7th GRADE SCIENCE
UNIT 1: Interactions
Unit Topic/ Length:
 This unit uses the topic of the structure of the Earth and Scientific Method to
teach students to write explanations through an expository essay. This 10
week unit contains a series of interim assessments that build in complexity,
culminating with an essay that will be presented written in the classroom.
Essential Question:
Why are interactions important?
Big Ideas/ Enduring Understandings
Guiding Questions
 Through the process of scientific
1. What are scientific investigations?
investigation we can answer
2. What are interactions?
questions, solve problems and
3. How the steps of the scientific
provide sound explanation for the
method will help me understand
world around
the structure of the Earth?
4. What are the different views of the
 Understanding interactions
Earth?
happening among components of
5. What is the lithosphere made of?
air, water and land, provides
6. How weathering and erosion
understanding of events that occur
influence change over time?
in the planet.
7. What evidence supports the
hypothesis of the continental drift?
8. How will I communicate my
scientific explanations?
9. What are your strengths and
struggles in learning scientific
skills and processes?
10. What goals can I set to improve
my learning in the next unit?
NYS Standards and Indicators Assessed:
Physical Setting Standard 4 - Key Idea 2: Many of the phenomena that we observe
on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1 – Explain how the atmosphere, hydrosphere, and
lithosphere interact, evolve and change.
Performance Indicator 2.2 – Describe volcano and earthquakes patterns, the
rock cycle and weather and climate changes.
Common Core Standards Assessed:
Reading Standards:
RST 6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST 6-8. 4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades
6-8 texts and topics.
Writing Standards:
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
See alignment of standards and indicators to authentic task.
Content
Inquiry/Scientific Method
 The Scientific Method
 Variables and Constants
 Accuracy of Experiments
 Scientific Theories,
Hypotheses, and Scientific
Laws
 Being Objective: Biases
Skills
Science Related/Performance
 Pose problems and propose possible
explanations in the forms of hypothesis
 Perform investigations to prove the
hypothesis proposed
 Measuring using tools like rulers, triple
beam balance, graduated cylinders,
and thermometers
 Interpreting/disseminating information
from graphs/charts/data tables on
earthquakes, volcanoes, and weather.
 Drawing conclusions supported by data
from investigation.
Interactions on Earth
 Landforms
 Latitudes and Longitudes
 Time Zones
 Map Projections
 Minerals and its Properties
Informational Text Reading
 Types of Rocks
 Choosing relevant information from
 The Rock Cycle
scientific reliable sources, and related
 Weathering and Soil
to hypothesis or claim
Formation
 Gain understanding of key terms
 Erosion of Earth’s Surface
essential to acquire knowledge
 Formation of Fossils
 Read and decode informational text
 Relative and Absolute Ages
that varies in complexity
of Rocks
 Understanding Science Article Activity
 Evidence of Continental
 Vocabulary Cards
Drift
 Use of Graphic Organizers
 Theory of Plate Tectonics
 Earthquakes
Scientific Writing
 Volcanoes
 Cite evidence from text and from
 Earthquakes, Volcanoes and
observations and data from
Plate Tectonics
investigation that supports claim or
hypothesis
Oral Discourse
 Discussion guided through questioning
 Note taking strategies during lessons
Vocabulary/ Key Terms
bias, constant, control, dependent variable, Earth Science, hypothesis,
independent variable, science, scientific law, theory, variables, contour line, conic
projection, equator, fault block mountain, latitude, longitude, map legend, map
scale, plain, plateau, prime meridian, topographic map, upwarped mountain,
volcanic mountain, crystal, extrusive, foliated, gem, igneous rock, intrusive,
metamorphic rock, mineral, nonfoliated, ore, rock, rock cycle, sedimentary rock,
abrasion, chemical weathering, creep, deflation, erosion, mass movement,
mechanical weathering, runoff, slump, soil, topography, weathering
ASSESSMENT EVIDENCE
Authentic Performance
Task(s):
Alignment to NYS common Core Standards for
Literacy:
Students will work in groups
to…
Reading Standards for Informational Text
1. Cite specific textual evidence to support analysis of
science and technical texts.
Students will read and interpret
data, searching for evidence that 4. Determine the meaning of symbols, key terms, and other
supports a claim that explains
domain-specific words and phrases as they are used in a
How does,
specific scientific or technical context relevant to grades 6–8
texts and topics.
[Air, water, plate movement] Writing Standards
change the structure of Earth Write informative/explanatory texts, including that
narration of historical events, scientific
over time?
procedures/experiments, or technical processes.
After conducting secondary
research, students will write an
expository essay, introducing the
topic of Interactions that change
the Structure of Earth,
supported by evidence from text
and data. This evidence will be
further discussed through the
essay, using domain-specific key
terms when appropriate through
well chosen and relevant facts,
details and examples that will
help the reader clearly
understand the purpose of
understanding the structure of
Earth.






