7th Grade Science SCOPE AND
SEQUENCE
DESIGNED BY: Mee Hee Kim
SCHOOL: Charles A. Tindley Accelerated School
YEAR: 2010-2011
Fall: Life Science/Biology
Units Included:
Nature of Science-Inquiry/Data/Units/Scientific Method
It’s alive! Or is it? –Cells (cellular structure, mitosis, photosynthesis, cellular
respiration)
Genetics-DNA, sexual reproduction, meiosis, traits
Ecology-Interactions of Living things/Cycles/Adaptation
The Body-Diseases, Bacteria, Body systems, Animal Dissection
Spring: Environmental/Physical Science/earth science/chemistry/physics
Units Included: Environmental Science, Space Science, Chemistry, Physics
Designed by Mee Hee Kim ©
August 20-September 3rd
Content/Theme
Resources
Nature of Science: Inquiry/Data/Units/Scientific Method
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Observation Station labs
Science tool Identification lab
Milk Lab
Previous LL
Standard/Benchmarks Current IAS( 2009):
7.1.1 Recognize and explain that when similar investigations give different results,
the scientific challenge is to judge whether the differences are trivial or significant,
which often takes further studies to decide.
7.1.2 Explain that what people expect to observe often affects what they actually do
observe and provide an example of a solution to this problem
7.1.3 Explain why it is important in science to keep honest, clear, and accurate
records
7.1.4 Describe that different explanations can be given for the same evidence, and it
is not always possible to tell which one is correct without further inquiry.
7.2.6 Read analog and digital meters on instruments used to make direct
measurements of length, volume, weight, elapsed time, rates, or temperatures, and
choose appropriate units.
7.2.7 Incorporate circle charts, bar and line graphs, diagrams, scatter plots, and
symbols into writing, such as lab or research reports, to serve as evidence for claims
and/or conclusions
Process
Standards
(NEW)
Essential Questions
Designed by Mee Hee Kim ©
1. Make predictions and develop testable questions based on
research and prior knowledge.
2. Plan and carry out investigations as a class, in small groups or
independently often over a period of several class lessons.
3. Collect quantitative data with appropriate tools or technologies
and use appropriate units to label numerical data.
4. Incorporate variables that can be changed, measured or
controlled.
5. Use the principles of accuracy and precision when making
measurement.
6. Test predictions with multiple trials
7. Keep accurate records in a notebook during investigations.
8. Analyze data, using appropriate mathematical manipulation as
required, and use it to identify patterns and make inferences based
on these patterns.
9. Evaluate possible causes for differing results (valid data).
10. Compare the results of an experiment with the prediction.
11. Communicate findings using graphs, charts, maps and models
through oral and written reports.
 1. What makes a good question?
 2. How are scientific ideas formed and developed?
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
Content Vocabulary
3. Why are units important in science?
4. How can you change the outcome of an experiment?
5. Why is it important to keep honest, clear, and accurate records?
6. What is the importance of work being reproducible?
7. Why must you keep a record of your work?
8. Why is math important in science?
9. How does looking at other data support the data that has already been?
10. How can a result disprove or prove a prediction?
11. How can a picture provide key information?
Units
Hypothesis/Claim
Observation
Data/Evidence
Experiment
Prediction
Variables
Quantitative
Qualitative
Triple beam balance
Syringe
Graduated cylinder
Beaker
Quantitative
Assessments:
Weekly math quiz
Nature of Science Unit exam
Scientific process quiz
Design your experiment
Qualitative
Observation Station labs
Measurement labs
Science tool Identification lab
Milk Lab
 Abilities
Skills and
Understandings
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SWBAT…
Identify questions and concepts that guide scientific investigations.
Designing and conducting a scientific investigation.
Use mathematics to improve investigations and communications/unit conversions
Recognize and analyze alternative explanations and models
Communicate and defend a scientific argument in writing and speech.
 Understandings
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Scientists inquire about how physical, living, or designed systems function.
Scientists conduct investigations for a wide variety of reasons.
Scientists rely on technology to enhance the gathering and manipulation of data.
Mathematics is essential in scientific inquiry.
Scientific explanations must adhere to accepted criteria.
In communicating and defending results of scientific inquiry, arguments must be logical and
demonstrate connections between natural phenomena, investigations, and the historical body of
scientific knowledge.
o All science tools have a specific function during laboratory use.
o Science begins with a question and more information is found through questions.
