SCSD
7
th
GRADE SCIENCE CURRICULUM
About this document
Identified within each unit is the Declarative and Procedural Knowledge to be mastered by students as a result of classroom instruction. In
support of these, instructional strategies and activities have been included.
The Declarative Knowledge identifies a basic learning progression that students may follow in developing an understanding of the concepts
that help them to answer the essential question of the unit. In this learning progression the writing team referenced the Project 2061 Atlas of
Science Literacy. In comparing the NYSED Science Core Curriculum to this document gaps were identified that possibly could limit student’s
ability to make connections between sub-learning’s. These additional learning’s are in italics under the Declarative Knowledge column. While
they are not required by NYSED it is suggested that these be taught to students. At the bottom of each page are the links to the NYSED
Intermediate Level Science Core Curriculum and the Project 2061 Atlas of Science Literacy. Once in these documents you can directly
reference the specific major understandings.
Table of Contents
Unit 1: Connecting Math and Science
2-3
Unit 2: Scientific Inquiry
4-5
Unit 3: Atoms and Molecules
6
Unit 4: Matter
7-8
Unit 5: Periodic Table
9
Unit 6: Temperature (Heating and Cooling)
10-11
Unit 7: Physical/Chemical Properties and Reactions 12-14
Unit 8: Energy
15-17
Unit 9: Waves
18-19
Atlas 2061: http://strandmaps.nsdl.org/
1
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Unit 10: Electricity and Magnetism
Unit 11: Force and Motion
Unit 11: Machines
Appendix
i.
Metric Conversion Chart
ii.
KLEW Chart
iii. Bloom’s Taxonomy
iv. Costa’s Levels of Questioning
20-22
23-24
25
26
27
28
29
30
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 1: Connecting Math and Science
Essential Question: Why is important to have an understanding of mathematics as it relates to science?
NYS
Performance
Indicator
M1.1
M2.1
M3.1
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
 Abstraction and symbolic representation
are used to communicate mathematically.
o independent/dependent variables
o direct, indirect, cyclic, constant
 Deductive and inductive reasoning are
used to reach mathematical conclusions.
o interpolate, extrapolate
o patterns, trends
 Critical thinking skills are used in the
solution of mathematical problems.
 System International (SI)
o metric system
 KHDMDCM (conversions)
 Meter – standard unit of measurement for
length (ruler, meter stick)
 Area of a solid cm2
o A=LW
 Volume of a solid cm3
o V=LWH
 Liter – standard unit of measurement for
volume (graduated cylinder and
displacement of water)
 Volume of an irregularly-shaped object
 Extend mathematical notation and
symbolism to include variables and
algebraic expressions in order to
describe and compare quantities
and express mathematical
relationships.
 Identify independent and
dependent variables
 Identify relationships among
variables including: direct, indirect,
cyclic, constant; identify non-related
material
 Apply mathematical equations to
describe relationships among
variables in the natural world.
 Use inductive reasoning to
construct, evaluate, and validate
conjectures and arguments,
recognizing that patterns and
relationships can assist in
explaining and extending
mathematical phenomena.
 Interpolate and extrapolate from
data.
 Collaborate with
Mathematics
teacher to
reinforce and
support learning
goals.
Activity: Determine what
days are the busiest in the
Maternity Ward. Collect
class data on birthdays
and enter into data table.
Make a bar graph to
represent what day of the
week had the most births.
Then make a line graph to
represent what numerical
day of the month had the
most births. Could also be
done by combining data
from several classes.
Atlas 2061: http://strandmaps.nsdl.org/
2
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
 Data Tables
Graphing
 Conversion
charts
 Use of
manipulatives
for the metric
system
conversions
 Mnemonic
devices
o (Kangaroos
hopping down
mountains
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010

