Science
3rd Nine Weeks
Grade 7
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP
connections are evident throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career
Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish
desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the
standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in
order to facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science
educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in
science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and
communicating information.
*The TOOLBOX contains additional resources for each unit.
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Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
3rd Nine Weeks
Grade 7
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Stability and
change
Cross Cutting
Concepts
Cause and
Effect
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue
to develop proficiency with the eight science practices. Crosscutting concepts can help students better understand core ideas in science and
engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in
and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective. A next
step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would
be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary
studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct,
and matching those predictions with those observed in the real world.
*The TOOLBOX contains additional resources for each unit.
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Science
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Grade 7
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025.
To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career
Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards Based Curriculum, Science
Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to
implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in
particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated
curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily
instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated
standardized tests. Our collective goal is to ensure our students graduate ready for college and career. Most of the elements found in the state Curriculum
Frameworks were incorporated into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to
offer avenues that could assist teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual SCS curriculum maps for
each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County
has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional
content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that
students in SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
3rd Nine Weeks
Embedded Standards
Grade 7
Learning Outcomes
Resources
CLIP Connections
Unit 3.1 - Cells, 5 Weeks
GLE 0707.1.1 Make
observations and
describe the structure
and function of
organelles found in
plant and animal cells.
GLE 0707.1.4 Illustrate
how cell division occurs
in sequential stages to
maintain the
chromosome number of
a species.
GLE 0707.1.5 Observe
and explain how
materials move through
simple diffusion.
GLE 0707.Inq.1 Design
and conduct open-ended
scientific investigations.
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
GLE 0707.Inq.5
Communicate scientific
understand using
descriptions, explanations
and models
Generate evidence from text to explain
and support the cell theory.
Observe and identify organelles of plant
and animal cells.
Analyze data from an investigation into
the limit of cell size.
Predict the movement of materials into
and out of cells by diffusion.
Sequence a series of diagrams, models,
descriptions and/or photographs that
depict chromosome movement during
cell division
Tennessee Holt Science and
Technology TE, Chapter 2, Section
1: The Diversity of Cells and Section
2: Eukaryotic Cells, p. 46-63
Chapter 3, Section 3: The Cell Cycle,
pp.86-89
Glencoe Tennessee Science Grade
7 TWE, Chapter 2, Section 1: Cell
Structure, p 44-57
Chapter 3, Section 2: Moving Cellular
Materials, p. 80-85
Chapter 6, Section 1: Cell Division
and Mitosis, p. 174-180
NGSS Practice 2: Developing and
using models
NGSS Practice 4: Analyzing and
interpreting data
NGSS Practice 8: Obtaining,
evaluating and communicating
information.
A Glencoe workbook, aligned with
State Performance Indicators for 7th
grade science, which is designed to
assess student mastery. Included
are formative assessments, student
activities, and more. This is an
excellent resource.
Literacy Task: Introduce a topic
clearly, previewing what is to follow;
organize ideas, concepts, and
classification, comparison/contrast,
and cause/effect; include formatting,
graphics, and multimedia when useful
to aiding comprehension.
Science Activity A Day: Chapter 6 pg.
77-79
Literacy Task: Support claims with
logical reasoning and relevant,
accurate data and evidence that
demonstrate an understanding of the
topic or text, using credible sources.
Pink Palace Museum Field Trips
Exhibits: Small Worlds
Labs: Cell Structure and microscope
techniques, Mitosis and microscope
techniques
Suitcases: Microscopes and cells
Passports: Giant Animal and Plant
*The TOOLBOX contains additional resources for each unit.
Academic vocabulary: cell, cell
membrane, organelle, nucleus,
prokaryote, eukaryote, cell wall,
mitochondrion
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Task: Allow students to write a
storybook on cells and their
organelles.
http://askabiologist.asu.edu/content/cel
l-parts
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cell models, Animal and plant cell
models (4 sets of 2 models),
Compound light microscope, 10
Microslide Viewers w/cells slide
strips, Animal cell mitosis models
Task: Provide text dependent
questions; Reading Comprehension
Passage: Cell Division Through
Mitosis (Includes an online cloze
activity.)
http://education.jlab.org/reading/mitosi
s_01.html
Task: Summarize main ideas
Vocabulary cloze activities that
reinforce student understanding of
cellular structures and organelles.
