Curriculum Map for SC07 (Mesa Public Schools)
7
TH
Revised 06/01/11
GRADE
SCIENCE
CURRICULUM MAP
Revised 06-01-11
Developed for
Mesa Public Schools
1
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
Please Note
 The December District Assessment will cover the following: Safety,
Measurement, Problem, Hypothesis, Experimental Design, Graphing,
Analysis of Results, Conclusion and Astronomy
 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.
 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.
2
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
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)
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)
3
12
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
th
Timeline for 7 Grade Science Curriculum
2nd Semester
5. Earth’s Structures
Part I Earth’s Interior: Layers of the Earth
Part II Plate Tectonics
Part III Forces on Earth’s Surface
Page
15
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.
4
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
st
1 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
5
Curriculum Map for SC07 (Mesa Public Schools)
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
Revised 06/01/11
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
Priority PO
Linking PO’s
S1C2PO3
Conduct a controlled
investigation, utilizing
multiple trials, to test a
hypothesis using scientific
processes.
UNWRAPPED PO’s
Knowledge
Skills
S1C2PO1
Demonstrate safe behavior
and appropriate procedures
in all science inquiry.
S1C2PO1
safe classroom/lab
behavior
appropriate
procedures
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
Identify how people and
cultures have contributed to
scientific innovations.
S2C1PO1
e.g.
French Academy of
Sciences
Marie Curie
(safety)
Thomas A. Edison
S2C1PO1
Describe the benefits of the
development of the metric system
of measurement.
S1C2PO4
Perform measurements
using appropriate scientific
tools.
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
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.
6
Curriculum Map for SC07 (Mesa Public Schools)
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
Revised 06/01/11
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
Priority PO
Linking PO’s
UNWRAPPED PO’s
Knowledge
Skills
S1C1PO1
Formulate questions based
on observations that lead
to the development of a
hypothesis.
S1C1PO1
observation
inference
testable question
hypothesis
data
fact
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.
S2C1PO1
Identify how people and
cultures have contributed to
scientific innovations.
S2C1PO1
Aristotle
Idn al-Haytham
S2C2PO3
Apply the following scientific
processes to other problem
solving or decision making
situations.
S2C2PO3
observing
inferring
questioning
comparing
measuring
classifying
predicting
communicating
organizing data
generating hypotheses
identifying variables
S2C2PO3
Apply bolded processes to
scientific investigations.
S1C1PO2
Select appropriate
resources for background
information related to a
question, for use in the
design of a controlled
investigation.
S1C1PO2
resources
controlled investigation
relevant
S1C1PO2
1. Choose relevant resources
related to a question.
2. Use relevant resources in
the design of a controlled
investigation.
7
Curriculum Map for SC07 (Mesa Public Schools)
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.
Revised 06/01/11
S1C1PO3
Explain the role of a
hypothesis in a scientific
inquiry.
S1C1PO3
cause (independent
variable)
effect (dependent
variable)
S1C1PO3
1. Explain that every
hypothesis includes the
cause and effect relationship
in a scientific investigation.
2. Write a testable
hypothesis.
S3C2PO2
Compare solutions to best
address an identified need
or problem.
S3C2PO2
problem
solution
S3C2PO2
1. Define each term.
2. Students demonstrate
problem solving skills
through inquiry activities.
S3C2PO3
Design and construct a
solution to an identified
need or problem using
simple classrooms
materials.
S3C2PO3
constant variables
S3C2PO3
Students demonstrate skill
through teacher’s choice of lab
or demo activities, historical
examples.
S1C2PO5
Keep a record of
observations, notes,
sketches, questions, and
ideas using written or
computer logs.
S1C2PO5
double bar graph
line graph
histogram
stem and leaf plot
trend
data
data table
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
Design an investigation to
test individual variables
using scientific processes.
S1C2PO2
controlledinvestigation
(experiment)
S1C2PO2
1. Define terms.
2. Explain the characteristics of
a controlled investigation
(experiment).
S1C2PO3
trial
variable
independent variable
dependent variable
control / constant
S1C2PO3
1. Define each term.
2. Conduct a controlled
investigation, utilizing
multiple trials, to test a
hypothesis using
scientific processes.