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September/October
Content/Theme
Resources
It’s Alive! Or is it??- Cells (cellular structure, mitosis, photosynthesis, cellular respiration)
Animal/Plant cell 3-D Model
Previous Learning Ladders
Core
Standards
Designed by Mee Hee Kim ©
Understand the cellular structure of living organisms, both single-celled
and multicellular. (7)
Describe features common to all cells that are essential for growth and
survival, and explain their functions. (B)
7.3.1 Explain that all living organisms are composed of one or more
cells and that the many functions needed to sustain life are carried
out within such cells.
7.3.2 Understand that water is a major component within all cells
and is required to carry out many cellular functions.
B.2.2 Describe features common to all cells that are essential for
growth and survival, and explain their functions. (partial)
7.3.3 Explain that although the way cells function is similar in all
living organisms, multicellular organisms also have specialized cells
whose specialized functions are directly related to their structure.
7.3.4 Compare and contrast similarities and differences between
specialized subcellular components within plant and animal cells,
including organelles and cell walls that perform essential functions
and give a cell its shape and structure.
B.2.3 Explain that most cells contain mitochondria, the key sites of
cellular respiration, where stored chemical energy is converted into
useable energy for the cell and some cells, including many plant
cells, contain chloroplasts, the key sites of photosynthesis, where
the energy of light is captured for use in chemical work. (partial)
7.3.5 Explain that cells in multicellular organisms repeatedly divide
to make more cells for growth and repair.
7.3.7 Describe how various organs and tissues serve the needs of
cells for nutrient and oxygen delivery and waste removal.
 7.3.1: Why are we living?
 7.3.1: What is a cell?
 7.3.2: Why is water so important?
 B.2.2: How do cells function?
 7.3.3: How does structure affect function?
 7.3.4: What is the difference between plants and animals?
 B.2.3: Where does energy come from?
 7.3.5: How does our body repair from injury?
 7.3.6: How does an organ form?
 7.3.7: How does our body maintain homeostasis?
Prokaryotic
Lysosome
Fermentation
Eukaryotic
Golgi
Cellular Respiration
Cell wall
Vacuole
Organelle
Ribosome
Tissues
Plasma membrane
Organs
Fluid mosaic model
Nucleus
Passive transport
nucleolus
Active transport
Endoplasmic reticulum
Diffusion
Mitochondria
Photosynthesis
Quantitative
Qualitative
Weekly quizzes (Friday)
Animal/Plant cell 3-D model
Cell Parts Test
Animal and Plant Cell Drawings
Cell Function Test
Meiosis microscope lab
Unit
Standards
Essential Questions
Content Vocabulary
Assessments:
Skills and
Designed by Mee Hee Kim ©
- 7.3.1a: Explain major parts of the cell and their function
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Understandings
SWBAT…
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7.3.1b: Compare and contract eukaryotic cells and prokaryotic cells.
7.3.2a: Explain why organisms need food, water, air, and living space to survive.
B.2.2: Compare and contrast eukaryotic and prokaryotic cells.
7.3.3: Discuss that form and function are directly related in a cell.
7.3.4a: Compare and contrast a plant and animal cell
7.3.4b: State the importance of a cell wall and how it relates to a cell’s function using
osmosis, diffusion, active or passive transport
7.3.4c: Explain what endocytosis and exocytosis is and its importance.
7.3.4d: Describe how the cell wall functions to defend itself from harmful pathogens
B.2.3: Describe that phtotosynthesis and cellular respiration are cyclic processes of
transferring energy.
7.3.5 Explain the process of mitosis.
7.3.6: Discuss the sequence of life starting at the cell and forming body systems.
7.3.7: Explain the importance of metabolism and homeostasis
Late October-Early November
Content/Theme
Genetics
DNA, sexual reproduction, meiosis, traits
Resources
Biology: the dynamics of life Ch. 12
Inheritance WS
Standard/Benchmarks Current IAS:
(8) Understand the predictability of characteristics being passed from parents
Core
to offspring
Standards
Unit
Standards
(8) Explain how a particular environment selects for traits that increase the
likelihood of survival and reproduction by individuals bearing those traits
(B) Explain how genetic information from parents determines the unique
characteristics of their offspring
8.3.3 Explain that genetic information is transmitted from parents to
offspring mostly by chromosomes
8.3.5 Identify and describe the difference between inherited traits and
physical and behavioral traits that are acquired or learned.
 B.5.1 Describe the relationship between chromosomes and DNA along
with their basic structure and function.