Introduce a topic clearly, previewing what is to
follow: organize ideas, concepts, and information
into broader categories as appropriate to achieving
purpose, include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations, or
other information and examples,
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Establish and maintain a formal style and
objective tone.
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
Diagnostic and Pre/Post Assessments
-Individual response to essential question (pre)
- Unit Pre-Test
Formative Assessments:
1. research notes/science notebooks
2. drafts of claim
3. interim assessments on evidence, secondary research and reasoning
4. draft of explanatory essay answering the question about the structure of the
Earth
5. responses to guiding questions (verbal and written)
6. lab reports
7. observations during group work
Summative Assessments:
1. presentation/display of the culminating assessment
2. unit test
3. response to essential question
4. quizzes
TEACHING PLAN
Teaching and Learning Activities:
1. Use the essential question as a pre-assessment
2. Introduce unit vocabulary and have students use vocabulary strategies to learn
the words.
3. Use the guiding questions to do lessons.
4. Introduce how to do secondary research project.
5. Secondary research process.
6. Guide students in writing an explanatory essay on the factors that influence the
structure of the Earth.
7. Have students select portfolio pieces.
8. Administer the unit test.
Resources Needed:
SCIENCE ARTICLES/TEXT
SECONDARY RESEARCH WEBSITES
WRITING EXPLANATORY ESSAY
UNIT 1: Interactions
Essential Question: Why are interactions important?
WEEKLY CALENDAR
Week
1
Guiding
Questions
What are
scientific
investigations?
Topics/Lessons


Nature of science:,
definition of science,
branches of science,
characteristics of a
scientist
Scientific law and
Theory

Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Individual response Science, science law,
to essential
science theory, safety,
question (pre)
secondary research,
2. Research notes
metric rules, triple
(formative)
beam balance,
3. Lab reports
graduated cylinder,
(graded)
Tools and
Laboratory Safety

Types of Investigations:
Secondary research
project
Standards NYS Science Standards
Assessed: Physical Setting Std. 4 - Key Idea 2
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
2
Guiding
Questions
What are
interactions?
Topics/
Lessons





Reflection on what I know
Goal Setting for Unit 1
Notebooking
Rubrics
Portfolio Setting
Standards NYS Science Standards
Assessed: Physical Setting Std. 4 - Key Idea 2
Assessments
Key Vocabulary
(diagnostic,
formative,
summative, interim)
1. Unit Pre-Test Reflection, goals, rubrics,
portfolio
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
Guiding
Questions
3
How the steps of
the scientific
method will help
me understand
the structure of
the Earth?
Topics/Lessons




Assessments
(diagnostic, formative,
summative, interim)
Steps of scientific
2. Lab reports (graded
method
& ungraded)
Variables
3. Quiz (graded)
Layers of the Earth
4. Science notebook
Composition of the
(formative)
Atmosphere,
Hydrosphere,
Lithosphere
Standards NYS Science Standards
Assessed: Physical Setting Std. 4 - Key Idea 2
Key Vocabulary
Scientific method,
observation, inference,
hypothesis, variables,
graphs, conclusion,
scientific reasoning—claim,
evidence, reasoning
Mantle, magma, lava, outer
core, inner core,
atmosphere, hydrosphere,
lithosphere
Common Core Learning Standards
RST 6-8. 1
WHST 6-8.2
Week
4
Guiding
Questions
3. What are
different views of
Earth?
Topics/Lessons





Assessments
(diagnostic, formative,
summative, interim)
Landforms
1. Class discussion
Latitudes and
(formative)
Longitudes
2. Lab reports (summative)
Time Zones
3. Science notebooks
Reading Maps
4. Quiz
5. Min project: Making a model
Map Projections
of a topographic map
Standards NYS Science Standards
Assessed: Physical Setting Std. 4 - Key Idea 2
Key Vocabulary
Conic projection, contour
line, equator, fault-block
mountain, folded
mountain, latitude,
longitude, map legend, map
scale, plain, plateau, prime
meridian, topographic map,
upwarped mountain,
volcanic mountain
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
5
Guiding Questions
Topics/Lessons
What is the lithosphere
made of?
Standards NYS Science Standards
Assessed: Physical Setting Std. 4 - Key Idea 2



