7th
​​Grade Curriculum Map
Unit 1 : ​
Experimental Design Duration​
: 4 weeks NGSS Performance Expectation Planning and Carrying Out Investigations ​
Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. ▪ ​
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (07­PS3­4)
Scientific Knowledge is Based on Empirical Evidence ▪ ​
Science knowledge is based upon logical and conceptual connections between evidence and explanations (07­PS3­4),(07­PS3­5) Vocabulary: Independent variable, dependent variable, control, constants, hypothesis, problem, inference, thermometer, graduated cylinder, scale, beaker, liter, gram, conclusion, data, meniscus, Celsius, Fahrenheit, line graph, bar graph, qualitative data, quantitative data, interpret, procedure, investigate, mass, volume Learning Targets Students Do/Engineering Targets 1. I can design an investigation to test the solution to a given problem. Design an experiment to solve problem 2. I can determine the hypothesis being tested during a given experiment. Collect and display data correctly 3. I can select and identify the appropriate tools to use while collecting Identify and use tools appropriately experimental data. Select and argue dependent and independent variables 4. I can contrast mass and volume. 5. I can record data using appropriate units. Suggested Labs: ​
(see resource list) 6. I can select the format to display collected data appropriately. Air Rocket Lab 7. I can interpret various forms of displayed data. Rainbow Lab 8. I can analyze an experiment to determine constants, controls, independent Science Spot Measurement Labs (sciencespot.net) variables, and dependent variables. Paper Towel Lab 9. I can analyze an experiment to determine if it is valid(control all variables Drops on A Penny except the independent variable). Fill Your Cup Unit 1 Resources
● Air Rocket Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=162497&c=159806&s=3394
● Rainbow Lab ​
http://middle3.fatcow.com/rainbowlab.html ● Paper Towel Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=162497&c=159806&s=3394
● Drops on a Penny ​
http://sciencespot.net/Media/pennylab.pdf
● Fill Your Cup ​
http://www.middleschoolchemistry.com/lessonplans/chapter5/lesson2
● Websites:
○ www.sciencespot.net
Unit 2: Energy Duration: 4 weeks NGSS Performance Expectation 07­PS3­2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [​
Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.] 07­PS3­3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*​
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] 07­PS3­4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.​
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] 07­PS3­5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] Vocabulary – from Framework ENERGY Forms:​
potential, kinetic, mechanical, electrical, sound, light, solar (radiant), heat (thermal), chemical, nuclear, gravitational potential. Temperature, friction, gravitational force, radiation, conduction, convection, law of conservation of energy, fluid, transferred energy, conserved energy Learning Targets Students Do/Engineering Targets 1. I can identify the different forms of energy. (see energy forms above) From diagrams or pictures, name the type of energy and how energy changes. 2. I can explain the law of conservation of energy and how it applies in various situations. Solar Oven Lab/Demo: (see resource list) 3. I can explain how energy transfers in different objects. Study different types of matter to explain temperature transfer. 4. I can identify the transfer of energy at different points in a moving/stationary object. Suggested Labs​
: (see resource list) 5. I can determine the effect of gravitational potential energy on an object. Pendulum Lab 6. I can determine the relationship between specific characteristics (energy transfer, matter Law of Conservation of Energy type, mass) and average kinetic energy as measured by the temperature of a sample. Static lab Energy stations Unit 2 Resources
● Pendulum lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194829&s=3394&c=159806
● Solar Oven Lab/demo
○ http://www.hometrainingtools.com/a/build-a-solar-oven-project
○ http://www.education.com/science-fair/article/design-solar-cooker/
○
● Static Lab
○ Static Balloon Lab PDF
○ http://www.history.org/History/teaching/enewsletter/volume7/images/jan/balloon_experiments.pdf
○ Static Activities PDF
○ Static Electricity Stations PDF
● Energy Stations: ​
Energy stations
● Law of Conservation of Energy: ​
Machine project
●
Websites: ​
www.NEED.org Unit 3: Waves Duration: 4 weeks NGSS Performance Expectation 07­PS4­1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. ​
[Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.] 07­PS4­2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.​
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] 07­PS4­3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals​
. [Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.] Vocabulary – from Framework Wave, absorption, diffraction, reflection, refraction, law of reflection, law of refraction, transverse wave, longitudinal wave, amplitude, crest, trough, frequency, medium, electromagnetic spectrum (gamma, X­rays, UV, light, infrared, microwaves & radio), transmission, sound waves, mechanical waves Learning Targets Students Do/Engineering Targets 1. I can identify electromagnetic (light) and mechanical waves. Draw and label parts of a wave 2. I can name, draw and/or label the parts of a wave. Study different waves to determine which wave is stronger. 3. I can determine the energy of a wave based on a graph. 4. I can analyze two waves to determine which wave has more energy. Suggested Labs: ​
