COMMUNITY UNIT SCHOOL DISTRICT 200
Science Curriculum Philosophy
We believe that science education allows all students to experience the richness and excitement of
knowing about and understanding the natural world. Through the use of appropriate scientific
processes and principles, students will understand how science applies to everyday life. Students will
also use appropriate technology during inquiry as they become critical thinkers so that they become
contributing members of society.
SEVENTH GRADE SCIENCE for Fast Paced Algebra 1 students
1. Subject Expectation
(State Goal 11)
The student will understand the processes of scientific inquiry and
technological design to investigate questions, conduct experiments,
and solve problems.
Essential Learning 1
(Learning Standard A)
Know and apply the concepts, principles, and processes of scientific
inquiry
Critical Content
11.A.3a
11.A.3b
11.A.3c
11.A.3d
11.A.3e
11.A.3f
11.A.3g
Essential Learning 2
(Learning Standard B)
Critical Content
a. formulate hypotheses that can be tested by collecting data
b. conduct scientific experiments that control all but one
variable
c. collect and record data accurately using consistent
measuring and recording techniques and media
d. explain the existence of unexpected results in a data set
e. use data manipulation tools and quantitative such as mean,
mode, simple equations, and representational methods
such as simulations, image processing to analyze measurements
f. interpret and represent results of analysis to produce
findings
g. report and display the process and results of a scientific
investigation
Know and apply the concepts, principles, and processes of
technological design
11.B.3a
a.
11.B.3b
b.
11.B.3c
c.
11.B.3d
d.
11.B.3e
e.
identify an actual design problem and establish criteria
for determining the success of a solution
sketch, propose and compare design solutions to the problem
considering available materials, tools, cost effectiveness, and
safety
select the most appropriate design and build a prototype or
simulation
test the prototype using available materials, instruments, and
technology and record the data
evaluate the test results based on established criteria, note
sources of error, and recommend improvements
Board of Education Approved 04-28-10
1
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
Essential Learning 3 *
Critical Content
*
*
*
*
Use reading and writing strategies to comprehend expository
materials
a. activate background information using pre-reading strategies
such as
- brainstorming
- previewing
- predicting
- surveying using skimming and scanning
- setting a purpose
b. recognize the organizing principles of a text in order to aid
comprehension and recall:
- format features within a text
 identify heading to determine the ordinance
hierarchy of ideas
 discern where a section of text starts and stops
-using organizational visual cues
 distinguish headings from boldfaced
vocabulary words
 identify features unusual to the specific text
*skill pages
*captions
*review section
*adjunct pages of information
*charts
*graphs
 use the front and end matter of text
*glossary
*table of contents
- knowledge of the interrelationship among ideas
 enumeration (listing)
 time order (chronology)
 comparison/contrast
 cause/effect
 problem/solution
c. adjust one’s reading rate to the reading task
- skimming
- scanning
- retelling
d. develop and apply appropriate strategies during reading to
understand expository text:
 monitoring for meaning-knowing when you know,
knowing when you don’t know
 using and creating schema-making
connections between the new and the known,
building and activating background
knowledge
Board of Education Approved 04-28-10
2
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
*
*
 asking questions-generating questions before,
during, and after reading that lead you deeper
into the text
 determining importance-deciding what matters
most, what is worth remembering
 inferring-combining background knowledge
with information from the text to predict,
conclude, make judgments, interpret
 using sensory and emotional images-creating
mental images to deepen and stretch meaning
 synthesizing-creating an evolution of meaning
by combining understanding with knowledge
from other texts/sources
 use vocabulary strategies to determine text meaning
 context clues
 word recognition strategies using knowledge
of prefixes, suffixes, and word roots
 glossary usage
e. check for understanding of expository text after reading,
using various strategies such as
- summarize information in internal, oral, or written
formats
- paraphrase information in oral or written formats
- make generalizations from text in oral or written
formats
- form reasoned arguments/judgments from text in oral
or written formats
- follow written multiple step instructions or procedures
- make simples inferences
- differentiate between fact and opinion
f. produce written products for a variety of purposes and
audiences such as
- note taking
- outlining
- summarizing
- research reports
- expository essays
- persuasive essays
- narrative essays
- journaling
- illustrating
- formulate answers to open-ended questions
Board of Education Approved 04-28-10
3
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
Essential Learning 4 *
Access, use, and evaluate information from a variety of sources
Critical Content
a. self-select appropriate research materials
b. recognize and understand the function of parts of a book and
use appropriately such as
- table of contents
- index
- glossary
- timeline
c. locate information using a variety of resources such as
- encyclopedia
- periodicals
- non-fiction books
- computer technology
- videos
- newspaper
- Internet
- community resources such as speakers and museums
d. assess the credibility of sources, especially Internet sources
e. gather and synthesize information from multiple sources
f. cite sources used in research using proper works cited/bibliography
format
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Board of Education Approved 04-28-10
4
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
2. Subject Expectation
(State Goal 12)
The student will understand the fundamental concepts,
principles and interconnections of the life, physical, and earth/space
sciences.