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
(displacement)
1 ml = 1 cm3
Gram – standard unit of measurement for
mass
Density – Mass divided by volume (mass
per unit volume)
Newtons – standard unit of weight
VOCABULARY
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Constant
Cyclic
Deductive reasoning
Density
Dependent
Direct
Extrapolate
Gram Independent
Indirect
Inductive reasoning
Interpolate
Liter
Meter
Metric system
Newton
Patterns
System International
Trends
Variable
Volume
 Quantify patterns and trends.
 Apply mathematical knowledge to
solve real-world problems and
problems that arise from the
investigation of mathematical ideas,
using representations such as
pictures, charts, and tables.
 Convert from one metric unit to
another (example: cm to m, mm to
m, km to mm, etc.).
 Use appropriate scientific tools to
solve problems about the natural
world:
drinking
chocolate
milk)
 No Naked
Numbers (do
numbers have
units?)
o zero a balance
o determine the volume of objects
using rulers and graduated
cylinders
o read the meniscus on a graduated
cylinder
o use a spring scale to measure
newtons (weight)
Atlas 2061: http://strandmaps.nsdl.org/
3
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 2: Scientific Inquiry
Essential Question: How do scientists answer questions and solve problems?
NYS
Performance
Indicator
S1.1
S1.2
S2.1
S2.2
S3.1 S3.2
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 The central purpose of scientific inquiry
is to develop explanations of natural
phenomena.
 Observations lead to questions, which
may lead to more questions in the
search for explanations.
 Models help to explain phenomena.
o observation/observe
o hypothesis/hypothesize
o inference/infer
o prediction/predict
o explanation/explain
 Scientific inquiry involves the testing of
proposed explanations by using
conventional techniques, procedures,
and ingenuity.
 Scientific investigations can be
conducted to test proposed explanations
(or hypotheses).
 Controlled investigations include a
control group (constant) and an
experimental group containing a
dependent and an independent variable.
 Dependent variables (responding
variables)
 Using appropriate references, formulate
questions independently that will be
useful in guiding the search for
explanations of everyday observations.
 Formulate questions about natural
phenomena and identify appropriate
references to investigate a question.
 Refine and clarify questions so that they
are subject to scientific investigation.
 Construct explanations independently for
natural phenomena, especially by
proposing preliminary visual models of
phenomena.
 Independently formulate a hypothesis.
 Differentiate among observations,
inferences, predictions, and
explanations.
 Design charts, tables, graphs, and other
representations of observations in
conventional and creative ways to help
them address their research question or
hypothesis.
 *Demonstrate appropriate safety
techniques.
 *Conduct an experiment designed by
Atlas 2061: http://strandmaps.nsdl.org/
4
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Assessment /Laboratory
Investigation
/Activities
Observing
Questioning
Hypothesizing
Inferring
Predicting
Constructing
Models
 Writing
explanations
 Journal
Response
 Activity: Use
conventional techniques
and those of their own
design to make further
observations and refine
their explanations, guided
by a need for more
information (so any
inquiry-based lab). Then
represent, present, and
defend proposed
explanations of everyday
observations so that they
can be understood and
assessed by others.
 Extension Activity: Seek
to clarify, to assess
critically, and to reconcile
with their own thinking the
ideas presented by others,
including peers, teachers,
authors, and scientists.
 Activity: Students will
design a simple controlled
experiment in which they
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Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
 Independent variables (manipulated)
 DRY MIX
o (Dependent Rests on the Y-axis,
Manipulated or Independent rests on
the X-axis)
 Constants
 The observations made while testing
proposed explanations, when analyzed
using conventional and invented
methods, provide new insights into
phenomena.
VOCABULARY
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Classify
Conclusion
Constant
Control group
Dependent variable (responding)
Describe
Experimental group
Explanation
Hypothesis
Independent variable (manipulated)
Inference
Investigation
Measure
Observations
Phenomena
Predict
Question
Sequence
others.
 Design and conduct an experiment to
test a hypothesis.
 Use appropriate tools and conventional
techniques to solve problems, including:
o measuring
o observing
o describing
o classifying
o sequencing
 Develop, present, and defend formal
research proposals for testing their own
explanations of common phenomena,
including ways of obtaining needed
observations and ways of conducting
simple controlled experiments.
 Organize results, using appropriate
graphs, diagrams, data tables, and other
models to show relationships.
 Generate and use scales, create
legends, and appropriately label axes.
 Use and interpret graphs and data
tables.
 Interpret the organized data to answer
the research question or hypothesis and
to gain insight into the problem.
 Formulate and defend explanations and
conclusions as they relate to scientific
phenomena.
 Develop and defend a logical argument
about cause-and-effect relationships in
an investigation.
 Make predictions based on experimental
data.
Atlas 2061: http://strandmaps.nsdl.org/
5
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
identify independent
variables (manipulated),
dependent variables
(responding), and
constants. They must
choose an appropriate
sample size and number
of trials. They will safely
conduct their investigation
while recording
observations and
collecting qualitative and
quantitative data. A report
of findings will be
expected. The report will
include the following: an
accurate description of the
procedures used and the
data gathered;
identification of sources of
error and the limitations of
data collected; and an
evaluation of the original
hypothesis in light of the
data. Suggestions for
improvements and
recommendations for
further study should also
be included within the
report.
 Lab: Drops of Water on
Penny Lab (With/Without
Soap)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 3: Atoms and Molecules
Essential Question: What are all materials made of?
NYS Performance
Declarative Knowledge:
Indicator
To Know
PS 3.3
Italicized words are
from the Project
2061 Atlas of
Science Literacy

A lot of different materials can be made
from the same basic materials. 4D/E4b
 Everything is made up of atoms, which
are far too small to see directly through a
light microscope. 4D/M1a and PS 3.3a
 Atoms are made of a positive nucleus
surrounded by negative electrons.
4D/H1a
 Atoms may join together in well-defined
molecules or may be arranged in regular
geometric patterns. PS 3.3c
 Atoms and molecules are perpetually in
motion. Increased temperature means
greater average energy of motion, so
most substances expand when heated.
4D/M3ab
VOCABULARY
 Atom
 Electron
 Molecule
 Negative
 Nucleus
 Particle
 Positive
 Proton
 Temperature
Procedural
Knowledge:
To Do
 Develop models
of the atom and
show the
placement of
the protons,
neutrons, and
electrons.
Atlas 2061: http://strandmaps.nsdl.org/
6
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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Instructional Strategies
Assessment/Laboratory
Investigation/Activities
Analyze
Classify
Compare/ Contrast
Construct models
Decision making
Deduction
Design charts, tables, graphs
Draw conclusions
Hypothesize
Journal writing
Predict
Present
Problem solve
Attribute charts
Cause-effect frames
Direct instruction
Guided reading
Reciprocal reading
Philosophic Chairs
Gallery walk
Expert panel
Double-entry journal
Jigsaw
Anticipation guide
Concept mapping
Share and compare
 Activity: Show the
expansion of molecules
by using a balloon that
has been heated with a
hairdryer. Measure the
circumference before
and after. Cool quickly
using cold water.
Measure again. Record
and interpret data.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 4: Matter
Essential Question: What is matter?
NYS
Declarative Knowledge:
Performance
To Know
Indicator
PS 3.1
 All matter is made up of atoms, which are
far too small to see directly through a
Italicized
microscope. 4D/M1a
words are
 Objects in the universe are composed of
from the
matter. Matter is anything that takes up
Project 2061
space and has mass. Matter is classified as
Atlas of
a substance or a mixture of substances.
Science
 Most substances can exist as a solid, liquid,
Literacy
or gas depending on temperature. SFAA p.
47
 In solids, the atoms or molecules are
closely locked in position and can only
vibrate. In liquids, they have higher energy,
are more loosely connected, and can slide
past one another; some molecules may get
enough energy to escape into a gas. In
gases, the atoms or molecules have still
more energy and are free of one another
except during occasional collisions.
4D/M3cde
 The motion of particles helps to explain the
phases (states) of matter as well as
changes from one phase to another. The
phase in which matter exists depends on
the attractive forces among its particles. PS
3.1c
 Gases have neither a determined shape nor
Procedural Knowledge:
To Do
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
Assessment/Laboratory
Investigation/Activities
 Laboratory: Mass,
volume, density lab
 Laboratory:
Determine the
density, buoyancy of
various objects in
relation to water.
 Activity: Separation

of unknown colored

liquids lab (oil, water,

vinegar) to show
density of liquids.