8
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
S1C3PO5
Formulate a conclusion
based on data analysis.
UNWRAPPED PO’s
Knowledge
Skills
S1C3PO1
Analyze data obtained in a
scientific investigation to
identify trends.
S1C3PO1
analyze
trend (pattern)
correlation
S1C3PO1
1. Recognize trends in data and
analyze graphic representations
of data.
2. Write a conclusion based on
data analysis.
S1C3PO2
Form a logical argument
about a correlation between
variables or sequence of
events.
S1C3PO2
cause
effect
S1C3PO2
1. Define each term.
2. Analyze data to identify the
cause and effect relationships
among variables.
S1C3PO3
Analyze results of data
collection in order to accept
or reject the hypothesis.
S1C3PO3
accept
reject
S1C3PO3
1. Define each term.
2. Determine if a hypothesis is
accepted or rejected after
analyzing the data.
S1C3PO4
Determine validity and
reliability of results of an
investigation.
S1C3PO4
validity
reliability
trial
S1C3PO4
1. Explain the relationship between
validity and experimental design.
2. Explain how accurate
measurements and multiple trails
affect reliability.
S1C3PO6
Refine hypotheses based on
results from investigations.
S1C3PO6
refine (e.g. edit)
S1C3PO6
Suggest a different hypothesis
after analyzing the data of a
scientific investigation.
S1C3PO7
Formulate new questions
based on the results of a
previous investigation.
S1C3PO7
testable question
S1C3PO7
Create a new testable question
based on the results of a previous
investigation.
9
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
S1C4PO5
Communicate the results
and conclusion of the
investigation.
UNWRAPPED PO’s
Knowledge
Skills
S1C4PO1
Choose an appropriate
graphic representation for
collected data:
 line graph
 double bar graph
 stem and leaf plot
 histogram
S1C4PO1
bar graph
line graph
double bar graph
stem and leaf plot
histogram
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
Display data collected from
a controlled investigation.
S1C4PO2
data tables
graphs
S1C4PO2
1. Construct and label a data table
2. Determine an appropriate graph
S1C4PO3
Communicate the results of
an investigation with
appropriate use of
qualitative and quantitative
information.
S1C4PO3
qualitative
quantitative
S1C4PO3
1. Define each term.
2. Distinguish between a qualitative
and quantitative observation.
S1C4PO4
Write clear, step-by-step
instructions for following
procedures.
S1C4PO4
procedure
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
10
Curriculum Map for SC07 (Mesa Public Schools)
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
Revised 06/01/11
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
CLUSTERED PO’s
Priority PO
Linking PO’s
S6C3PO6
Explain the relationship
among common objects in
the solar system, galaxy,
and universe.
UNWRAPPED PO’s
Knowledge
Skills
S6C3PO6
solar system
galaxy
universe
asteroid
meteors
meteorite
comets
S6C3PO6
1. Define bolded terms.
2. Explain the spatial
relationship between stars,
galaxies, and the universe.
3. Explain that the sun is one
example of a star in the Milky
Way galaxy which has objects in
orbit around it. (solar system)
S2C1PO1
Identify how people and
cultures have contributed to
scientific innovations.
S2C1PO1
Neil deGrasse Tyson
Lowell
Hubble
Hubble telescope
Stephen Hawking
S2C1PO1
Describe how the model of the
universe has changed with the
use of computer technology.
S2C2PO1 and S2C2PO2
Describe how science is an
ongoing process that
changes in response to new
information, technologies
and discoveries to challenge
theories.
S2C2PO2
mythology
S2C2PO2
Explain the mythology behind
the constellations.
S6C3PO5
Identify major constellations
visible (seasonally) from the
Northern Hemisphere.
S6C3PO5
constellation
horizon
S6C3PO5
1. Define each term.
2. Explain why the North star
appears to be stationary in the
night sky.
3. Explain why the constellations
appear to move across the sky
at night.
