The goal of Mid-Del science is to use an inquiry approach making science HANDS-ON, MINDS-ON learning for all students. All science course offerings from grade K – 12 have been aligned with the OK PASS Objectives. The curriculum is focused in two areas: process skills and content knowledge. Order and transition of process skills and content knowledge are arranged so that one will complement the other with each being equally taught and interwoven throughout the year.
General Course Description:
Pre-AP Course Description
Seventh grade curriculum incorporates an integrated approach to science content knowledge and process, drawing from the areas of Life, Earth and Space Science. This format is used to establish a general foundation to assist students as they transition to the 8th grade. The honors course will delve deeper into material with an accelerated pace, have more advanced lab activities, and may require additional projects. The students will regularly demonstrate a thorough and comprehensive understanding of the science processes and consistently apply many different strategies for evaluating, organizing, analyzing, and synthesizing scientific data. The curriculum and tests have further been aligned to the OKPASS standards involving questions between process / inquiry and content. This correlates with the types of questions students will experience on the 8th grade state OCCT.
Adopted Textbook: McDougal Integrated Science, copyright 2006.
Special Notes:
1. Standards and Objectives are correlated to the OK PASS and National Science Standards and are
geared towards building depth of knowledge in the areas of Life, Earth and Space Science.
2. A pacing guide is given based on vertical alignment of PASS objectives correlating with 8th grade state
testing.
3. Observing and Measuring (Process Standard 1) will be introduced at the beginning of 7th grade
using measurement content and lab activities, with continuing practice throughout the year.
4. Interdisciplinary activities will be determined by the teacher in order to show competency in
the knowledge of the basic principles governing the study of Life, Earth and Space Science.
Suggested lab activities, videos and technological applications have been listed.
5. Use of the graphing and inquiry methods to present and reinforce content material is imperative to
insure students will be able to demonstrate an understanding of scientific process standards via
data modeling, pattern recognition, and relationships of key themes.
6. The 10 district required lab activities are in bold print in the order corresponding to the
teaching/pacing guide. These lab activities must be taught to reinforce the following process skills: to
classify, observe, measure, experiment, interpret, and communicate scientific findings using visual
representation and mathematical equations.
7. Lab or field activities should have an emphasis on both student and teacher safety.
8. Student career options in science will be interwoven during the discussion of the various units.
Glossary of Common Science Words
1. analyze – break apart.*
2. classifying - classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships.
3. compare – identify common and distinguishing characteristics among objects or events; all the ways objects or organisms are alike.*
4. communicating - communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations.
5. contrast – identify differences among objects or events; all the ways objects or organisms are different.*
6. dependent variable- the factor that you measure to gather results.
7. describe – to tell about*.
8. dichotomous key – a tool used for the classification of objects or organisms.
9. draw conclusions – interpret data to make a final summary of the experiment; the final step of an investigation.
10. evaluate – judge.*
11. experimental design – scientific method; design procedures for gathering data to test hypotheses under conditions in which variables are controlled or manipulated.
12. experimenting - experimenting is a method of discovering information. It requires making observations and measurements to test ideas.
13. explain – to tell how.*
14. formulate – create.*
15. hypothesize – pose a testable explanation for observations or events and state it as the expected outcome of the experiment; subject to verification by observation or experimentation.
“Hypothesis- a testable statement”
16. independent variable- the factor that you wish to test and that is manipulated or changed so that it can be tested in an experiment.
17. infer – use logical reasoning to make conclusions based on observations; read between the lines.*
18. inquiry - inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena.
19. interpreting - interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions.
20. measure – make quantitative (amount) observations using both nonstandard and standard units.
21. modeling - modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction.
22. observing and measuring - observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observations are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified.
23. order – place into categories based on specific criteria.*
24. predict – anticipate outcomes of future events, based on patterns or experience; tell what will happen next.
25. qualitative changes - qualitative changes refer to any characteristics of, relating to, or involving quality or kind. Examples include texture, color, or odor.
26. qualitative observations - qualitative observations describe property such as color, texture, odor, and taste (as appropriate). Qualitative observations utilize descriptive language.
27. quantitative changes - quantitative changes can be measured by quantity or amount. Examples include mass, volume, and temperature; USE NUMBERS.
28. quantitative observations - quantitative observations describe the amount of mass, weight, temperature, length, and time. Quantitative observations require the use of numbers; USE NUMBERS.
29. safety - safety is an essential part of any science activity. Safety in the classroom and care of the environment is the responsibility of the individual and the group.
30. serial order - serial order refers to the task of ordering objects from least to greatest and greatest to least.