(see resource list) 5. I can identify longitudinal and transverse waves. Laser/gummy demo 6. I can explain how waves are reflected, absorbed and transmitted through Light Reflection/Refraction LP various materials. Slinky Lab Unit 3 Resources
● Transmission Lab (gummy bear laser demo)
○ Gummy Bear Laser Lab
● Light Reflection/Refraction
○ http://www.instructables.com/id/Gummy-Bears-and-Lasers/
● Slinky Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=176329&c=159806&s=3394
● Sound Waves Lab (NEED Project) ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194830&s=3394&c=159806
● Waves Prezi: ​
https://prezi.com/mk0ggnr8n3ax/classification-of-waves/
● Video Links
○ Dancing Flames ​
https://www.youtube.com/watch?v=ynqzeIYA7Iw Unit 4: Forces Duration: 4 weeks NGSS Performance Expectation 07­PS2­3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] 07­PS2­4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. ​
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.] 07­PS2­5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. ​
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically­charged strips of tape, and electrically­charged pith balls. Examples of investigations could include first­hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields. Assessment is limited to qualitative evidence for the existence of fields.] Vocabulary – from Framework ​
electromagnet, static electricity, static discharge, magnetic poles, aurora, electron, proton, magnetic fields, non­contact forces, contact forces, law of electric charges, electric force, friction, conduction, induction, conservation of charge, conductor, insulator, lightning, aurora borealis, force field, potential/stored energy, gravitational energy, generators, Newton’s Laws of Motion Learning Targets 1. I can name and describe contact and non­contact forces. 2. I can distinguish between balanced and unbalanced forces. 3. I can describe the difference between mass and weight. 4. I can predict the effects of gravity on various objects. 5. I can estimate the amount of gravity between objects by observing their masses and the distance between them. 6. I can describe the parts of an electromagnet. 7. I can explain how magnets and magnetism works. 8. I can describe how electromagnetic fields work. 9. I can explain what creates the Aurora Borealis. (formative assessment) Students Do/Engineering Targets Build an electromagnet. Suggested Labs: ​
(see resource list) Electromagnet Strength Lab Magnet lab How to Make a Compass Van De Graaff Generator Gravitational Potential Energy Lab Unit 4 Resources
● Electromagnet Strength Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=175067&c=159806&s=3394
● How to Make a Compass ​
http://www.videojug.com/film/how-to-make-a-compass
○ http://oceanservice.noaa.gov/education/for_fun/MakeyourownCompass.pdf
● Van de Graaff Generator ​
http://amasci.com/emotor/vdgdemo.html
● Magnet Lab
○ http://www.warrencountyschools.org/olc/folder.aspx?id=194831&s=3394&c=159806
○ http://my.execpc.com/%7erhoadley/magindex.htm
● Gravitational Potential Energy Lab ​
http://www.msichicago.org/fileadmin/Education/teacher_courses/Get_Re-Energized/ME_Ball_Drop.pdf Unit 5: Chemical Reactions Duration:4­5 weeks NGSS Performance Expectation 07­PS1­2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. ​
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] 07­PS1­5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved​
. [Clarification Statement: Emphasis is on law of conservation of matter, and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.] 07­PS1­6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.] Vocabulary – from Framework Solid, liquid, gas, pressure, melting, freezing, vaporization, condensation, sublimation, physical change, physical properties, chemical change, chemical properties, law of conservation of mass, matter, molecule, atom, solubility, substance, solution, solvent, solute, colloid, suspension, concentration, mixture​
,​
endothermic, exothermic, catalyst Learning Targets Students Do/Engineering Targets 1. I can describe the properties of solids, liquids and gases. Chemical and physical change labs: Students will 2. I can classify elements according to their properties. observe changes in labs and determine if reaction 3. I can distinguish between elements and compounds. has occurred. 4. I can explain how compounds are different than the elements that form them. Law of Conservation of Mass Lab 5. I can describe matters physical and chemical properties. Endothermic and exothermic labs 6. I can distinguish between physical and chemical changes. 7. I can predict how different factors will affect how fast chemicals react together. 8. I can demonstrate how mass is conserved during a chemical change. Suggested Labs: ​
(see resource list) Iron­ic Cereal Lab Endo/Exothermic Reaction Lab Law of conservation of mass lab Unit 5 Resources
● Law of Conservation of Mass Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194833&s=3394&c=159806
● Endo/Exothermic Reaction Lab
○ http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7
○ http://www.education.com/science-fair/article/chemical-reations-absorb-release-energy/
● Iron-ic Cereal Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=165783&c=159806&s=3394
Unit 6: Structure and Function Duration: 5­6 weeks NGSS Performance Expectation 07­LS1­1. Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.​
[Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and nonliving cells, and understanding that living things may be made of one cell or many varied cells.] 07­LS1­2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.​
[Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] 07­LS1­3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.​
[Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] Vocabulary – from Framework:​
​
homeostasis, reproduction, asexual, sexual, DNA, photosynthesis, cells (prokaryotic and eukaryotic), response, stimuli, multicellular, unicellular, Levels of organization: cell, tissue, organ, organ system, organism; organelles (mitochondria, chloroplast, etc…); Body systems: circulatory, excretory, digestive, respiratory, muscular, nervous. Learning Targets 1. I can name the characteristics of life. 2. I can contrast eukaryotic and prokaryotic cells. 3. I can describe the functions of the main organelles of a prokaryotic/eukaryotic cell. 4. I can compare and contrast plant and animal cells. 5. I can draw and label main parts of a plant and animal cell. 6. I can name the levels of organization. 7. I can describe the function of the digestive, circulatory, respiratory, excretory, nervous, and muscular system and describe how they are dependent. Students Do/Engineering Targets Writing Task: Assignment to prove organisms are made of cells. (see resource list) Cell model – construct a model of a plant and/or animal cell. Suggested Labs: ​
(see resource list) Elodea cheek lab Body system gallery­walk Draw the different levels of organization. Cell Organelle Trading cards Unit 6 Resources
● Writing Task
● Cell Organelle Trading Cards ​
http://www.warrencountyschools.org/userfiles/2596/Classes/12008/cellorganelletradingcardproject.pdf?id=563392
● Elodea and Cheek Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194834&s=3394&c=159806
● Body Systems gallery-walk ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194834&s=3394&c=159806
● Levels of Organization drawing
● Structured Notes (aligned to Green Glencoe Science text)
○ ​
Structured Notes Lesson 1
○ Structured Notes Lessons 2 & 3
Unit 7: Growth Duration: 3 weeks NGSS Performance Expectation 07­LS1­4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.​
[Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] 07­LS1­5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.​
[Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] Vocabulary – from Framework pollen, stigma, anther, ovary, seed, pollination, nectar, seed dispersal, germination, adaptations, animal behaviors, courtship behaviors, species, plumage, pheromone Learning Targets Students Do/Engineering Targets 1. I can identify the parts and functions of a plant. From pictures or actual seeds, describe how seeds are dispersed. 2. I can explain the importance and process of pollination. Draw and label parts of a plant – explain the process of pollination. 3. I can describe how plant and animal adaptations lead to reproduction Given different scenarios – explain the effect on the populations. success. Suggested Labs/Videos: ​
(see resource list) 4. I can explain how environmental and genetic factors influence the growth Adaptation Lab of organisms.
Among The Wild Chimpanzees Unit 7 Resources
● Adaptation Lab ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194835&s=3394&c=159806
http://mysite.cherokee.k12.ga.us/personal/afton_roberts/site/Document%20Library/1/animal%20adaptations%20project.pdf
● Videos
○ Alien Planet ​
https://www.youtube.com/watch?v=zHzPEpHYtXQ
○ Among the Wild: Chimpanzee ​
https://www.youtube.com/watch?v=kczRE1o7dLY
Unit 8: Matter and Energy in Organisms and Ecosystem Duration: 4 weeks NGSS Performance Expectation 07​
­​
LS1­6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms​
. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] 07­LS1­7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.​
[Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] Vocabulary – from Framework Herbivore, carnivore, omnivore, ecology, biosphere, scavenger, food chain, food web, energy pyramid, habitat, niche, resources, prey, predator, producer (autotroph), decomposer, consumer (heterotroph), aerobic, anaerobic, photosynthesis, biotic and abiotic factors, ecosystem, population, community, limiting factors, population density, carbon cycle, cellular respiration Learning Targets Students Do/Engineering Targets 1. I can identify the Earth’s major source of energy. Arrange an ecosystem based on a given set of organisms to demonstrate the 2. I can explain the difference between biotic and abiotic factors in an flow of energy. ecosystem. 3. I can describe the processes of photosynthesis and cellular respiration. Suggested Labs:​
(see resource list) 4. I can describe how energy flows through an ecosystem by analyzing food Taste the Rainbow chains, food webs and energy pyramids. Water Races 5. I can interpret data showing how organisms in a food chain or food web Oh Deer! affect each other. Unit 8 Resources
● Taste the Rainbow ​
http://blog.wsd.net/anwilliams/files/2007/08/TPT-Taste-the-Rainbow-lab-Photosynthesis-and-Cell-Respiration.pdf
● Water Races ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194836&s=3394&c=159806
● Oh Deer! ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194836&s=3394&c=159806
● Blow Up a Balloon with Cellular Respiration ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194836&s=3394&c=159806
● Popcorn Energy Flow ​
http://www.warrencountyschools.org/olc/folder.aspx?id=194836&s=3394&c=159806