4. Identify each of the following
Northern Hemisphere
constellations using a planisphere:
● Orion
● Ursa Major (Great Bear)
● Cygnus
● Scorpius
● Cassiopeia
11
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
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
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
CLUSTERED PO’s
Priority PO
Linking PO’s
S6C3PO6
Explain the relationship
among common objects in
the solar system, galaxy,
and universe.
UNWRAPPED PO’s
Knowledge
Skills
S2C1PO1
Identify how people and
cultures have contributed to
scientific innovations.
S2C1PO1
heliocentric
geocentric
Ptolemy
Copernicus
Galileo
Newton
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
Describe how a major
milestone in science or
technology has
revolutionized the thinking of
the time.
S2C2PO2
Optical and nonoptical telescopes
Hubble telescope
S2C2PO2
Explain how the use of telescopes
and mathematics caused changes
in models of the solar system and
universe.
S6C3PO4
Explain the seasons in the
Northern and Southern
Hemispheres.
S6C3PO4
seasons
N. Hemisphere
S. Hemisphere
tilt
axis
revolution
rotation
equator
planet
day
night
year
orbit
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).
12
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED PO’s
Knowledge
Skills
S6C3PO1
Explain the phases of the
moon in terms of the relative
positions of the Earth, Sun,
and, Moon.
S6C3PO1
phases
full moon
new moon
quarter moon
(1st, 3rd or last)
waxing
waning
crescent
gibbous
reflected sunlight
relative position
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
Construct a model for the
relative positions of the
Earth, Sun, and, Moon as
they relate to corresponding
eclipses.
S6C3PO2
solar eclipse
lunar eclipse
eclipse
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
Explain the interrelationship
between the Earth’s tides
and the Moon.
S6C3PO3
high tide
low tide
tides
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.
December District Assessment at this Point
13
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
nd
2 Semester
5. Earth Structures
Part I Earth’s Interior: Layers of the Earth
Part II Plate Tectonics
Part III Forces on Earth’s Surface
a. Inquiry: Experimental Design, Data Collection, reinforce Safety, Measurement,
and Scientific Processes
b. Historical: e.g. Alfred Wegner, Harry Hess, Arthur Holmes, Charles Richter,
Giuseppe Mercalli
c. Personal & Social Perspective: e.g. Earthquake construction standards,
tsunami warning systems
6. Rocks and Minerals
Part I Minerals
Part II Rocks and the Rock Cycle
a. Inquiry: Experimental Design, Data Collection, reinforce Safety, Measurement,
and Scientific Processes
b. Historical: e.g. Friedrich Mohs
c. Personal & Social Perspective: e.g. rock and mineral uses, mining, geological
influences on the development of civilizations (local resources).
7. Ecology
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
d. Personal & Social Perspective: e.g. Interactions of all parts in ecosystems, human
impact on the environment
14
Curriculum Map for SC07 (Mesa Public Schools)
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
Revised 06/01/11
Semester: __2__
EARTH STRUCTURES UNIT
PART I: Earth’s Interior
PART II: Plate Tectonics
PART III: Forces on Earth’s Surface
Strand 6: Earth Science
Concept 1: Structure of the Earth
Concept 2: Earth’s Processes and Systems
Strand 2: History and Nature of Science
Concept 1: History of Sconce as a Human Endeavor
Concept 2: Nature of Scientific Knowledge
Strand 3: Science in Personal and Social Perspective
Concept 2: Science and Technology in Society
CLUSTERED PO’s
Priority PO
Linking PO’s
PART I
EARTH’S INTERIOR
S6C1PO3
Explain the processes
involved in the
formation of the
Earth’s structure.
UNWRAPPED PO’s
Knowledge
Skills
S6C1PO2 It is suggested to. atoms, molecules, and states of matter
within this PO.
The amount of Si and O decreases with depth, while the amount of Fe
and Ni increases with depth in magma.
S6C1PO2
Describe the properties and
composition of Earth layers.
S6C1PO2
crust
mantle
outer core
inner core
lithosphere
magma
S6C1PO2
1. Define each term.
2. Describe the change in
concentrations of Si, O, Ni,
and Fe in the crust mantle
and core.