31. support – to back up with details.*
32. summarize – give the short version.*
33. synthesize- summarize the important ideas of the information and develop an opinion, perspective, or new idea; create, propose an alternative, design, formulate, generate, state a rule. For example, “How would you…?”, Find an unusual way to…?, “Invent…”.
34. trace – list in steps*
* word definitions adapted from Larry Bell’s “12 Powerful Words”, 2005.
Students should be familiar with the following vocabulary/equipment in addition to the PASS.
substances mass volume temperature
beaker stopwatch scales/balance texture
microscopes goggles gloves graduated cylinder
metric ruler metric balance barometer Celsius thermometer
Metric measurements “UNITS”: grams, meters, liters, degrees Celsius, & seconds
Metric prefixes: micro-, milli-, centi-, kilo-
Steps of a scientific investigation / scientific design with emphasis on: Infer, inference, Identify variables and/or controls in an experimental setup (tested, experimental (independent), and measured variables.
Forms of graphs-parts of the graphs & how to read and label: titles, x-axis & y-axis, identify independent and dependent variables, line of best fit.
Read and understand illustrations, graphs and keys as appropriate to the topic.
Potential hazards and safety procedures in all science activities
Physical properties: similarities, differences, & interrelationships
Chemical properties: similarities, differences, & interrelationships
Suggested 7th grade Pre-AP Course Adaptations
Teaching should move more towards…
· Explanation and elaboration
· Inquiry-based labs.
· Required Unit Projects found in Unit Resource Materials.
· Lab notebooks kept and full lab write ups should be made. (see examples)
· Cornell note taking (suggested website http://coe.jmu.edu/learningtoolbox/cornellnotes.html).
· DOK level 2 and 3 summarization and questioning [on homework, lab reports, and formative/summative exams).
· Extensive vocabulary studying with emphasis on roots, prefixes, suffixes when applicable (see Appendix A).
Appendices at end of document:
Appendix A – Common roots prefixes and suffixes
Appendix B – Lab report format/expectations
Appendix C – Sample grading rubric
1st 9 Weeks Suggested Pacing Guide
Objective: 1.1 Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, and density). Physical changes of a substance do not alter the chemical nature of a substance (e.g., phase changes of water and/or sanding wood).
Objective: 1.2 Mixtures can be classified as homogeneous or heterogeneous and can be separated by physical means.
Pass Standard 2: Structure and Function in Living Systems – Living systems at all levels of organization demonstrate the complementary nature of structure and function.
Objective: 2.1 Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems).
Objective: 2.2 Specialized structures perform specific functions at all levels of complexity (e.g., leaves on trees and wings on birds, organelles in cells).
Standard 3: Reproduction and Heredity – Reproduction is the process by which organisms give rise to offspring. Heredity is the passing of traits to offspring. All organisms must be able to grow, reproduce.
Objective: 3.1 Characteristics of an organism result from inheritance and from interactions with the environment. (e.g., genes, chromomsomes, DNA, inherited traits, cell division).
Objective: 3.2 Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms.
Standard 4: Behavior and Regulations – All organisms must be able to maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience.
Objective: 4.1 Living organisms strive to maintain a constant internal environment (i.e., homeostasis).
Objective: 4.2 Living organisms have physical and/or behavioral responses to external stimuli (e.g., hibernation, migration, geotropism).