Assessments
(diagnostic, formative,
summative, interim)
Minerals
1. Interim
Types of Rocks
Assessment: Draft
The Rock Cycle
of Claim
2. Science Notebook
(formative)
3. Ungraded quiz
Key Vocabulary
Crystal, extrusive, foliated,
gem, igneous rock, intrusive,
metamorphic rock, mineral,
nonfoliated, ore, rock, rock
cycle, sedimentary rock
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
Guiding
Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative, summative,
interim)
How does
 Types of
1. Interim Assessment: Gathering Abrasion, chemical
6
weathering and
Weathering
Evidence
weathering, creep,
erosion
 Erosion of
deflation, erosion, mass
influence
Earth’s Surface 2. quizzes
movement, mechanical
changes over
weathering, runoff,
3. Lab Reports
time?
slump, soil, topography,
weathering
Standards NYS Science Standards
Common Core Learning Standards
Assessed: Physical Setting Std. 4 - Key Idea 2
RST 6-8. 1
WHST 6-8. 2
Week
7
Standards
Assessed:
Guiding Questions
Topics/Lessons
What evidence
supports the
hypothesis of the
continental drift?

What is the
relationship between
the hypothesis of the
continental drift and
the theory of plate
tectonics?



Evidence of
continental drift
Seafloor Spreading
Theory of Plate
Tectonics
Earthquakes and
Volcanoes
NYS Science Standards
Physical Setting Std. 4 - Key Idea 2
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Interim Assessment: Folds, faults,
Gathering Evidence
earthquakes,
seismograph,
2. Interim Assessment: seismologist,
Reasoning
intensity,
seismologist, lava,
3. Quizzes
magma, epicenter,
focus, magnitude,
4. Lab Reports
tsunami
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
8-9
Guiding Questions
How will I
communicate my
scientific
explanations?
Topics/Lessons






Standards
Assessed:
Assessments
(diagnostic, formative,
summative, interim)
1. Outline of essay
Review of
elements of
expository writing 2. Draft of first second draft
from 6th grade
Steps for How to 3. Evaluation of final draft of
essay
Write an
Expository Essay
Outline for essay
using template
Discussion of
rubric for essay
Evaluation of
sample essays
Peer Review of
first draft
NYS Science Standards
Physical Setting Std. 4 - Key Idea 2
Key Vocabulary
Expository writing
Rubric
Outline
Template
Scientific
Explanation
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Week
10
Standards
Assessed:
Guiding
Questions
1) What are your
strengths and
struggles in
learning scientific
skills and
processes?
Topics/Lessons



setting goals
comparing
strengths and
weaknesses
reflections
2) What goals can
you set to improve
your learning in
the next unit?
NYS Science Standards
Physical Setting Std. 4 - Key Idea 2
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Unit test
2. Portfolio
Goals, strengths, science skills,
weaknesses, science processes
Common Core Learning Standards
RST 6-8. 1
WHST 6-8. 2
Literary Genre: Expository Text
expository essay – an essay that gives information or explains
something real.
“expository” comes from the word:

“expound” (to give a detailed statement), which comes
from:
1. the prefix ex- (meaning outside)
2. plus the base word for the Latin verb (to place).
“expound” is similar to the word:

“explain” (to make plain; define), which comes from:
1. the prefix ex- (meaning outside)
2. plus the base word for the Latin verb (to make
clear).
Elements of Expository Writing

It’s purpose is to share information with the reader.

It often includes facts about real people and events.

The information is usually presented in a straightforward way.

The events are often presented in the order in which they happened
(chronologically).

It may be organized by topics and sometimes includes headers.

It may include diagrams, photographs, maps, graphs or illustrations to
hope the reader understand the subject better.

The factual information can be checked by referring to other sources.
How to Write an Expository Essay by Yourself
The Steps
1. You receive an assignment to write about a subject (the main topic).
2. You do a quick investigation to decide what to write about.
Talk to friends and family. Look on the internet. Look in the
library for books on the subject. Ask a librarian for help.
3. You decide what sub-topics are important to include to best explain
your subject.
4. You create the essay outline.
5. You do research and write details about the sub-topics. Include
pictures and graphs if appropriate.
6. You organize the sub-topics according to the outline.
7. You write a rough draft from research notes. After you proofread it,
give it to the teacher to check for errors.
8. You write the final draft from the edited rough draft.
9. You put a nice cover on the essay with pictures (illustrations), a title,
and credits.