Essential Learning 1
(Learning Standard A)
Know and apply the concepts that explain how living things function,
adapt, and change
This content is not taught at this grade level
Essential Learning 2
(Learning Standard B)
Know and apply the concepts that describe how living things interact
with each other and with their environment
This content is not taught at this grade level
Essential Learning 3
(Learning Standard C)
Critical Content
Know and apply the concepts that describe properties of matter and
energy and the interactions between them
12.C.3a
12.C.3a
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
12.C.3b
predict, observe, explain how interactions of energy and
matter affect changes of state
b. report, demonstrate how interactions of energy and matter affect
changes of state (design investigations if time allows)
c. state, discover, identify the physical or chemical changes of matter
d. differentiate between a physical change and a chemical change
e. show, investigate, discuss physical and chemical changes of matter
f. observe, identify, state relationships and design experiments that
can test characteristics of atoms, molecules, elements and
compounds
g. listen to and distinguish between explanations of models or
illustrations that show the chemical and physical characteristics of
matter including periodic table
h. compare and contrast properties of acids and bases
i. demonstrate, investigate through experimentation, and discuss the
relationships among atoms, molecules, elements, and compounds,
both qualitatively and quantitatively
 ionic and covalent bonding
j. construct and discuss models or illustrations that show physical
characteristics of matter
k. Measure the masses of chemical reactants and products to show
that the sum equals the parts (law of conservation)
l. compare ratios of different masses and different volumes of the
same kinds of samples.
m. identify and demonstrate the various chemical reactions
 synthesis
 decomposition
 single and double displacement
n. investigate the properties of gases at varying temperatures and
pressures
o. predict, observe, and balance simple equations.
a.
Board of Education Approved 04-28-10
5
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
Essential Learning 4
(Learning Standard D)
Critical Content
Know and apply the concepts that describe force and motion and the
principles that explain them
12.D.3a.
12.D.3b
12.D.3c
12.D.3.d
12.D.3.e
a. apply scientific inquiries or technological designs to incorporate
the impact of force on motion
associate Newton's three laws of motion to mass, distance,
and acceleration
b. apply scientific inquiries or technological designs to
measure force
compare common examples of balanced or unbalanced
forces in everyday use
examine frictional forces in common examples
explain the dimensions of force graphically
c. apply scientific inquiries or technological designs to explore laws
and theories associated with motion
 compare common situations to each of Newton's three laws of
motion
d. apply scientific inquiries or technological designs to measure motion
 explain the dimensions of speed/time with directional units
mathematically and conceptually compare average speed,
average velocity, and average acceleration with common
examples
use simple machines to demonstrate the principles of
mechanics
analyze components of motion graphically
e. apply scientific inquiries or technological designs to examine
gravitational forces
correlate how an object's mass and distance affect weight
in Earth and planetary examples
identify the effects of the sun's gravitational force in the
solar system
Board of Education Approved 04-28-10
6
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
Essential Learning 5
(Learning Standard E)
Critical Content
Know and apply the concepts that describe the features and processes of
the Earth and its resources
12.E.3a
12.E.3a
12.E.3a
12.E.3a
12.E.3a
12.E.3a
12.E.3a
12.E.3b
12.E.3c
Essential Learning 6
a.
research past, current, and projected earth system phenomena
that affect populations
b. identifying properties and origins of rocks and minerals
c. diagram the established geologic eras, periods, and epochs
d. compare and contrast relative vs. absolute dating*
e. describe the geologic events that led to formation of earth, the
Great Lakes, and Illinois
f. compare properties of minerals and rocks
g. describe earth’s rock cycle and tectonic movements and
fossil records
h. identify fossil types
i. compare renewability or availability of earth resources such as
fossil fuels
Know and apply concepts that explain the composition and structure
of the universe and Earth’s place in it
This content is not taught at this grade level
Essential Learning 7 *
Use reading and writing strategies to comprehend expository materials
Critical Content
Same as Subject Expectation 1, Essential Learning 3
Essential Learning 8 *
Access, use, and evaluate information from a variety of sources
Critical Content
Same as Subject Expectation 1, Essential Learning 4
Board of Education Approved 04-28-10
7
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept
3. Subject Expectation
(State Goal 13)
The student will understand the relationships among science,
technology, and society in historical and contemporary contexts.
Essential Learning 1
(Learning Standard A)
Know and apply the accepted practices of science
Critical Content
13.A.3a a. identify and reduce potential hazards in science activities such as
ventilation, and handling chemicals
13.A.3b b. analyze historical and contemporary cases in which the work of
science has been affected by both valid and biased scientific
practices
13.A.3c c. explain what is similar and different about observational and
experimental investigations
Essential Learning 2
(Learning Standard B)
Critical Content
Know and apply concepts that describe the interaction between
science, technology, and society
13.B.3a a. identify and explain ways that scientific knowledge and economics
drive technological development
13.B.3b b. identify important contributions to science and technology that
have been made by individuals and groups from various cultures
13.B.3c c. describe how occupations use scientific and technological
knowledge and skills
13.B.3d d. analyze the interaction of resource acquisition, technological
development, and ecosystem impact such as diamond, coal or gold
mining; deforestation
13.B.3e e. identify advantages and disadvantages of natural resource
conservation and management programs
13.B.3f f. apply classroom-developed criteria to determine the effects of
policies on local science and technology issues such as energy
consumption, landfills, and water quality
Essential Learning 3 *
Use reading and writing strategies to comprehend expository
materials
Critical Content
Same as Subject Expectation 1, Essential Learning 3
Essential Learning 4 *
Access, use, and evaluate information from a variety of sources
Critical Content
Same as Subject Expectation 1, Essential Learning 3
Board of Education Approved 04-28-10
8
Grade 7 Science for Fast-Paced Algebra 1 students
Note: such as = an example used for clarification, but not a mandatory concept
including = a mandatory concept