Activity: Students

add heat to and
subtract heat from

water and graph the

temperature changes,

including the resulting

phase changes.

 Text/quiz

 Lab report

 Notebook/journal

 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Determine the density of liquids,
and regular- and irregular-shaped
solids. PSS-10
Determine the volume of a
regular- and an irregular-shaped
solid, using water displacement.
PSS-11
Safely and accurately use the
following measurement tools:
metric ruler, balance, stopwatch,
and graduated cylinder. GS-2
Density=mass/volume
Volume of a regular solid= length
x width x height
Volume of an irregular solid= V2V1
Atlas 2061: http://strandmaps.nsdl.org/
7
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Abstract
Analyze
Classify
Compare
Contrast
Construct
models
Decision making
Deduction
Design charts,
tables, graphs
Distinguish
Draw
conclusions
Explore
Hypothesize
Journal writing
Observe
Organize
Predict
Present
Problem solve



a definite volume. Gases assume the shape
and volume of a closed container. PS 3.1d
A liquid has definite volume, but takes the
shape of a container. PS 3.1e
A solid has definite shape and volume.
Particles resist a change in position. PS
3.1f
Density can be described as the amount of
matter that is in a given amount of space. If
two objects have equal volume, but one has
more mass, the one with more mass is
denser. PS 3.1h
 Projects
 Oral Reporting
VOCABULARY
 Atom
 Density
 Displacement
 Gas
 Graduated cylinder
 Liquid
 Mass
 Matter
 Ruler
 Solid
 Triple-beam balance
 Vibrate
 Volume
Atlas 2061: http://strandmaps.nsdl.org/
8
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 5: Periodic Table
Essential Question: What are the common characteristics of elements and how are they organized?
NYS
Declarative Knowledge:
Procedural Knowledge:
Instructional
Assessment/Laboratory
Performance
To Know
To Do
Strategies
Investigation/Activities
Indicator
3.2
 The atoms of any one element are different from the atoms of other
 Using the periodic
 Abstract
 Activity: Imagine
3.3
elements. PS 3.3e
table, identify an
you have discovered
 Analyze
element as a metal,
a new element.
 There are more than 100 elements. Elements combine in a multitude
 Classify
Italicized
nonmetal, or noble
Describe the element
of ways to produce compounds that account for all living and
 Compare
words are
gas.
PSS-12
and
based on its physical
nonliving substances. Few elements are found in their pure form. PS
 Contrast
from the
GS-5
and chemical
3.3f
 Construct
Project 2061  The periodic table is one useful model for classifying elements. The
properties. Name the
 Determine the
models
Atlas of
object. Determine its
number of valence
periodic table can be used to predict properties of elements (metals,
 Decision
Science
appropriate
electrons
in
an
nonmetals, noble gases). PS 3.3g
making
Literacy
placement on the
element by using the  Deduction
 There are groups of elements that have similar properties, including
periodic table.
periodic
table.
highly reactive metals, less-reactive metals, highly reactive nonmetals
 Design charts,
 Text/quiz
(such as chlorine, fluorine, and oxygen), and some almost completely
tables, graphs,
 Lab report
non-reactive gases (such as helium and neon). 4D/M6a
 Distinguish
 Notebook/journal
 Substances are often placed in categories if they react in similar
 Draw
ways. Examples include metals, nonmetals, and noble gases. PS
 Portfolio
conclusions
3.2d
 Lab Written Report
 Explore
 All living and nonliving material is composed of these elements or
 Concept Map
 Hypothesize
combinations of these elements. PS 3.3f
 Place Mats
 Journal writing
VOCABULARY
 Physical Modeling
 Observe
 Atom
 Projects
 Organize
 Element
 Oral Reporting
 Predict
 Metals
 Present
 Noble gases
 Problem solve
 Nonmetals
 Periodic table
 Reactivity
Atlas 2061: http://strandmaps.nsdl.org/
9
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 6: Temperature (Heating and Cooling)
Essential Question: How are the molecules of substances affected as they are heated and cooled?
NYS
Performance
Indicator
PS3.3
PS4.2
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 Atoms and molecules are perpetually in
motion. The greater the temperature, the
greater the motion. PS 3.3b
 Atoms and molecules are perpetually in
motion. Increased temperature means greater
average energy of motion, so most
substances expand when heated. 4D/M3ab
 Heat moves in predictable ways, flowing from
warmer objects to cooler ones, until both
reach the same temperature. PS 4.2a
 Heat can be transferred through matter by the
collisions of atoms and/or molecules
(conduction) or through space (radiation). In a
liquid or gas, currents will facilitate the
transfer of heat (convection). PS 4.2b
 During a phase change, heat energy is
absorbed or released. Energy is absorbed
when a solid changes to a liquid and when a
liquid changes to a gas. Energy is released
when a gas changes to a liquid and when a
liquid changes to a solid. PS 4.2c
 Most substances expand when heated and
contract when cooled. Water is an exception,
expanding when changing to ice. PS 4.2d
 Temperature affects the solubility of some
 Safely and accurately use the
following measurement tools:
thermometer to accurately measure
boiling point 100 degrees and
freezing point of 0 degrees for
Celsius. GS-2
 Use appropriate units for measured
or calculated values. GS-3
 Convert Fahrenheit to Celsius
 Convert Celsius to Fahrenheit
 Demonstrate expansion of metals
when heated by heating ball and
ring.