Great resource for small group station
rotations. (Pages 3-6)
http://www.mhschool.com/instructional
_materials/ca/pdf/sc08_5_se.pdf
Unit 3.2: Levels of Organization, 2 Weeks
GLE 0707.1.2
Summarize how the
different levels of
organization are
integrated within living
systems.
GLE 0707.1.3 Describe
the function of different
organ systems and how
collectively they enable
complex multicellular
organisms to survive.
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
GLE 0707.Inq.5
Communicate scientific
understand using
descriptions, explanations
and models.
GLE 0707.T/E.4 Describe
and explain adaptive and
assistive bioengineered
products.
Explain the relationships that exist
among cells, tissues, organs, and organ
systems.
Summarize how the needs of organisms
at the cellular level for food, air, and
waste removal are met by tissues and
organs.
Relate the structures to the functions of
various cells, tissues, organs, and
systems.
Compare bioengineered products to the
organ or organ system they replace.
Tennessee Holt Science and
Technology TE, Chapter 2, Section
3: The Organization of Living Things,
p. 99, 64-67
Chapter 8, Section 1: Body
Organization and Section 2: The
Skeletal System and Section 3: The
Muscular System and Section 4: The
Integumentary System, p. 218-221
Academic vocabulary: tissue, organ,
organ system, organism, structure,
function
Glencoe Tennessee Science Grade
7 TWE, Chapter 3, Section 1:
Chemistry of Life TE p. 72 - 79
Chapter 2, Section 1: Cell Structure,
p .51
Literacy Task: Introduce a topic
clearly, previewing what is to follow;
organize ideas, concepts, and
classification, comparison/contrast,
and cause/effect; include formatting,
graphics, and multimedia when useful
to aiding comprehension.
A Glencoe workbook, aligned with
State Performance Indicators for 7th
*The TOOLBOX contains additional resources for each unit.
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NGSS Practice 8: Obtaining,
evaluating and communicating
information.
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Science
3rd Nine Weeks
Grade 7
grade science, which is designed to
assess student mastery. Included
are formative assessments, student
activities, and more. This is an
excellent resource.
Science Activity A Day: Chapter 6 pg.
80
Task: Complete the concept map
Vocabulary cloze activities that
reinforce student understanding of the
levels of organization/organization of
life. Great resource for small group
station rotations. (Pages 7-10 and 4146)
http://www.mhschool.com/instructional
_materials/ca/pdf/sc08_5_se.pdf
Unit 3.3: Flow of Matter & Energy, 2 Weeks
GLE 0707.3.1
Distinguish between
the basic features
of photosynthesis
and respiration
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
GLE 0707.3.2
Investigate the
exchange of oxygen
and carbon dioxide
between living
things and the
environment.
GLE 0707.Inq.5 Communicate
scientific understanding using
descriptions, explanations,
and models.
Model the pathways of water, oxygen,
and carbon dioxide through a plant.
Compare structures that animals use to
obtain oxygen.
Associate photosynthesis and respiration
with appropriate cell organelles.
Analyze experimental data to determine
the reactants and products of
photosynthesis and cellular respiration.
Describe the energy transformation that
occurs during photosynthesis and during
cellular respiration.
Interpret a diagram of the carbon-oxygen
cycle.
*The TOOLBOX contains additional resources for each unit.
Tennessee Holt Science and
Technology TE, Chapter 3, Section
1: Exchange with the Environment, p.
76-81, Section 2: Cell Energy, p. 8285
Chapter 7, Section 1: Photosynthesis,
p. 184-187
Academic vocabulary: diffusion,
osmosis, passive transport, active
transport, endocytosis, exocytosis,
photosynthesis, cellular respiration
Glencoe Tennessee Science Grade
7 TWE, Chapter 3, Section 3: Energy
for Life, p 87-91
NGSS Practice 6: Constructing
explanations (for science) and
designing solutions (for engineering)
A Glencoe workbook, aligned with
State Performance Indicators for 7th
grade science, which is designed to
assess student mastery. Included
are formative assessments, student
activities, and more. This is an
excellent resource.
NGSS Practice 7: Engaging in
argument from evidence.
Science Activity A Day:
Photosynthesis pg. 88
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NGSS Practice 4: Analyzing and
interpreting data.