3. Complete a diagram of
Earth’s layers, naming each
layer and listing its state of
matter.
Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.
15
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
PART II
PLATE TECTONICS
UNWRAPPED PO’s
Knowledge
Skills
S6C2PO4
Explain lithospheric plate
movement as a result of
convection.
S6C2PO4
lithosphere
asthenosphere
convection current
density
S6C2PO3
Analyze the evidence that
lithospheric plate
movements occur.
S6C2PO3 and S6C1PO4
trench
fossil
Theory of Plate Tectonics
mountain
fault
boundary
Continental Drift
Pangea
sea floor spreading
glacier
divergent boundary
convergent boundary
subduction
transform boundary
mid-ocean ridge
Ring of Fire
magnetic reversal
S6C1PO4
Describe how the rock and
fossil record shows that
environmental conditions
have changed over
geologic and recent time.
Suggested Skill 6:
Compare Wegner’s
observations, data
collections, and analysis
to the steps of the
scientific method.
16
S6C2PO4
1. Define bolded terms.
2. Explain that the crust is
broken into pieces called
plates.
3. Explain that magma moves
in the mantle by convection.
S6C2PO3 and S6C1PO4
1. Define bolded terms.
2. Identify which continents
appear to fit together.
3 Explain how key plant and
animal fossils indicate
ancient climate conditions.
4. Match the geologic
formations (coal) and
structures (mountains) from
continent to continent.
5. Explain why scientists rejected
Wegner’s hypothesis of
Continental Drift.
6. Describe the evidence that
supported the development
of the Plate Tectonic
Theory:
● sea floor spreading
● mid-ocean ridge
● concentration of
earthquakes at plate
boundaries
7. Label a diagram showing the
relative plate motions,
related geologic features
and indicate the direction of
magma convection cells with
arrows.
● volcano
● rift valley
● trench
● mountain
● fault
● boundary
● convergent
● divergent
● transform
● mid-ocean ridge
● subduction
● continental crust
● oceanic crust
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority POs
Linking PO’s
UNWRAPPED PO’s
Knowledge
Skills
S2C1PO2 and S3C2PO4
Describe how a major
milestone in science or
technology has
revolutionized the thinking
of the time.
S2C1PO2 and S3C2PO4
Alfred Wegener
Harry Hess
S2C2PO2
Describe how scientific
knowledge is subject to
change as new information
and/or technology
challenges prevailing
theories.
S2C2PO2
 sonar
 radiometric dating
 GPS
 Robotics/submarines
 construction standards
 Tsunami warning
systems
S2C1PO2 and S3C2PO4
Explain the development
of the Plate Tectonics
model using the data
collected by Wegener and
Hess.
S2C2PO2
1. Describe how
technology
lead to the development of
modern Earth structures
models.
2. Describe the role
technology played in the
development of the Plate
Tectonics Theory.
PART III
FORCES ON EARTH’S
SURFACE
S6C1PO3
volcanism
plate tectonics
faulting and folding
constructive
destructive
S6C1PO3
Explain the processes
involved in the formation
of the Earth’s structure.
S6C2PO5
Relate plate boundary
movements to their
resulting landforms.
S6C2PO6
Describe how
earthquakes are
measured.
S6C2PO5
mountains
 faulted
 volcanic
 rift valley
 trench
 folded
 hotspot volcano
S6C2PO6
earthquake
Charles Richter
Giuseppe Mercalli
Richter scale
Mercalli scale
seismograph
17
S6C1PO3
1. Define bolded terms.
2. Differentiate between
constructive and
destructive forces.
S6C2PO5
1. Define bolded terms.
2. Describe the resulting
landform for specific
plate boundary
movement
● convergent
● divergent
● transform
S6C2PO6
1. Define each term.
2. Compare and contrast
the Richter and Mercalli
scales.