 B.7.1 Distinguish between dominant and recessive alleles and determine
the phenotype that would result from the different possible combinations
of alleles in an offspring.
 B.7.3 Determine the likelihood of the appearance of a specific trait in an
offspring given the genetic make-up of the parents.
Prior Standards: n/a
Essential Questions
Content Vocabulary
 8.3.2: Why do we look like our parents?
 8.3.3: why do we look like our parents?
 8.3.4: Why do we look like our parents?
 8.3.5: why do we look like our parents?
 B.5.1: Why do we look like our parents?
 B.7.1: Why do we look like our parents?
 B.7.3 : Why do we look like our parents?
Genes
Genetics
DNA
Interphase
Chromosomes
Prophase
Dominant
Metaphase
Recessive
Anaphase
Allele
Telophase
Traits
Heredity
Designed by Mee Hee Kim ©
Sexual reproduction
Asexual reproduction
Genotype
Phenotype
Offspring
Meiosis
Pedigree
Homozygous
Heterozygous
Quantitative
Assessments:
Weekly quiz (Friday)
Genetics exam
Qualitative
Microscope Meiosis Slide Lab
Martian traits mini-lab
Trait lab
- complete a punnett square upon having genotypes
- Differentiate genotype an phenotype
- Diagram the process of meiosis and know that it is for sexual reproduction and only for
sex cells
- Determine how chromosomes determine sex
- Interpret a pedigree
- Analyze a pedigree
- Explain why sex-linked disorders occur in one sex more often than in the other
- Know that DNA is inside chromosomes and DNA is what causes people to have certain
physical characteristics
Skills and
Understandings
SWBAT…
November
Content/Theme
Resources
Ecology- Interactions of Living things/Cycles/Adaptation
Previous learning ladders
Explain how a particular environment selects for traits that increase
Core
the likelihood of survival and reproduction by individuals bearing
Standards
those traits. (8)
Diagram how matter and energy cycle through an ecosystem. (B)
7.4.8 Describe how organisms that eat plants break down the plant
Unit
structures to produce the materials and energy that they need to
Standards
survive and in turn, how they are consumes by other organisms
7.4.9 Understand and explain that as any population of organism
grows, it is held in check by one or more environmental factors.
These factors could result in depletion of food or nesting sites
and/or increased loss to increased numbers of predators or
parasites. Give examples of some consequences of this.
B.4.4 Describe how climate, the pattern of matter and energy flow,
the birth and death of new organisms, and the interaction between
those organisms contribute to the long term stability of an
ecosystem.
8.3.8 Examine traits of individuals within a population of organisms
that may give them an advantage in survival and reproduction in a
given environments or when the environment changes.
Essential Questions
Content Vocabulary
Predator
Designed by Mee Hee Kim ©
 Why has the human race continued to grow?
 What is survival of the fittest?
Symbiosis
Biotic
Prey
Ecology
Ecosystem
Biodiversity
Adaptation
Food chain
Food web
Mutualism
Commensalism
Parasitism
Coevolution
Consumer
Producer
Decomposer
Scavenger
Carrying capacity
Quantitative
Assessments:
Abiotic
Population
Community
Herbivore
Omnivore
Carnivore
Qualitative
Food chain diagram
Unit exam
“Finding nemo” quiz
Analyze graphs and interpret data of carrying capacity
Discuss the importance of the food chain and food web
Understand the connection of all living things and non-living things must
exist for all species to exist
Diagram a food chain
Explain what happens when one organism is suddenly depleted from a food
chain
Skills and
Understandings
SWBAT…
November/December
The Body-Disease, bacteria, virus, body systems, animal dissection
o Fetal pig/frog dissection
- Lab gloves, goggles dissection tray, dissecting kits, manuals
o Sheep brain dissection
o Digestive system ppt.
o Circulatory system ppt.
o Respiratory system ppt
o Urogenital system ppt.
Standard/Benchmarks Current IAS:
AP 10 Identify and locate the organs of the cardiovascular system and discuss
Core
their functions.
Standards
Content/Theme
Resources
AP 12 Identify and locate major and accessory organs of the digestive system
and discuss their functions
AP 12 Analyze the digestive processes from ingestion to defecation
AP 13 Identify and locate major organs of the respiratory system and discuss
their functions
AP 14 Identify and locate major organs of the urinary system and discuss their
functions
AP 15 Identify and locate major and accessory organs of the female and male
reproductive systems and discuss their functions including oogenesis and
spermatogenesis (partial)
Unit
Standards
Designed by Mee Hee Kim ©
AP 10.2 Diagram the structure of a capillary bed and explain how
materials move in and out of capillaries.