Literacy Task: Integrate quantitative or
technical information expressed in
words in a text with a version of that
information expressed visually.
Literacy Task: Write
informative/explanatory texts, including
the narration of historical events,
scientific procedures/experiments, or
technical processes.
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Task: Write an essay describing the
process of photosynthesis using
claims and evidence from variety of
sources.
A lesson that engages students in
essay writing to describe the process
of photosynthesis (using claims and
evidence from a variety of sources).
http://betterlesson.com/lesson/628541/
photosynthesis-claim-and-evidence
*The TOOLBOX contains additional resources for each unit.
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Science
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Grade 7
TOOLBOX
Unit 3.1 - Cells, 5 Weeks
With this lesson plan, students will be able to describe the characteristics of living organisms, describe and identify the parts of an animal cell, and describe
and identify the parts of a plant cell. https://www.bemidjistate.edu/academics/departments/science/k12-science-units/Animal-cell-unit.pdf
Plans
This lesson plan prepares students to develop and use a model to describe the function of a cell and describe ways parts of cells contribute to the function of
the cell. Included, is a unit plan students keep in their binders to assess their own learning.
http://betterlesson.com/lesson/638622/insane-in-the-membrane
This booklet has a wealth of information about the parts and functions of cells in a comic strip format.
http://www.indiana.edu/~istdept/R521/student_workbook.pdf
Background for
Teachers
Khan Academy Video - Osmosis and Diffusion. http://www.khanacademy.org/science/biology/cell-division/v/diffusion-and-osmosis
Khan Academy Video - Phases of Mitosis. http://www.khanacademy.org/science/biology/cell-division/v/phases-of-mitosis
This interactive website allows students to label the steps of mitosis. It can be used individually, whole group, or small group with your interactive whiteboard.
http://www.neok12.com/diagram/Cell-Division-01.htm
Osmosis Lab: How a cell reacts when placed in different solutions.
http://edtech2.boisestate.edu/pattymcginnis/592/Files/506%20Lesson%202%20Egg%20Osmosis%20Lab.pdf
Student
Activities
This interactive website allow students to label the organelles of an animal cell. http://www.sheppardsoftware.com/health/anatomy/cell/cell_game.htm
This interactive website allows students to label the organelles of a plant cell. http://www.purposegames.com/game/animal-cell-organelles-labeling-interactivegame
An interactive quiz about plant and animal cell structures that provides students with immediate feedback prior to progressing to the next question.
http://www.proprofs.com/quiz-school/story.php?title=3rd-block-group-2_1
Inside A Cell - This online tool is an interactive 3D view of the cell. It allows you a close view of each cell type and a description of the organelles.
http://www.cellsalive.com/cells/cell_model.htm
Other Resources
Great cell membrane animation. http://www.teachersdomain.org/asset/tdc02_int_membraneweb/
Great Osmosis animation that gives your students a visual of what is happening to ions during a hypotonic, hypertonic, and isotonic solution.
http://www.nclark.net/osmosisPocus.gif
*The TOOLBOX contains additional resources for each unit.
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Science
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TOOLBOX
A library of plant and animal cell websites. http://www.kathimitchell.com/cells.html
Labs, handouts, and interactive games/activities on cell structure, reproduction, and process: http://www.biologycorner.com/lesson-plans/cells/
A link to multiple osmosis and diffusion resources (tutorials, student activities, and articles).
http://www.internet4classrooms.com/grade_level_help/life_science_simple_diffusion_seventh_7th_grade_science.htm
Unit 3.2: Levels of Organization, 2 Weeks
In this lesson plan, students will observe the organization of life through classification cards while designing a foldable that describes the hierarchal system
from lower level to more complex organisms. http://www.pdesas.org/module/content/resources/14035/view.ashx
Plans
Background for
Teachers
Levels of Organization Flipped: A lesson plan to help students understand the various levels of structural organization within the human body.
