Curriculum Map for SC07 (Mesa Public Schools) Revised 06/01/11

7TH GRADE

SCIENCE

CURRICULUM MAP

Revised 06-01-11

Developed for

Mesa Public Schools

Please Note

Ø The December District Assessment will cover the following: Safety, Measurement, Problem, Hypothesis, Experimental Design, Graphing, Analysis of Results, Conclusion and Astronomy

Ø The May District Assessment will cover the following: Experimental Design, Graphing, Analysis of Results, Conclusion and the Layers of the Earth, Plate Tectonics, Minerals, the Rock Cycle, and Ecology.

Ø It is suggested that Safety and the Scientific Processes be imbedded throughout the year.

o For ease of reference, all Safety, Measurement, and Scientific Processes objectives are presented at the front of the Curriculum Map.

Timeline for 7th Grade Science Curriculum

1st Semester

Page

1. Safety and Measurement 6

a. Inquiry: Safety, Measurement

b. Historical: e.g. French Academy of Sciences, Madame Marie Curie, Thomas Alva Edison

c. Personal & Social Perspective: scientific contributions

2. Scientific Processes 7

a. Inquiry: Measurement, Observation/Inference/Classification, Hypothesis, Experimental Design, Data Collection

b. Historical: Aristotle, Ibn al-Haytham

c. Personal & Social Perspective: careers in science

3. Deep Space (Suggested finish before end of 1st Quarter) 11

a. Inquiry: Observation, Scientific Questions, Hypothesis

b. Historical: e.g. Lowell, Hubble

c. Personal & Social Perspective: e.g. Ancient observatories (AZ and

world), constellation mythology, Lowell’s observations of Mars

4. Sun, Moon, Earth System (Suggested to begin at the start of 2nd Quarter) 12

a. Inquiry: Observation, Scientific Questions, Hypothesis

b. Historical: e.g. Ptolemy, Copernicus, Galileo, Newton, Luis and Walter

Alvarez

c. Personal & Social Perspective: e.g. telescopes, space exploration and

travel, Space Shuttle, Hubble telescope, planetary missions

(Conclude by the end of 1st semester, the December District Assessment)

Timeline for 7th Grade Science Curriculum

2nd Semester

5. Earth’s Structures

Page

Part I Earth’s Interior: Layers of the Earth 15

Part II Plate Tectonics

Part III Forces on Earth’s Surface

a. Inquiry: Experimental Design, Data Collection, reinforce Safety,

Measurement, and Scientific Processes from 1st Semester

b. Historical: e.g. Alfred Wegner, Harry Hess, Charles Richter

c. Personal & Social Perspective: e.g. Earthquake construction standards,

tsunami warning systems

6. Rocks and Minerals 18

Part I Minerals

Part II Rocks and the Rock Cycle

a. Inquiry: reinforce Safety,

Measurement, and Scientific Processes from 1st Semester (Experimental Design, Data Collection)

b. Historical: e.g. Friedrich Mohs

c. Personal & Social Perspective: e.g. Introduce non-renewable resources,

mineral uses, mining

7. Ecology (Conclude by the end of 4th semester, the May District Assessment) 20

Part I Ecosystems

Part II Ecological Interactions

a. Inquiry: Graphing, Analysis of Results, Conclusion, reinforce Safety,

Measurement, and Scientific Processes from earlier in the school year

b. Historical: e.g. Rachel Carson, Jacques Cousteau, John Muir, Teddy Roosevelt

c. Personal & Social Perspective: e.g. Interactions of all parts in ecosystems,

human impact on the environment.

1st Semester

1. Safety & Measurement

a. Inquiry: Safety, Measurement

b. Historical: e.g. French Academy of Sciences, Madame Marie Curie, Thomas Alva Edison

c. Personal & Social Perspective: scientific contributions

2. Scientific Processess

a. Inquiry: Measurement, Observation/Inference/Classification, Hypothesis, Experimental Design, Data Collection

b. Historical: Aristotle, Ibn al-Haytham

c. Personal & Social Perspective: careers in science

3. Deep Space (Suggested finish before end of 1st Quarter)

a. Inquiry: Results/Data and Conclusions; Nature of Science

b. Historical: e.g. Lowell, Hubble

c. Personal & Social Perspective: e.g. Ancient observatories (AZ and world), constellation mythology, Lowell’s observations of Mars

4. Sun, Moon, Earth System (Suggested to begin at the start of 2nd Quarter)

a. Inquiry: Observation, Hypothesis, Data Collection, Scientific Questions

b. Historical: e.g. Ptolemy, Copernicus, Galileo, Newton, Luis and Walter Alvarez

c. Personal & Social Perspective: e.g. telescopes, space exploration and travel,

Space Shuttle, Hubble telescope, planetary missions

Semester: __1-2__

SAFETY & MEASUREMENT

Strand 1: Inquiry Process

Concept 1: Observation, Questions, Hypothesis

Concept 2: Safe Behavior

Introduced in first quarter and integrated into all units.

CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S1C2PO3
Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes. / S1C2PO1
Demonstrate safe behavior and appropriate procedures in all science inquiry.
S2C1PO1
Identify how people and cultures have contributed to scientific innovations.
S1C2PO4
Perform measurements using appropriate scientific tools. / S1C2PO1
safe classroom/lab
behavior
appropriate procedures
S2C1PO1
e.g.
French Academy of Sciences
Marie Curie
(safety)
Thomas A. Edison
S1C2PO4
metric system
graduated cylinder
metric ruler
balance
length
volume
mass
gram
meter
liter
density
thermometer
Celsius
Fahrenheit
beaker
test tube
meniscus
microscope
displacement
base unit / S1C2PO1
1. Define each term.
2. Identify safety equipment in the classroom and explain its use.
3. Demonstrate safe behaviors and appropriate procedures during scientific inquiry.
S2C1PO1
Describe the benefits of the development of the metric system of measurement.
S1C2PO4
1. Define bolded terms.
2. Match the scientific tool to the property and unit.
3. Determine the appropriate scientific tool for measuring physical properties of objects.

Semester: __1-2__

SCIENTIFIC PROCESSES

Strand 1: Inquiry Process

Concept 1: Observation, Questions, Hypothesis

Concept 2: Safe Behavior

Introduced in first quarter and integrated into all units.

Strand 2: History and Nature of Science

Concept 2: Nature of Scientific Knowledge

Strand 3: Science in Personal and Social Perspective

Concept 2: Science and Technology in Society

CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S1C1PO1
Formulate questions based on observations that lead to the development of a hypothesis.
S3C2PO1
Propose viable methods of responding to a need or a problem.
S1C2PO3
Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes. / S2C1PO1
Identify how people and cultures have contributed to scientific innovations.
S2C2PO3
Apply the following scientific processes to other problem solving or decision making situations.
S1C1PO2
Select appropriate resources for background information related to a question, for use in the design of a controlled investigation.
S1C1PO3
Explain the role of a hypothesis in a scientific inquiry.
S3C2PO2
Compare solutions to best address an identified need or problem.
S3C2PO3
Design and construct a solution to an identified need or problem using simple classrooms materials.
S1C2PO5
Keep a record of observations, notes, sketches, questions, and ideas using written or computer logs.
S1C2PO2
Design an investigation to
test individual variables
using scientific processes. / S1C1PO1
observation
inference
testable question
hypothesis
data
fact
S2C1PO1
Aristotle
Idn al-Haytham
S2C2PO3
observing
inferring
questioning
comparing
measuring
classifying
predicting
communicating
organizing data
generating hypotheses
identifying variables
S1C1PO2
resources
controlled investigation
relevant
S1C1PO3
cause (independent variable)
effect (dependent variable)
S3C2PO2
problem
solution
S3C2PO3
constant variables
S1C2PO5
double bar graph
line graph
histogram
stem and leaf plot
trend
data
data table
S1C2PO2
controlled-
investigation
(experiment)
S1C2PO3
trial
variable
independent variable
dependent variable
control / constant / S1C1PO1
1. Define each term.
2. Differentiate between an observation and an inference.
3. Differentiate between testable and non-testable questions.
4. Formulate a testable question based on observations or data.
S2C2PO3
Apply bolded processes to scientific investigations.
S1C1PO2
1. Choose relevant resources related to a question.
2. Use relevant resources in the design of a controlled investigation.
S1C1PO3
1. Explain that every hypothesis includes the cause and effect relationship in a scientific investigation.
2. Write a testable hypothesis.
S3C2PO2
1. Define each term.
2. Students demonstrate
problem solving skills
through inquiry activities.
S3C2PO3
Students demonstrate skill through teacher’s choice of lab or demo activities, historical examples.
S1C2PO5
1. Define bolded terms.
2. Record data accurately in a teacher made, labeled data table.
3. Create a graph which correctly represents the data from a data table, on a teacher made, labeled graph.
S1C2PO2
1. Define terms.
2. Explain the characteristics of a controlled investigation (experiment).
S1C2PO3
1. Define each term.
2. Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes.
CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S1C3PO5
Formulate a conclusion based on data analysis. / S1C3PO1
Analyze data obtained in a scientific investigation to identify trends.
S1C3PO2
Form a logical argument about a correlation between variables or sequence of events.
S1C3PO3
Analyze results of data collection in order to accept or reject the hypothesis.
S1C3PO4
Determine validity and reliability of results of an investigation.
S1C3PO6
Refine hypotheses based on results from investigations.
S1C3PO7
Formulate new questions based on the results of a previous investigation. /
S1C3PO1
analyze
trend (pattern)
correlation
S1C3PO2
cause
effect
S1C3PO3
accept
reject
S1C3PO4
validity
reliability
trial
S1C3PO6
refine (e.g. edit)
S1C3PO7
testable question /
S1C3PO1
1. Recognize trends in data and analyze graphic representations of data.
2. Write a conclusion based on data analysis.
S1C3PO2
1. Define each term.
2. Analyze data to identify the cause and effect relationships among variables.
S1C3PO3
1. Define each term.
2. Determine if a hypothesis is accepted or rejected after analyzing the data.
S1C3PO4
1. Explain the relationship between validity and experimental design.
2. Explain how accurate measurements and multiple trails affect reliability.
S1C3PO6
Suggest a different hypothesis
after analyzing the data of a
scientific investigation.
S1C3PO7
Create a new testable question based on the results of a previous investigation.
CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S1C4PO5
Communicate the results and conclusion of the investigation. / S1C4PO1
Choose an appropriate graphic representation for collected data:
· line graph
· double bar graph
· stem and leaf plot
· histogram
S1C4PO2
Display data collected from a controlled investigation.
S1C4PO3
Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
S1C4PO4
Write clear, step-by-step instructions for following procedures. / S1C4PO1
bar graph
line graph
double bar graph
stem and leaf plot
histogram
S1C4PO2
data tables
graphs
S1C4PO3
qualitative
quantitative
S1C4PO4
procedure / S1C4PO1
1. Chose a graph which appropriately represents data from a data table.
2. Create a graph which appropriately represents data from a data table.
S1C4PO2
1. Construct and label a data table
2. Determine an appropriate graph
S1C4PO3
1. Define each term.
2. Distinguish between a qualitative and quantitative observation.
S1C4PO4
Conduct an investigation by
following correct, step-by-step
procedures.
S1C4PO5
Communicate the results and conclusion of the investigation.
· individual or small group
· written
· oral
· technology