Fahrenheit = 9/5 Celsius +32

Celsius = 5/9 (Fahrenheit –
32)
Atlas 2061: http://strandmaps.nsdl.org/
10
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
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 Lab: Conduct ball and
ring experiment to
show thermal
expansion as
demonstration.
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Abstract
Analyze
Classify
Compare
Contrast
Construct
models
Decision
making
Deduction
Design
charts,
tables,
graphs
Distinguish
Draw
conclusions
Explore
Hypothesize
Journal
writing
Observe
Organize
Predict
 Lab: Perform a lab that
demonstrates an
exothermic reaction.
 Lab: Perform a lab that
demonstrates an
endothermic reaction.
 Activity: Explain in
terms of heat and the
particles of motion
what happens to water
as it changes from a
solid to a liquid to a
gas (literacy
connection). Draw a
diagram that supports
your written
explanation.
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
substances in water. PS 4.2e
VOCABULARY
 Atoms
 Boiling Point
 Calorie
 Celsius
 Conduction
 Convection
 Endothermic
 Exothermic
 Expand
 Fahrenheit
 Heat
 Melting Point
 Molecules
 Motion
 Phases of Matter
 Radiation
 Solubility
 States of Matter
 Sublimation
 Temperature
 Thermal expansion
Transfer
Atlas 2061: http://strandmaps.nsdl.org/
11
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
 Present
 Problem
solve
 Activity: Demonstrate
the flow of heat with
water in a fish tank.
Add hot water (red
food coloring) to cold
water (blue food
coloring) in fish tank.
Observe the results.
Explain by writing a
summary of 20 words
or less (literacy
connection).
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 7: Physical/Chemical Properties and Reactions
Essential Question: How do chemical and physical properties differ, and what reactions take place?
NYS
Declarative Knowledge:
Procedural Knowledge:
Performance
To Know
To Do
Indicator
PS 3.1
 Substances have characteristic properties.
 Distinguish between chemical and
PS 3.2
Some of these properties include color, odor,
physical properties and changes.
PS 3.3
phase at room temperature, density,
 Develop mental models to explain
solubility, heat and electrical conductivity,
common chemical reactions and
Italicized
hardness, and boiling and freezing points.
changes in states of matter.
words are
PS 3.1a
 Determine the identity of an
from the
 Characteristic properties can be used to
unknown element, using physical
Project 2061
identify different materials, and separate a
and chemical properties. PSS-13
Atlas of
mixture of substances into its components.
 Using appropriate resources,
Science
For example, iron can be removed from a
separate the parts of a mixture.
Literacy
mixture by means of a magnet. An insoluble
PSS-14
substance can be separated from a soluble
 Compare the density of various
substance by such processes as filtration,
objects with differing densities to
settling, and evaporation. PS 3.1g
determine their buoyancy in water.
 Solubility can be affected by the nature of
 Conduct supervised explorations of
the solute and solvent, temperature, and
chemical reactions for selected
pressure. The rate of solution can be
household products (not including
affected by the size of the particles, stirring,
ammonia and bleach products),
temperature, and the amount of solute
such as hot and cold packs used to
already dissolved. PS 3.1b
treat sports injuries.
 Density can be described as the amount of
matter that is in a given amount of space. If
two objects have equal volume, but one has
more mass, the one with more mass is
denser. PS 3.1h
 Buoyancy is determined by comparative
Atlas 2061: http://strandmaps.nsdl.org/
12
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
 Observing
 Predicting
 Inquiry
 Making
Generalizations
 Comparing
 Contrasting
 Analyzing
 Hypothesizing
 Distinguish
 Reading and
Study of
textbook
 Presentation
Assessment/Laboratory
Investigation/Activities
 Lab: Iron-fortified
cereal lab
 Lab: Unknown
substance lab. Identify
baking soda, powdered
sugar, flour, salt, and
cornstarch based on
physical and chemical
properties.
 Lab: Students conduct
supervised
explorations of
chemical reactions for
selected household
products (not including
ammonia and bleach
products), such as hot
and cold packs used
to treat sports injuries.
 Inquiry Investigation:
Students may conduct
an exploration to
separate iron fillings,
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
densities. PS 3.1i
 During a physical change a substance keeps
its chemical composition and properties.
Examples of physical changes include
freezing, melting, condensation, boiling,
evaporation, tearing, and crushing. PS 3.2a
 Mixtures are physical combinations of
materials and can be separated by physical
means. PS 3.2b
 When combining two or more materials
makes a new material, it has properties that
are different from the original materials.
4D/E4a
 Interactions among atoms and/or molecules
result in chemical reactions. PS 3.3d
 During a chemical change, substances react
in characteristic ways to form new
substances with different physical and
chemical properties. Examples of chemical
changes include burning of wood, cooking of
an egg, rusting of iron, and souring of milk.
PS 3.2c
 The Law of Conservation of Mass states that
during an ordinary chemical reaction, matter
cannot be created or destroyed. In chemical
reactions, the total mass of the reactants
equals the total mass of the products. PS
3.2e
 Many kinds of changes occur faster under
hotter conditions. 4D/E1b
 The temperature and acidity of a solution
influence reaction rates. Many substances
dissolve in water, which may greatly facilitate
reactions between them. 4D/M4
Atlas 2061: http://strandmaps.nsdl.org/
13
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
sand and salt.
 Inquiry Investigation:
Student may explore
the affect of heat on
dissolving rate of
sugar cubes.
 Activity: Students test
and compare the
physical properties
(hardness, shape,
color, etc.) of an array
of materials.
 Inquiry Investigation:
Students observe an
ice cube as it begins
to melt and construct
an explanation for
what happens,
including sketches and
written descriptions of
their ideas.
 Activity: Students
observe and measure
characteristic
properties, such as
boiling and melting
points, solubility, and
simple chemical
changes of pure
substances, and use
those properties to
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
VOCABULARY
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Boiling
Buoyancy
Characteristic properties
Chemical property
Chemical reaction
Condensation
Density
Dissolve
Evaporation
Evaporation
Filtration
Freezing
Heat
Heterogeneous
Homogeneous
Insoluble
Law of Conservation of Mass
Magnetism
Melting
Mixture
Physical property
Physical reaction
Products
Reactants
Solubility
Solute
Solution
Solvent
Atlas 2061: http://strandmaps.nsdl.org/
14
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
distinguish and
separate one
substance from
another.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 8: Energy
Essential Question: What are the sources of energy and how can it be transformed?
NYS
Performance
Indicator
PS 4.1
PS 4.3
PS 4.5
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
 Most activities in everyday life involve one
form of energy being transformed into
another. For example, the chemical energy in
gasoline is transformed into mechanical
energy in an automobile engine. Energy, in
the form of heat, is almost always one of the
products of energy transformations. PS 4.1c
 Different forms of energy include heat, light,
electrical, mechanical, sound, nuclear, and
chemical. Energy is transformed in many
ways. PS 4.1d
 Energy can be considered to be either kinetic
energy, which is the energy of motion, or
potential energy, which depends on relative
position. PS 4.1e
 Energy cannot be created or destroyed, but
only changed from one form into another. PS
4.5a
 Energy appears in different forms and can be
transformed within a system. Motion (Kinetic)
energy is associated with the speed of an
object. Thermal energy is associated with the
temperature of an object. Gravitational energy
is associated with the height of an object
above a reference point. Elastic Potential
Procedural Knowledge:
To Do