http://betterlesson.com/lesson/634234/levels-of-organization-flipped
This PowerPoint teaches the levels of organization from cells to the organ systems. http://www.slideshare.net/MissWander/powerpoint-43-the-organization-ofliving-things
Information along with pictures of the levels of organization: http://utahscience.oremjr.alpine.k12.ut.us/sciber00/7th/cells/sciber/levelorg.htm
The human body is one of the greatest machines of all time. It is made up of many systems that interact and enable us to move, eat, and self-maintain. In this
Web Quest, you will take a journey to the inside of the human body and research the inner workings of the major body systems that work together to keep all
of us alive. http://zunal.com/webquest.php?w=176054
Student
Activities
Students can use the Body Organization and Structure online quiz to check their understanding. http://go.hrw.com/activities/frameset.html?main=2280.html
An interactive that allows students to match organs with their respective organ systems - http://sciencenetlinks.com/interactives/systems.html
This brief interactive video explores the similarities that plants and animals share, as they are organized from cell to system. A quiz to check for understanding
is included. http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/cells_systems/activity/
This site summarizes the levels of organization. http://www.scsc.k12.in.us/SMS/Teachers/Martin/replacelevelsoforganization.htm
Other Resources
Pete's PowerPoint Station offers teachers a wide variety of ready-made PowerPoint for use in classrooms. This link provides you with all the human body
PowerPoint’s. From the Circulatory system to the Integumentary system, you will find a PowerPoint for the body system you are looking for. All power points
are capable of being downloaded and are able to be reformatted for your class. http://science.pppst.com/humanbody/index.html
The American Association for the Advancement of Science - This is a list of key ideas related to Human Body Systems. For each key idea, you will find a list of
*The TOOLBOX contains additional resources for each unit.
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Science
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TOOLBOX
sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Question items provided can be used to assess student
understanding. http://assessment.aaas.org/topics/BF#/
This site covers the organization levels of the human body using educational videos and background information. http://www.ck12.org/biology/Organization-ofthe-Human-Body/
Levels of Organization video. https://www.youtube.com/watch?v=ZRFykdf4kDc
Unit 3.3: Flow of Matter & Energy, 2 Weeks
A lesson in which students use computer simulations to model and differentiate photosynthesis and cellular respiration.
http://betterlesson.com/lesson/635947/photosynthesis-and-cellular-respiration
A lesson in which students study how the respiratory system of a frog changes during its life cycle.
http://www.pdesas.org/module/content/resources/14007/view.ashx
Plans
Lesson Plan: The student will be able to apply the process of diffusion/osmosis to explain both science and everyday phenomena.
http://betterlesson.com/lesson/631307/it-s-getting-crowded-let-s-move-osmosis-and-diffusion
A lesson describing the use of lettuce leaves to model stomata can be found using the following link:
http://www.carolinacurriculum.com/premium_content/eBooks/Organisms+Macro+Micro/pdfs/Lesson_10.pdf
Background for
Teachers
Student
Activities
This website explains how photosynthesis and cellular respiration are mutually dependent processes. http://www.ehow.com/facts_5900540_photosynthesisrespiration-mutually-dependent-processes_.html
This article will give you information on the process of photosynthesis and cellular respiration. It discusses how they are related and describes their
differences. http://www.buzzle.com/articles/photosynthesis-and-cellular-respiration.html
Students investigate the effect of various environmental factors on the rates of photosynthesis and/or cellular respiration, using live organisms or simulations.
An experiment using yeast is described at the following website:
http://www.carolinacurriculum.com/premium_content/eBooks/Organisms+Macro+Micro/pdfs/Lesson_15.pdf
An animated tutorial that explains and illustrates the process of photosynthesis. An excellent introductory or reinforcement resource.
http://www.harcourtschool.com/activity/science_up_close/311/deploy/interface.swf
Other Resources
An excellent cellular respiration animation contrasting cellular respiration and photosynthesis.
http://www.sumanasinc.com/webcontent/animations/content/cellularrespiration.html
*The TOOLBOX contains additional resources for each unit.
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TOOLBOX
An interactive game on the carbon dioxide-oxygen cycle can be found at the following website:
http://www.windows2universe.org/earth/climate/carbon_cycle.html
The American Association for the Advancement of Science - This is a list of key ideas related to Matter and Energy in Living Systems. For each key idea, you
will find a list of sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Question items provided can be used to
assess student understanding. http://assessment.aaas.org/topics/ME#/
Vocabulary cloze activities that reinforce student understanding of the relationship between photosynthesis and cellular respiration. Great resource for small
group station rotations. (Pages 31-34) http://www.mhschool.com/instructional_materials/ca/pdf/sc08_5_se.pdf
*The TOOLBOX contains additional resources for each unit.
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