Semester: __1__

DEEP SPACE UNIT

Strand 6: Earth Science

Concept 3: Earth in the Solar System

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

Semester: __1__

SUN, MOON, EARTH UNIT

Strand 6: Earth Science

Concept 3: Earth in the Solar System

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S6C3PO6
Explain the relationship among common objects in the solar system, galaxy, and universe. / S2C1PO1
Identify how people and cultures have contributed to scientific innovations.
S2C2PO2
Describe how a major milestone in science or technology has revolutionized the thinking of the time.
S6C3PO4
Explain the seasons in the Northern and Southern Hemispheres. / S2C1PO1
heliocentric
geocentric
Ptolemy
Copernicus
Galileo
Newton
S2C2PO2
Optical and non-optical telescopes
Hubble telescope
S6C3PO4
seasons
N. Hemisphere
S. Hemisphere
tilt
axis
revolution
rotation
equator
planet
day
night
year
orbit / S2C1PO1
1. Define terms.
2. Describe how ancient
civilizations studied astronomical
events.
3. Describe the contributions of
each scientist to the current model
of the solar system.
S2C2PO2
Explain how the use of telescopes and mathematics caused changes in models of the solar system and universe.
S6C3PO4
1. Define bolded terms.
2. Describe the direction of
Earth’s axis (relative to the sun)
during each season as toward,
away, or parallel.
3. Explain that each season is
caused by:
● the angle of the sun’s rays
● the tilt of the axis
● the location of Earth in its
orbit
4. Use a model or diagram to
show the relationship between
the orientation of the Earth’s
axis and the sun at each
season (relative positions).
CLUSTERED PO’s / UNWRAPPED PO’s
Priority PO / Linking PO’s / Knowledge / Skills
S6C3PO1
Explain the phases of the moon in terms of the relative positions of the Earth, Sun, and, Moon.
S6C3PO2
Construct a model for the relative positions of the Earth, Sun, and, Moon as they relate to corresponding eclipses.
S6C3PO3
Explain the interrelationship between the Earth’s tides and the Moon. / S6C3PO1
phases
full moon
new moon
quarter moon
(1st, 3rd or last)
waxing
waning
crescent
gibbous
reflected sunlight
relative position
S6C3PO2
solar eclipse
lunar eclipse
eclipse
S6C3PO3
high tide
low tide
tides / S6C3PO1
1. Define bolded terms.
2. Explain why half of the moon’s surface is always illuminated.
3. Describe the relative positions and motions of Earth, Moon, and Sun.
4. Use a model or diagram to show positions of the Earth and Moon at each phase.
S6C3PO2
1. Define bolded terms.
2. Explain how a solar eclipse
occurs.
3. Explain how a lunar eclipse
occurs.
4. Use a model or diagram to
show the relative positions of
the Earth, Sun, Moon as they
relate to the corresponding
eclipses.
S6C3PO3
1. Define bolded terms.
2. Explain high and low tides.
3. Use a model or diagram to
show the positions of the Earth
and Moon at high and low tide.