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
Semester: __2__
ROCK AND MINERLS UNIT
PART I: MINERALS
PART II: ROCKS AND THE ROCK CYCLE
Strand 6: Earth & Space Science
Concept 1: Structure of the Earth
Concept 2: Earth’s Processes and Systems
Strand 2: History and Nature of Science
Concept 1: History of Sconce as a Human Endeavor
Concept 2: Nature of Scientific Knowledge
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED POs
Knowledge
Skills
PART I
MINERALS
S6C1PO1
Classify rocks and minerals
by the following observable
properties:
 grain
 color
 texture
 hardness
S6C1PO1
Identify minerals by
conducting a hardness and
color test; differentiate
between rocks and
minerals; list properties of
rocks and minerals.
S2C1PO1
Identify how people and
cultures have contributed to
scientific innovations.
S6C1PO1
mineral
crystal
color
hardness
cleavage
fracture
crystalline
structure
crystallization
S6C1PO1
1. Define bolded terms.
2. Classify minerals by the
following observable
properties:
 color
 hardness
 cleavage
 fracture
3. Use a key to identify
mineral samples by their
physical properties.
S2C1PO1
Friedrich Mohs
S2C1PO1
Explain Mohs’
contribution to Geology
S2C2PO2
Mohs Hardness Scale
S2C2PO2
Use Mohs Hardness Scale
in the identification of
minerals.
S2C2PO2
Describe how a major
milestone in science or
technology has
revolutionized the thinking of
the time.
18
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
PART II
S6C2
EARTH’S PROCESSES
AND SYSTEMS
S6C2PO1
Explain the rock cycle.
S6C2PO2
Distinguish the
components and
characteristics of the rock
cycle for the following
types of rocks:
igneous
metamorphic
sedimentary
S6C1PO1
Classify rocks by the
following observable
properties.
 grain size
 texture
S2C1PO4
Analyze the use of
technology in science
related careers.
S6C2PO1 and PO2
igneous
sedimentary
metamorphic
erosion
deposition
weathering
compaction
cementation
cooling
crystallization
heat
pressure
uplift
S6C1PO1
rock
igneous
sedimentary
metamorphic
intrusive
extrusive
clastic
chemical
organic
foliated
nonfoliated
S2C1PO4
Extraction of resources from
Earth’s crust.
19
S6C2PO1 and PO2
1. Define bolded terms.
2. Label the rock cycle
diagram using each of
the terms.
3. Explain how igneous,
sedimentary, and
metamorphic rocks form
using the rock cycle
diagram.
S6C1PO1
1. Define bolded terms.
2. Differentiate between
rocks and minerals.
3. Explain how the
conditions of formation
for minerals and rocks
result in various grain
size and textures.
4. Use a key to classify rock
samples; igneous,
sedimentary, or
metamorphic.
S2C1PO4
Compare and contrast
various methods of
acquiring resources (e.g.
mining, drilling,
harvesting, etc.)
Curriculum Map for SC07 (Mesa Public Schools)
Bolded items are found in the AZ
State Standards. Non-bolded items
are suggestions for instruction.
Revised 06/01/11
Semester: __2__
ECOLOGY UNIT
PART I: ECOSYSTEMS
PART II: ECOLOGICAL INTERACTIONS
Strand 4: Life Science
Concept 3: Ecosystems
Strand 3: Science in Personal and Social Perspective
Concept 1: Changes in Environments
Concept 2: Science and Technology in Society
Strand 2: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED Pos
Knowledge
Skills
PART I
ECOSYSTEMS
S4C3PO6
Create a model of the
interactions of living
organisms within an
ecosystem.
S4C3PO2
Explain how organisms
obtain and use resources
to develop and thrive in:
niches
predator/prey relationship
S4C3PO2
organism
ecosystem
niche
predator
prey
ecology
abiotic
photosynthesis
biotic
population
community
producer
consumer
 herbivore
 carnivore
 omnivore
 scavenger
decomposer
adaptation
habitat
S4C3PO2
1. Define each term.
2. Describe the biotic and
abiotic components of a
variety of ecosystem.
3. Describe the roles of
organisms in an
ecosystem.
 predator/prey
 niche
 producer
 consumer
 decomposer
 scavenger
S4C3PO1
Compare food chains in a
specified ecosystem and
their corresponding food
web.