Approx. # of Days on Subject / Textbook Unit/Chapter / Textbook Section/Lesson / Labs/Demos/Activities/(US)United Streaming Videos
1-2 / Lab equipment Lab Safety / (R-resource book)
R12-R17
R10-R-11 / Lab Safety Contract http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf
US-Lab Safety Awareness (41:33)
4-5 / Graphing (Data Tables, Bar, Line, Circle, Interpret) / R23-27 / Graphing Activities (5) from McDougal Littell Oklahoma Lab Manual p 29-38
M & M lab
5 / Metric System & Measurement. / R16-21 / Measuring Activities (6) from McDougal Littell Oklahoma Lab Manual p 3-12 US-Scientific Measurement (20:40)
2 / Observation Skills (Quantitative and Qualitative) / R2-R7, R33 / Observing Activities (3) from McDougal Littell Oklahoma Lab Manual p 13-16
1 / Microscope / Use prepared slides and Viewing an object p. R15 (text) US-How to Use a Microscope (19:33)
3 / Scientific Method (Experimental Design- Independent, Dependent variable) / R2-8 / Scientific Method Activities (5) from McDougal Littell Oklahoma Lab Manual p 19-28 http://sciencespot.net SpongeBob WkSh US-The Scientific Method (16:27)
2-3 / Taxonomy, dichotomous key, & Levels of Classification / http://science.pppst.com/sorting.html (Why do we need classification? ppt) / http://www.biologycorner.com/worksheets/pamishan.html
1 / Review cell organelles / http://cellsalive.com (click ‘cell models’ and go to the animation)
8 / Single Celled Organisms & Viruses/CH 1 / 1.1 Single celled organisms have all the characteristics of living things. / Microscopic Life and you p. 7 (text) US-The Kingdom of Animals from simple to complicated (21:24)
1.2 Bacteria are organisms without nuclei / Graphing Growth p 15 (text) US-Bacteria (15:00)
1.3 Viruses are not alive / Viruses p. 25 (text) US-Viruses (16:35)
1.4 Protists are a diverse group of organisms / Protists p. 31 (text) US-Protists (14:43) US-Life in a Drop of Water (23:33)
8 / Multicellular Organisms Ch 2 / 2.1 Multicellular organisms meet their needs in different ways. / Making Data Visual p. 50 (text) US-Jeff Corwin Experience The Galapagos Islands-Land of Evolutionary Change (42:26)
2.2 Plants are producers / Stored energy p. 115 (text) US-The World of Plants (2:34)
2.3 Animals are consumers / Owl Pellets p. 60 (text)
http://www.biologyproducts.com/
2.4 Most Fungi are decomposers / Spore Print Lab http://www.middleschoolscience.com/spore.htm US-The World of Fungi (14:28)
Yeast Lab p. 72 (text)
Additional activities can be found on these websites:
sciencespot.net
middleschoolscience.com
2nd 9 Weeks Suggested Pacing Guide
Objective: 2.1 Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems).
Objective: 2.2 Specialized structures perform specific functions at all levels of complexity (e.g., leaves on trees and wings on birds, organelles in cells).
Standard 3: Reproduction and Heredity – Reproduction is the process by which organisms give rise to offspring. Heredity is the passing of traits to offspring. All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
Objective: 3.1 Characteristics of an organism result from inheritance and from interactions with the environment. (e.g., genes, chromosomes, DNA, inherited traits, cell division).
Objective: 3.2 Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms.
Standard 4: Behavior and Regulations – All organisms must be able to maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
Objective: 4.1 Living organisms strive to maintain a constant internal environment (i.e., homeostasis).
Objective: 4.2 Living organisms have physical and/or behavioral responses to external stimuli (e.g., hibernation, migration, plant geotropism).
Approx. # of Days on Subject / Textbook Unit/Chapter / Textbook Section/Lesson / Labs/Demos/Activities/United Streaming Videos
8 / Plants/Ch 3 / 3.1 Plants are adapted to living on land / Explore Leaf Characteristics p.85 text
Celery Lab
http://www3.nsta.org/main/news/stories/science_and_children.php?news_story_ID=49197
3.2 Mosses and Ferns / US- Plants that make spores (2:34)
3.3 Seeds and Pollen / Which seeds will grow? P. 104-105 (text)
3.4 Plant Reproduction / Chloroplast Math p. 115 (text) Parts of a Plant- http://www.gtchild.co.uk/content/index.php?option=com_content&task=view&id=199&Itemid=66
10 / Invertebrates/Ch 4 / 4.1 Most animals are Invertebrates / Investigate Invertebrates p. 124 (text)
4.2 Cnidarians and Worms / Worm Behavior p. 134-135 (text)
Worm Dissection: http://jrsowash.wikispaces.com/file/view/earthworm.instructor.pdf
4.3 Mollusks and Echinoderms / Investigate Mollusks and Echinoderms p. 138 (text)
4.4 Arthropods / Insect Metamorphosis p. 146 (text)
10 / Vertebrates/Ch 5 / 5.1 Vertebrates / US-Animals with Backbones (19:07)
5.2 Amphibians and Reptiles / Life science fish & amphibians (33:21)
What good are legs? P. 164 (text)
5.3 Birds / Beak Adaptations p. 180-181 (text) US-Life Science Birds (21:37)
5.4 Mammals / US- Life Science Mammals (20:00)
Unit 3 Human Biology
US-Overview Video / The Human Body / Organ Systems Working Together (13:40)
QU- Human Body Video (excellent)
8 / Support and Movement/Ch 8 / 8.1 Human body is complex / Bones in hand p. 267 (text)
Class Zone – Human Body Systems
8.2 Skeletal System / Joints p. 279 (text)
http://www2.vernier.com/sample_labs/MSV-33-COMP-graphing_motion.pdf
8.3 Muscular System / Muscles Lab p. 288-289 (text) US-The skeletal & muscular systems (24:04)
3rd 9 Weeks Suggested Pacing Guide