/ McDougal Littell Texts

7.Formulate new questions based on the results of a previous investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Model the formulation of new questions based on the results of a previous investigation
  • Practice creating questions based on the results of a previous investigation individually, with partners or small groups
  • Participate in class discussion of investigation design and reflect with an entry in student journal
/ McDougal Littell Texts
  • Individual student journals
  • McDougal Littell Science Toolkit Binder

Strand 1 Concept 4: Communication

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Choose an appropriate graphic representation for collected data
  • line graph
  • double bar graph
  • stem and leaf plot
  • histogram
  • box and whisker plot
/
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Coordinate graph selection and data representation with Math department
  • Complete student generated survey and determine appropriate graphic representation for results. Graph results using Microsoft Excel.
/ McDougal Littell Texts
  • Math teacher
  • Graphing
  • Microsoft Excel
  • McDougal Littell Science Toolkit Binder

2.Display data collected from a controlled investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted using a graphic organizer
  • Investigate how Predator-Prey Populations Interact? –M.L. Ecology Textbook Pg. 57
  • Estimate population size using mark-recapture method-M.L. Ecology Textbook Pg. 52-53
/ McDougal Littell Texts
  • Graphic organizers
  • McDougal Littell Science Toolkit Binder
  • Graphic organizers
  • McDougal Littell Science Toolkit Binder

3.Communicate the results of an investigation with appropriate use of qualitative and quantitative information /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Create PowerPoint presentation illustrating results of the investigation
  • Utilize graphic organizers or Microsoft Excel to communicate qualitative results
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder

4.Write clear step-by-step instructions for following procedures (without the use of personal pronouns). /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Create written procedure for making a sandwich (or other procedural task) without the use of personal pronouns and record in journal
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder

5.Communicate the results and conclusion of the investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Science Text Activity Rubric Activities
  • Complete written district protocol for each investigation conducted
  • Create PowerPoint presentation illustrating results of the investigation
  • Estimate population size using mark-recapture method-M.L. Ecology Textbook Pg. 52-53
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • PowerPoint
  • Computer teacher

Strand 2: History and Nature of Science
“Knowledge of the nature of science is central to the understanding of the scientific enterprise” (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.

Strand 2 Concept 1: History of Science as a Human Endeavor

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Describe how diverse people and cultures, past and present, have made important contributions to scientific innovations (e.g., Rachel Carson, supports Strand 4; Luis Alvarez and Walter Alvarez, supports Strand 6; Percival Lowell, supports Strand 6; Copernicus, supports Strand 6). /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Explore Nicholas Steno’s contributions to the story of fossils-M.L. The Changing Earth Pg. 140
  • Read about those people who have contributed to wilderness conservation-M.L. Ecology Textbook Pg. 74-77
  • Create a “living museum” in which each student portrays an important person from science history
  • Construct a timeline showing the contributions of scientists that add to the current understanding of the formation of the layers of the earth
  • Simulate an interview of a specific person in science history and their contributions
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • Inventors

  • Inventors

2. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., global positioning system, telescopes, seismographs, photography). /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Generate small group/individual project documenting how a major scientific discovery has affected society
  • Science and technology journalism (e.g. NASA)
  • Investigate how satellites send images to Earth-M.L. Earth’s Surface Textbook Pg. 32
  • View video on use of satellites to study volcanoes-M.L. The Changing Earth Textbook Pg. 2-Scientific American Frontiers
  • Discover how microbes assist in the clean up of oil spills-M.L. The Changing Earth Pg. 155
  • Explore milestones in science that have contributed to wilderness conservation-M.L. Ecology Textbook Pg. 74-77
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • History of Science

  • McDougal Littell Scientific American Frontiers video series

3.Analyze the impact of a major scientific development occurring within the past decade. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Utilize Current Science magazine and complete accompanying questions
  • Present a current scientific development as found in the weekly The Arizona Republic science section
  • Explore how urban planning and ecology are connected-M.L. Ecology Textbook Pg. 88
  • View video “Prairie Comeback”-M.L. Ecology Textbook Pg. 2-Scientific American Frontiers
  • Identify scientific developments in wilderness conservation over the past decade-M.L. Ecology Textbook Pg. 77
  • Read about how farmers and the U.S. Forest Service are using “sustainable practices” to conserver resources-M.L. Ecology Textbook Pg. 102-105
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • Popular Science
  • The Arizona Republic
  • Current Science
  • School and community library
  • McDougal Littell Ecology Textbook
  • McDougal Littell Scientific American Frontiers video series

4.Analyze the use of technology in science-related careers. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Student observation
  • Data displays
  • Oral presentation
/
  • Interview a scientific member of the community about career opportunities related to science content areas
  • Invite quest speakers from various scientifically related careers
  • Research career opportunities related to science content areas and present to whole class
  • Watch video on science careers and complete video guide
  • Watch video “All that Glitter”-M.L. Earth’s Surface Pg. 2 Scientific American Frontiers
/
  • McDougal Littell Texts
  • McDougal Littell Science Toolkit Binder
  • School and community library
  • McDougal Littell Scientific American Frontiers Video Series

Strand 2 Concept 2: Nature of Scientific Knowledge