S4C3PO1
energy transfer
food chain
food web
herbivore
carnivore
omnivore
decomposer
S4C3PO1
1. Define each term.
2. Construct a food chain.
3. Identify a food chain within a
food web.
4. Construct a food web.
20
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED Pos
Knowledge
Skills
PART II
ECOLOGICAL
INTERACTIONS
S4C3PO6
Create a model of the
interactions of living
organisms within an
ecosystem.
S4C3PO3
Analyze the interactions of
living organisms with their
ecosystems.
S4C3PO3
limiting factors
carrying capacity
habitat
population
adaptation
S4C3PO3
1. Define each term.
2. Describe the limiting factors
that determine the carrying
capacity of an organism in
an ecosystem.
3. Analyze how major
changes in the limiting
factors affect the carrying
capacity of organisms in
an ecosystem.
S4C3PO5
Predict how environmental
factors (e.g., floods,
droughts, temperature
changes) affect survival
rates in living organisms.
S4C3PO5
environment
environmental factors
survival rate
S4C3PO5
1. Define each term.
2. Interpret and. data to predict
survival rates in organisms
due to changing
environmental factors
 floods
 droughts
 temperature changes
 wildfires
S4C3PO4
Evaluate data related to
problems associated with
population growth (e.g.,
overgrazing, forest
management, invasion of
non-native species) and the
possible solutions.
S4C3PO4 and S2C1PO3
overgrazing
non-native (exotic)
species
invasive species
forest management
hunting
urbanization
renewable resources
nonrenewable
resources
mining
S4C3PO4 and S2C1PO3
1. Define each term.
2. List and describe possible
solutions to problems
created by population
growth in a given scenario.
3. Compare the benefits and
environmental costs of
man’s use of natural
resources
S4C3PO6
Examples: Task
Assessments
 model
 multimedia project
 diorama
 poster
 report/written project
21
Curriculum Map for SC07 (Mesa Public Schools)
Revised 06/01/11
CLUSTERED PO’s
Priority PO
Linking PO’s
S2C1
HISTORY OF SCIENCE AS
A HUMAN ENDEAVOR
S3C1PO1
Analyze environmental risks
caused by human
interaction with biological or
geological systems.
S3C2PO1
Propose viable methods of
responding to a need or a
problem.
UNWRAPPED Pos
Knowledge
Skills
S2C1PO1
Identify how people have
made important
contributions to scientific
innovations
S2C1PO1
Rachel Carson
Jacques Cousteau
John Muir
Teddy Roosevelt
S2C1PO1
Describe the ecological
contributions of historical figures.
S2C1PO2
Describe how a major
milestone in science or
technology has
revolutionized the thinking of
the time.
S2C1PO2
e.g. computer
technology,
information highway,
smart phones.
S2C1PO2
Develop a timeline showing major
milestones in science or
technology.
S2C1PO3
Analyze the impact of a
major scientific development
occurring within the past
decade.
S2C1PO3
e.g. hybrid and
electric cars
S2C1PO3
Research the impact of a major
scientific development occurring
within the past decade.
S3C1PO1, PO2, PO3
Analyze environmental
benefits of the following
human interactions with
biological or geological
systems
 reforestation
 habitat restoration
S3C1PO1
recycling
reclamation
conservation
sustainable solutions
S3C1PO1
Explain reclamation and the
ecological risks of mining
 copper
 uranium
S3C1PO2 and PO3
deforestation
reforestation
habitat restoration
dam construction
mining
S3C1PO2 and PO3
1. Explain each of the terms as to
its benefits and environmental
costs.
2. Propose a possible solution to
an environmental issue such as
but not limited to the following:
 air/groundwater pollution
 habitat destruction
 dams
 urbanization
 non-native (invasive)
species
 earth fissures/land
subsidence
 wild fires
S3C2PO2
Compare solutions to best
address an identified need
or problem.
S3C2PO2
problem
solution
S3C1PO3
Propose possible solutions
to address environmental
risks in biological or
geological systems.
S3C2PO2
Design/construct a solution to an
identified need or problem (e.g.
Science Fair, independent project).
22