AP 10.3 Describe the heart: include the pericardium, the layers in its
wall, the four chambers, the valves, and the great vessels entering and
leaving the heart. Describe the major arteries branching off from the
aorta, and the regions they supply; describe the major veins entering
the superior and inferior venae cavae. Explain with diagrams how the
heart valves ensure one-way blood flow during systole and diastole.
AP 12.1 Describe the functions of all the structural components and
enzymes of the gastrointestinal tract and accessory organs in relation
to the processing, digesting, and absorbing of the three major food
classes.
AP 13 Identify and locate major organs of the respiratory system and
discuss their functions
AP 14.5 Describe how the kidneys respond to excess water intake and
to dehydration; explain the role of antidiuretic hormone and of other
hormones that control sodium and water absorption in the kidney.
Essential Questions
Content Vocabulary
 Why do we need bacteria?
 What is a virus?
 What is a disease?
 Why is the body capable of doing so many things?
o Why do we need to study animals to understand the human body?
Mouth
Kidneys
Virus
Esophagus
Ovaries
Host
Larynx
Scrotum
Pathology
Trachea
Bronchia
Binary fision
Stomach
Bronchioles
Vaccine
Spleen
Alveoli
Immunity
Appendix
Capillaries
Frontal
Liver
Superior vena cava
Posterior
Gall bladder
Inferior vena cava
Anterior
Bile
Coronary artery
Dorsal
Small intestines
Bladder
Midsaggital
Large intestines
Ureter
Lateral
Rectum anus
Urethra
Decomposition
Heart
Testis
pericardium
Bacteria
Quantitative
Assessments:
Weeklyfunctions quiz (Tuesday)
Animal Dissection practical
Dissection tools quiz
Body systems exam
Manipulate scientific equipment and tools for exposure of animal specimens
Know the location and function of major body organs (respiratory,
cardiovascular, urogential)
Explain the interconnections of all body systems in the human body
The relationship of blood and the capillary network
Identify all anatomical structures within the hear including the major great
vessels and the path of blood flow to the rest of the body
Demonstrate with pictures and diagrams the flow or urine from the kidneys to
the distribution of other substances before exiting the body
Skills and
Understandings
SWBAT…
January/February 2011
Content/Theme
Qualitative
Animal dissection lab
Diseases brochure
Earth and Space Science
Designed by Mee Hee Kim ©
Resources
Earth and Space Science
o Holt Science Technology text ch. 2,3,4,5,9
Brain pop
Standard/Benchmarks Current IAS:
Describe how earth processes have shaped the topography of the
Core
earth and have made it possible to measure geological time.
Standards
Unit
Standards
7.3.1 Recognize and describe that the sun is a medium-sized star
located near the edge of a disk-shaped galaxy of stars and that the
universe contains many billions of galaxies and each galaxy contains
many billions of stars.
7.3.2 Recognize and describe that the sun is many thousands of times
closer to Earth than any other star, allowing light from the sun to reach
Earth in a few minutes. Note that this may be compared to time spans
of longer than a year for all other stars.
7.2.1 Describe how the earth is a layered structure composed of
lithospheric plates, a mantle and a dense core.
7.2.4 Explain how convection currents in the mantle cause
lithospheric plates to move causing fast changes like earthquakes
and volcanic eruptions, and slow changes like creation of
mountains and formation of new ocean floor.
7.2.5 Describe the origin and physical properties of igneous,
metamorphic and sedimentary rocks and how they are related
through the rock cycle.
8.2.7 Recognize that some of Earth’s resources are finite and
describe how recycling, reducing consumption and the
development of alternatives can reduce the rate of their depletion.
8.2.8 Explain that human activities, beginning with the earliest
herding and agricultural activities, have drastically changed the
environment and have affected the capacity of the environment to
support native species. Explain current efforts to reduce and
eliminate these impacts and encourage sustainability.
Essential Questions
Content Vocabulary
Prior Standards:
o
o What is a star?
o What’s in space?
o What is the sun made of?