Describe energy changes as
related to chemical reactions.
GS-8
Describe situations that
support the principle of
conservation of energy.
Label and explain everyday
household energy
conversions around the home.
Design and construct devices
to transform/transfer energy.
Investigate physics in
everyday life, such as at an
amusement park or
playground.
Atlas 2061: http://strandmaps.nsdl.org/
15
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
 Observing
 Predicting
 Inquiry
 Making
Generalizations
 Comparing
 Contrasting
 Analyzing
 Hypothesizing
 Distinguish
 Reading and
Study of
textbook
 Presentation
 Inquiry Investigation:
Students will use the
site amusement parks
physics
http://www.learner.org/i
nteractives/parkphysics
/
to study how
amusement park rides
work and the energy
conversion within them
as well as be able to
build their own ride.
 Activity:Students
design and construct
devices to
transform/transfer
energy.
 Lab: Students build an
electromagnet and
investigate the effects
of using different types
of core materials,
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
energy is associated with the stretching or
compressing of an elastic object. Chemical
energy is associated with the composition of a
substance. Electrical energy is associated
with an electric current in a circuit. Light
energy is associated with the frequency of
electromagnetic waves. 4E/M4
 Whenever energy appears in one place, it
must have disappeared from another.
Whenever energy is lost from somewhere, it
must have gone somewhere else. Sometimes
when energy appears to be lost, it actually
has been transferred to a system that is so
large that the effect of the transferred energy
is imperceptible. 4E/M1
 Energy can change from one form to another,
although in the process some energy is
always converted to heat. Some systems
transform energy with less loss of heat than
others. PS 4.5b
 In chemical reactions, energy is transferred
into or out of a system. Light, electricity, or
mechanical motion may be involved in such
transfers in addition to heat. PS 4.3a
 Energy can be transferred from one system to
another (or from a system to its environment)
in different ways: 1) thermally, when a warmer
object is in contact with a cooler one; 2)
mechanically, when two objects push or pull
on each other over a distance; 3) electrically,
when an electrical source such as a battery or
generator is connected in a complete circuit to
an electrical device; or 4) by electromagnetic
waves. 4E/M2
Atlas 2061: http://strandmaps.nsdl.org/
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New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
varying thicknesses of
wire, and different
circuit types.
 Inquiry Investigation:
Students investigate
physics in everyday
life, such as at an
amusement park or
playground.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
VOCABULARY
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Chemical energy
Electrical energy
Energy
Gravitational energy
Kinetic energy
Light energy
Potential energy
Thermal energy
Transformed
Atlas 2061: http://strandmaps.nsdl.org/
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New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 9: Waves
Essential Question: How do waves help us to see, hear, cook and live our everyday lives?
NYS
Performance
Indicator
PS 4.4
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
 Vibrations in materials set up wave-like disturbances that
spread away from the source. Sound waves are an
example. Vibrational waves move at different speeds in
different materials. Sound cannot travel in a vacuum. PS
4.4c
 Wave behavior can be described in terms of how fast the
disturbance spreads and in terms of the distance between
successive peaks of the disturbance (the wavelength).
SFAA p. 54
 Light passes through some materials, sometimes refracting
in the process. Materials absorb and reflect light, and may
transmit light. To see an object, light from that object,
emitted by or reflected from it, must enter the eye. PS 4.4b
 Something can be "seen" when light waves emitted or
reflected by it enter the eye. 4F/M2
 Light travels and tends to maintain its direction of motion
until it interacts with an object or material. Light can be
absorbed, refracted, redirected, bounced back, or allowed
to pass through. ID: SMS-BMK-1829
 Light acts like a wave in many ways. And waves can
explain how light behaves. ID: SMS-BMK-1828
 Light from the sun is made up of a mixture of many different
colors of light, even though to the eye the light looks almost
white. Other things that give off or reflect light have a
different mix of colors. 4F/M1
Procedural Knowledge:
To Do
 Develop models of an
electromagnetic light
spectrum.
 Describe the properties of
sound, light, magnetism,
and electricity.
 Observe how light can be
scattered, refracted, and
reflected.
 Create a line graph to plot
the harmonic motion of a
pendulum. GS-9
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18
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
 Abstract
 Analyze
 Classify
 Compare
 Contrast
 Construct
models
 Decision making
 Deduction
 Design charts,
tables, graphs,
 Distinguish
 Draw
conclusions
 Explore
 Hypothesize
 Journal writing
 Observe
 Organize
 Predict
 Present
 Problem solve
 Activity: Identify
modern technological
products, and
describe the waves
involved with each.
 Inquiry Activity:
Demonstrate
properties of light by
using a flashlight and
laser pointer, a fish
tank, water, and
chalk dust (or
cornstarch). Use
inquiry to develop
model.
 Activity: Use a rope
and a slinky to
demonstrate various
waves.
 Activity: Use a
plastic prism to
refract light.
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
 Human eyes respond to only a narrow range of
wavelengths of electromagnetic radiation--visible light.
Differences of wavelength within that range are perceived
as differences in color. 4F/M5
 Different forms of electromagnetic energy have different
wavelengths. Some examples: electromagnetic energy:
microwaves, infrared light, visible light, ultraviolet light, Xrays, and gamma rays. PS 4.4a
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VOCABULARY
Absorption
Color spectrum
Crest
Diffraction
Frequency
Gamma rays
Harmonic Motion
Hertz
Infrared light
Light
Longitudinal waves
Microwaves
Period
Pendulum
Reflection
Refraction
Sound
Transverse waves
Trough
Ultraviolet light
Vibrations
Wavelength
Waves
X-rays
Atlas 2061: http://strandmaps.nsdl.org/
19
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
 Activity: Use
differing sized tuning
forks with a laser like
light attached to
show and illustrate
the various
wavelengths
associated with the
frequency.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 10: Electricity and Magnetism
Essential Question: How is magnetism related to electricity?
NYS
Performance
Indicator
PS 4.4
PS 4.5
PS 5.2
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 Electrical energy can be produced from a
variety of energy sources and can be
transformed into almost any other form of
energy. PS 4.4d
 Electrical energy can be generated from a
variety of energy resources and can be
transformed into almost any other form of
energy. Electric circuits are used to distribute
energy quickly and conveniently to distant
locations. 8C/M4
 Electrical circuits provide a means of
transferring electrical energy. PS 4.4e
 Electrical circuits require a complete loop
through which an electrical current can pass.
4G/M4
 With direct contact, electricity can be
transferred from one object to another.
 The flow of electricity can be controlled with
circuits, well insulated wires and switches.
 Energy can be transferred from one system to
another (or from a system to its environment)
in different ways: electrically, when an
electrical source such as a battery or
generator is connected in a complete circuit to
an electrical device; or 4) by electromagnetic
 Determine the electrical
conductivity of a material, using a
simple circuit. PSS-15
 Students build an electromagnet
and investigate the effects of using
different types of core materials,
varying thicknesses of wire, and
different circuit types.
 Describe the properties of
magnetism, and electricity.
 Build and decipher between a
parallel circuit and a series circuit.
 Use a rod and fur to show static
electricity.
Atlas 2061: http://strandmaps.nsdl.org/
20
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf

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Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of
textbook
Presentation
 Lab: Use a bulb,
battery, and wires to
create a parallel circuit
and a series circuit.
 Lab: Students build an
electromagnet and
investigate the effects
of using different types
of core materials,
varying thicknesses of
wire, and different
circuit types.
 Lab: Use iron fillings, a
steel nail, and bar
magnets to show and
illustrate a magnetic
field.
 Lab: Use coiled
copper wire,
paperclips, sandpaper,
a rubber band, a
magnet, and a battery
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
waves.
 Magnetic forces are very closely related to
electric forces and are thought of as different
aspects of a single electromagnetic force.
Moving electrically charged objects produces
magnetic forces and moving magnets
produces electric forces. 4G/H5ab
 Without touching them, material that has been
electrically charged attracts uncharged
material, and may either attract or repel other
charged material. PS 4.4f
 Without direct contact, a magnet attracts
certain materials and either attracts or repels
other magnets. The attractive force of a
magnet is greatest at its poles. PS 4.4g
 Without touching them, a magnet pulls on all
things made of iron and either pushes or pulls
on other magnets. 4G/E2
 A bar magnet may be cut into multiple pieces
and retain its southern and northern poles.
 Magnetic force can pass through many
materials with no apparent decrease in
strength.
 Electric currents and magnets can exert a
force on each other. PS 5.2b
 An electric current in a wire and a magnet
near a coil of wire induces electric current
when there is movement.
Atlas 2061: http://strandmaps.nsdl.org/
21
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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to create a simple
motor.
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
VOCABULARY
 Amperes
 Battery
 Chemical energy
 Closed Circuit
 Conductor
 Current
 Electrical energy
 Electromagnet
 Electro-magnetic waves
 Insulated
 (Kinetic) energy
 Magnet
 Magnetic field
 Magnetism
 Ohm’s Law
 Poles
 Potential energy
 Positive electrons
 Negative electrons
 Static electricity
 Switch
 Voltage
 Watts
Atlas 2061: http://strandmaps.nsdl.org/
22
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 11: Force and Motion
Essential Question: What are the effects of forces on the motion of objects?
NYS
Performance
Indicator
PS 5.1
PS 5.2
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 The motion of an object is always judged with respect
to some other object or point. The idea of absolute
motion or rest is misleading. PS 5.1a
 The motion of an object can be described by its
position, direction of motion, and speed. PS 5.1b
 An object’s motion is the result of the combined effect
of all forces acting on the object. A moving object that
is not subjected to a force will continue to move at a
constant speed in a straight line. An object at rest will
remain at rest. (Newton’s First Law) PS 5.1c
 Force is directly related to an object’s mass and
acceleration. The greater the force, the greater the
change in motion. (Newton’s Second Law) PS 5.1d
 For every action there is an equal and opposite
reaction. The greater the force is, the greater the
change in motion will be. (Newton’s Third Law) PS
5.1e
 Unbalanced force acting on an object changes its
speed or direction of motion, or both. 4F/M3a
 If a force acts toward a single center, the object's path
may curve into an orbit around the center. 4F/M3b
 The change in motion (direction or speed) of an object
is proportional to the applied force and inversely
proportional to the mass. 4F/H1
 Every object exerts gravitational force on every other
 Determine the speed and
acceleration of a moving object.
PSS-16
 Force = mass x acceleration
 Acceleration = force / mass
 Safely and accurately use the
following measurement tools:
metric ruler, and spring scale.
 Identify the relationship between
motion and a reference point.
 Identify the two factors upon
which speed depends.
 Determine the speed and
acceleration of a moving object.
 Interpret a graph showing
acceleration. GS-9
 Calculate average speed.
 Calculate average acceleration.
 Construct a device that detects
acceleration.
 Compare balanced and
unbalanced forces.
 Demonstrate action/reaction
forces. GS-8
Atlas 2061: http://strandmaps.nsdl.org/
23
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies









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
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of
textbook
Presentation
Assessment/Laboratory
Investigation/Activities
 Inquiry Activity: From
the following materials,
construct an
accelerometer: scissors,
string, 1L container of
water with lid, pushpin,
small piece of cork or
Styrofoam ball, and
modeling clay.
 Inquiry Activity:
Students study different
types of rockets and use
balloons and various
objects to make a model
rocket with the best
reaction time.
 Activity: Study energy
issues in relation to the
current energy crisis
and brainstorm ways to
reduce fossil fuel use.
 Lab: Students run a
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
object. Gravitational force depends on how much
mass the objects have and on how far apart they are.
Gravity is one of the forces acting on orbiting objects
and projectiles. PS 5.2a
 Friction is a force that opposes motion. PS 5.2d
VOCABULARY
 Absolute motion
 Acceleration
 Action
 Average speed
 Balanced
 Distance
 Force
 Friction
 Gravity
 Inertia
 Lubricant
 Mass
 Meters/second squared
 Motion
 Net force
 Newton’s First Law
 Newton’s Second Law
 Newton’s Third Law
 Reaction
 Reference point
 Speed
 Unbalanced
 Velocity
specific distance to
calculate and graph the
acceleration of boys vs.
girls.
 Lab: Students use
matchbox cars to
experiment with how the
friction of various
surfaces and how slope
can affect the
acceleration or speed of
a car.
 Activity: Use a spool of
thread, assorted rubber
bands, a 2 cm metal
washer, a paper clip
and tape to make a
spool car to
demonstrate Newton’s
three laws
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
`
Atlas 2061: http://strandmaps.nsdl.org/
24
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 7
Unit 12: Machines
Essential Question: What are simple machines and how do they help us every day life?
NYS
Performance
Indicator
PS 5.2

Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Machines transfer mechanical energy from one object to
another. PS 5.2c
 Friction is a force that opposes motion. PS 5.2d
 A machine can be made more efficient by reducing friction.
Some common ways of reducing friction include lubricating or
waxing surfaces. PS 5.2e
 Machines can change the direction or amount of force, or the
distance or speed of force required to do work. PS 5.2f
 Simple machines include a lever, a pulley, a wheel and axle,
and an inclined plane. PS 5.2g
 A complex machine uses a combination of interacting simple
machines, e.g., a bicycle. PS 5.2g
VOCABULARY
 Friction
 Gears
 Inclined plane
 Input work
 Lever
 Mechanical advantage
 Output work
 Pulley
 Simple machines
 Wax
 Wheel and axle
Atlas 2061: http://strandmaps.nsdl.org/
25
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Procedural
Knowledge:
To Do
 Calculate work
 Work =
force/distance
 Evaluate each of
the simple
machines to
decipher best
mechanical
advantage.
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
 Observing
 Predicting
 Inquiry
 Making
Generalization
s
 Comparing
 Contrasting
 Analyzing
 Hypothesizing
 Distinguish
 Reading and
Study of
textbook
 Presentation
 Activity: Use website
www.edheads.org to practice
using and identifying simple
machines.
 Activity: Students use simple
machines made of pulleys and
levers to lift objects and explain
how each machine transforms
the force applied to it.
 Activity: Students use a device
and describe the energy
transformations evident in
them. Such as a solar oven, or
mousetrap car.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Appendix
v. Metric Conversion Chart
vi. KLEW Chart
vii. Bloom’s Taxonomy
viii. Costa’s Levels of Questioning
Atlas 2061: http://strandmaps.nsdl.org/
26
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Kangaroos
Hopping
Down
Mountains
Drinking
Chocolate
milk
Metric Conversion Chart
Kilo-
Hecto-
Deca-
Meter, liter, gram
Deci-
Centi-
Milli-
1 meter equals .001
kilometers.
1.0 m=.001 km (the
decimal moves 3 places
to the left).
1.0 cm=.00001 km (the
decimal moves 5 places
to the left when starting in
the centimeter column).
If 1 meter, then put
decimal after the 1
like “1.0” Move the
decimal
to the right for
anything on the chart
to the right of here
and to the left for
anything on the left of
here. (You can start
anywhere on the
chart.)
Atlas 2061: http://strandmaps.nsdl.org/
27
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
1 meter equals 100
centimeters.
1 meter equals 1000
millimeters.
1.0 m=100.0 cm (the
decimal moved 2
places to the right).
1.0 m=1000.0 mm (the
decimal moved 3 places
to the right).
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
KLEW Chart
K
(What You Know . . .
Think Prior Knowledge)
L
(What You Have Learned)
Atlas 2061: http://strandmaps.nsdl.org/
28
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
E
(What Is The Evidence?)
W
(What Do You Still Want
To Find Out?)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
A Three Story Intellect!
BLOOM’S TAXONOMY
The Student will…
Knowledge
(Remembering)
Learn specific facts, ideas,
vocabulary;
remembering/recalling
information or specific facts.
Comprehension
(Understanding)
Ability to grasp the meaning of
material; communicate knowledge;
understanding
information without relating it to other
material.
Introduction of knowledge
Level One—the basement
By doing the following…
collect, copy,
define, describe,
examine,
find,
group,
identify, indicate,
label, list, locate,
match,
name,
omit, observe,
point, provide,
quote,
read, recall, recite,
recognize, repeat,
reproduce,
say, select, sort, spell,
state,
tabulate, tell, touch,
underline,
who, when, where, what
Application
(Applying)
Ability to use learned material in
new and concrete situations;
use learned knowledge and
interpret previous situations.
Analysis
(Analyzing)
Ability to break down material into
its component parts and
perceive interrelationships.
Practice knowledge learned
Level Two— the ground floor
By doing the following…
alter, associate
calculate, categorize,
change, communicate,
convert,
distinguish,
expand, explain,
inform,
name alternatives, outline,
paraphrase,
rearrange, reconstruct,
relate, restate (own words),
summarize,
tell the meaning of,
translate,
understand,
verbalize,
write
acquire, adopt,
apply, assemble, capitalize,
construct, consume,
demonstrate, develop,
discuss,
experiment,
formulate,
manipulate,
organize,
relate, report,
search, show,
solve novel problems,
tell consequences,
try,
use, utilize
Atlas 2061: http://strandmaps.nsdl.org/
29
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Synthesis
(Creating)
Ability to put parts together to
form a new whole; use elements
in new patterns and
relationships.
Evaluation
(Evaluating)
Ability to judge the value of
material (statement, novel,
poem, report, etc.) for a given
purpose; judgment is based
on given criteria.
Demonstrates mastery of knowledge learned
Level Three—the penthouse
By doing the following…
analyze, arrange,
break down,
categorize, classify,
compare, contrast, deduce,
determine, diagram,
differentiate, discuss
causes,
dissect, distinguish,
give reasons,
order,
separate, sequence,
survey,
take apart,
test for,
why
alter, build,
combine, compose,
construct, create, develop,
estimate,
form a new…,
generate,
hypothesize,
imagine, improve,
infer, invent,
modify,
plan, predict,
produce, propose,
reorganize, rewrite, revise,
simplify, synthesize
appraise, argue, assess,
challenge, choose,
conclude, criticize,
critique,
debate, decide, defend,
discriminate, discuss,
document, draw
conclusions,
editorialize, evaluate,
grade,
interpret,
judge, justify,
prioritize,
rank, rate, recommend,
reject,
support,
validate,
weigh
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Costa’s Levels of Questioning
Knowledge—Level 1A
(Remembering)
Skills Demonstrated:
• Observation and recall of
information
• Knowledge of dates,
events, places
• Knowledge of major ideas
• Master of subject matter
What is…?
How is…?
Where is…?
When did ____ happen?
How did _______?
Why did…?
How would you describe…?
When did…?
Can you recall…?
How would you show…?
Can you select…?
Who were the main...?
Can you list three…?
Which one…?
Who was…?
Comprehension—Level
1B
Application—Level 2A
Analysis—Level 2B
Synthesis—Level 3A
Evaluation—Level 3B
Skills Demonstrated:
• Understanding
information
• Grasp meaning
• Translate knowledge into
new context
• Interpret facts, compare,
contrast
• Order, group, infer causes
• Predict consequences
How would you classify the
type of…?
How would you
compare/contrast…?
Will you state or interpret in
your own words…?
How would you rephrase the
meaning…?
What facts or ideas show…?
What is the main idea of…?
Which statements support…?
Can you explain what is
happening…what is meant…?
What can you say about…?
Which is the best answer…?
How would you summarize…?
Skills Demonstrated:
• Use information
• Use methods, concepts,
theories in new situations
• Solve problems using
required skills or
knowledge
Skills Demonstrated:
• Seeing patterns
• Organization of parts
• Recognition of hidden
meanings
• Identification of
Components
Skills Demonstrated:
• Use old ideas to create
new ones
• Generalize from given
facts
• Relate knowledge from
several areas
• Predict, draw conclusions
Skills Demonstrated:
• Compare and
discriminate between
ideas
• Assess value of
theories, presentations
• Make choices based on
reasoned argument
How would you use…?
What examples can you find
to…?
How would you
solve_____using what you
have learned…?
How would you organize
______to show…?
How would you show your
understanding…?
What approach would you use
to…?
How would you apply what you
learned to develop…?
What other way would you
plan to…?
What would result if…?
Can you make use of the facts
to…?
What elements would you
choose to change…?
What facts would you select to
show…?
What questions would you ask
in an interview with…?
What are the parts of…?
How is_____related to…?
Why do you think…?
What is the theme…?
What motive is there…?
Can you list the parts…?
What inference can you
make…?
What conclusions can you
draw…?
How would you classify…?
How would you categorize…?
Can you identify the different
parts…?
What evidence can you find…?
What is the relationship
between…?
Can you make a distinction
between…?
What is the function of …?
What ideas justify…?
How would you estimate the
results for…?
What facts can you compile…?
Can you construct a model that
would change…?
Can you think of an original
way for the…?
Do you agree with the
actions…? with the
outcomes….?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if …?
Why did they (the character)
choose…?
What would you
recommend…?
How would you rate the …?
What would you cite to defend
the actions…?
How would you evaluate…?
How could you determine…?
What choice would you have?
Do you agree with the
actions…? With the
outcomes…?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if…?
Why did they (the character)
choose…?
What would you
recommend…?
How would you evaluate…?
How could you determine…?
What choice would you have
made…?
What would you select…?
How would you prioritize…?
What judgment would you
make about…?
Based on what you know,
how would you explain…?
What information would you
use to support the view…?
How would you justify…?
What data was used to make
the conclusion…?
Why was it better that…?
How would you prioritize the
facts…?
How would you compare the
ideas…?
(Understanding)
(Applying)
Atlas 2061: http://strandmaps.nsdl.org/
30
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
(Analyzing)
(Creating)
(Evaluating)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010