Rock cycle
Rock
Erosion
Deposition
Composition
Designed by Mee Hee Kim ©
Strata
Stratification
Foliated
Nonfoliated
Natural resources
Chemical energy
Solar energy
Wind power
Hydroelectric energy
Biomass
Texture
Intrusive igneous rock
Extrusive igneous rock
Renewable resource
Nonrenewable resource
Recycling
Fossil fuels
Petroleum
Compression
Tension
Fault
Deformation
Plate tectonics
Continental drift
Sea floor spreading
Crust
Mantle
Core
Natural gas
Coal
Acid precipitation
Nuclear energy
gasohol
Geothermal energy
Spectrum
Quantitative
Assessments:
Weekly quizzes
Bill nye video questions
Unit exam earth science
Unit exam space science
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Skills and
Understandings
SWBAT…
February/March 2011
Chemistry(See separate unit plan)
Designed by Mee Hee Kim ©
Qualitative
Sugar cube lab
Hot or not lab
Describe how the color of a star relates to the temperature
Describe how scientists classify stars
Describe the composition of the sun
Explain that nuclear fusion is how the sun generates energy
Interpret the H-R diagram
Describe different types of stars
Explain that stars are in different stages in their life
Identify 3 types of galaxies
Describe the big band theory
Identify the layers of the earth and their physical properties
Describe a tectonic plate
Describe how the earth’s crust can become deformed
Describe continental drift and how sea floor spreading moves continents
Explain the 3 types of tectonic plate boundaries
Describe how stress can deform rocks
Describe the major types of fault and name several that have occurred within
recent years
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Content/Theme
Apparent magnitude
Absolute magnitude
Light-year
Parallax
Nuclear fusion
Sunspot
Red giant white dwarf
HR diagram
Main sequence
Supernova
Neutron star
Pulsar
Black hole
Galaxy
Nebula
Globular cluster
Quasar
Cosmology
Big bang theory
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Resources
Standard/Benchmarks Current IAS:
Core
Standards
Unit
Standards
Prior Standards: n/a
Essential Questions
Content Vocabulary
Assessments:
Quantitative
Qualitative
o
Skills and
Understandings
SWBAT…
April/May 2011
Physics
Content/Theme
Holt Technology ch 10, ch, 11
Resources
Standard/Benchmarks Current IAS:
Describe how atomic structure determines chemical properties and
Core
how atoms and molecules interact.
Standards
Core Standard icp
Describe and explain the motion of macroscopic objects in terms of
Newton’s laws and use the concepts of kinetic and potential energy
to describe motion.
Core Standard icp
Describe how energy is produced and absorbed in chemical reactions.
Unit
Standards
Designed by Mee Hee Kim ©
8.1.2 Understand that elements are organized on the periodic table
based on atomic number.
7.3.17 Investigate that an unbalanced force, acting on an object,
changes its speed* or path of motion or both, and know that if the force
always acts toward the same center as the object moves, the object’s
path may curve into an orbit around the center.
ICP.5.3 Understand that the atomic number is unique to each element
and is the number of protons in the nucleus of the element.
ICP.5.5 Using conservation principles write and balance chemical
equations
ICP.1.1 Measure the motion of objects to understand the relationships
between distance, velocity, and acceleration and deepen understanding
through graphical analysis of the time dependence of acceleration,
velocity and distance.
ICP.1.2 Describe and apply Newton’s three laws of motion. By
experimentation, determine the relationships among the variables in
Newton’s laws and how all three laws relate mass, acceleration and force
as a triad of proportional variables, leading to the definitions of
momentum and energy.
ICP.1.3 Describe how Newton’s law of universal gravitation, together with
the laws of motion, explains the motions of objects on earth and of the
moon, planets and stars.
Essential Questions
Prior Standards: n/a
What is physics?
What is motion?
What are newton’s laws?
Content Vocabulary
Gravity
Speed
Free fall
Weight
Assessments:
Quantitative
Weekly 3 quizzes
Unit exam
Designed by Mee Hee Kim ©
Force
Newton’s 3 laws
Projectile motion
Acceleration
Motion
Netforce
Inertia
Newton
Reference point
Friction
Momentum
Terminal velocity
Mass
gravity
Qualitative
Speed lab
Weekly brain pop review in class
Skills and
Understandings
SWBAT…
Designed by Mee Hee Kim ©
Match newton’s 3 laws with given examples
Calculate speed, acceleration, time, momentum, force,and velocity
Solve for unknown variables
Identify proper units
Interpret graphs showing speed, acceleration
Understand the difference between weight and mass
Apply skills from demos and apply the concepts of gravity into other
examples
o Identify the differences between kinetic and static friction and site
examples
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