Standards Curriculum Map
Bourbon County Schools
Level: 7th
Grade and/or Course: Science
Updated: June 4, 2015
Days
Days 121
Unit/Topic
Thinking
Like a
Scientist—
Designing
Like an
Engineer
Standards
MS-ETS1-1. Define the criteria and
constraints of a design problem with
sufficient precision to ensure a successful
solution, taking into account relevant
scientific principles and potential impacts
on people and the natural environment
that may limit possible solutions.
MS-ETS1-2. Evaluate competing design
solutions using a systematic process to
determine how well they meet the
criteria and constraints of the problem.
Activities
1.Things to Do
With a Penny Lab
2. Toothpick
Bridge
Engineering
Challenge
Learning Targets (“I Can” Statements)
1. I can describe the purpose of science and
engineering methods.
2. I can identify, describe, and compare
dependent, independent, and control
(constant) variables.
3. I understand that science and engineering
methods are problem solving processes that
be used in everyday situations.
4. I can explain the difference between an
observation and an inference.
5. I can determine and explain when the
results of an experiment agree or disagree
with the hypothesis of an experiment.
Vocabulary
1.Hypothesis
2. Independent
Variable
3. Dependent
Variable
4. Control
Variable
5. Constraints
6.Limitations
7. Observation
8. Inference
MS-ETS1-3. Analyze data from tests to
determine similarities and differences
among several design solutions to
identify the best characteristics of each
that can be combined into a new solution
to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate
data for iterative testing and
modification of a proposed object, tool,
or process such that an optimal design
can be achieved.
.
1
Days
Days
22-40
Unit/Topic
Chemical
Reactions
Standards
07-PS1-2: Analyze and interpret data on the
properties of substances before and after the
substances interact to determine if a chemical
reaction has occurred.
Learning Targets (“I Can” Statements)
1. I can state and describe the law of
conservation of matter.
2. I can develop and use a model to
demonstrate the law of
conservation of matter.
3. I will analyze and interpret data on
the properties of substances before
and after the substances interact to
determine if a chemical reaction
has occurred.
4. I will construct, test, and modify a
device that either releases or
absorbs thermal energy by
chemical processes.
Activities
1. Chemical
Reactions Lab
2. Molymod
Chemical
Reactions
07-PS1-5: 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.
07-PS1-6: Undertake a design project to
construct, test, and modify a device that either
releases or absorbs thermal energy by chemical
processes.
Days
41-60
Unit/Topic
Energy
Common Core Standards
07-PS3-2: 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.
07-PS3-3: Apply scientific principles
Activities
1. Transformati
on/Transfer
Lab
2. Ice Cream
Lab
Learning Targets (“I Can” Statements)
I can give examples of energy.
I can give examples of energy transfer.
That means when energy is moved
from one object to another.
5. I can give examples of energy
transformations. That means when
energy is changed from one form to
another form.
6. I can describe the exchange of energy
between hot and cold objects.
7. I can explain how heat energy is
transferred.
3.
4.
Vocabulary
Composition
Reaction
Decomposition
Reaction
Replacement
Reaction
Ionic Reaction
Exothermic
Endothermic
Vocabulary
Transformation
Transfer
Conduction
Convection
Radiation
Law of
Conservation
of Energy
2
to design, construct, and test a
device that either minimizes or
maximizes thermal energy transfer.
8.
I can describe examples of systems that
are powered by energy.
9. I can use models to show the
transformation of energy in a system.
That means I can show the energy
forms that enter a system and how they
change form until they leave the
system.
10. I can use models to show that the
amount of energy in a system is
conserved. That means the total
amount of energy stays the same, no
matter how it has been transferred or
transformed.
07-PS3-4: Plan an investigation to
determine the relationships among
the energy transferred, the type of
matter, the mass, and the change
in average kinetic energy of the
particles as measured by the
temperature of the sample.
07-PS3-5: 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.
Days
61-87
Unit/Topic
Forces and
Interactions
Common Core Standards
07-PS2-3: Ask questions about data
to determine the factors that affect
the strength of electric and
magnetic forces.
07-PS2-4: Construct and present
arguments using evidence to
support the claim that gravitational
interactions are attractive and
depend on the masses of
interacting objects.
Activities
1. Mapping
Magnetic
Fields
2. Static
Electricity
Learning Targets (“I Can” Statements)
I understand that there are many types
of forces in nature.
4. I understand there are fields that exist
between objects producing forces on
each other even though they are not
touching.
5. I can produce an argument with
evidence that gravity is an attractive
force.
6. I can use data to determine the factors
that affect the strength of electrical and
magnetic forces.
3.
Vocabulary
Force
Contact
Non-Contact
Inertia
Fields
Gravity
3
07-PS2-5: 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.
4
88-106
Waves
07-PS4-1: 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
1.
- Slinky Lab
- Binary Coding
- Light Lab
- Drawing Waves
2.
3.
4.
07-PS4-2: Develop and use a model
to describe that waves are
reflected, absorbed or transmitted
through various materials.
5.
6.
7.
07-PS4-3: 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.
107-124
Structure,
Function
and
Information
Processing
07-LS1-1: Conduct an investigation to provide
evidence that living things are made of cells,
either one cell or many different numbers and
types of cells.
07-LS1-2: Develop and use a model to describe
the function of a cell as a whole and ways parts
of cells contribute to the function.
07-LS1-3: Use argument supported by evidence
8.
1. Cell
Observation
2. Cheek and
Onion Cells
3. Cells
Analogies
4. Human Body
Projects
5.
6.
7.
8.
I can describe the characteristics
of waves and differentiate between
the types.
I can label and define the parts of a
transverse wave.
I can label and define the parts of
compression waves.
I can describe the impact of energy
on the amplitude of a wave.
I can describe how light is
reflected, refracted, diffracted,
absorbed or transmitted through
different materials.
I can investigate how light reacts
with various materials and shapes.
I can describe the uses and
difference between digital and
analog signals.
I can demonstrate the difference
between digital and analog signals.
I can describe the development and
main ideas of Cell Theory.
I can describe the similarities and
differences between plant and animal
cells.
I can identify structures and their
functions inside a cell.
I can understand the difference
between eukaryotic and prokaryotic
Mechanical
Electromagne
tic
Transverse
Compression
Amplitude
Frequency
Crest
Trough
Wavelength
Rest Position
Compression
Rarefaction
Reflection
Refraction
Diffraction
Absorbtion
Transmission
Pixels
Analog
Digital
Cell
Organelles
Prokaryotic
Eukaryotic
Specialization
Multi-Cellular
Unicellular
Hierarchy of
Organization
5
for how the body is a system of interacting
subsystems composed of groups of cells.
125-143
Matter and
Energy in
Organisms
and
Ecosystems
cells.
I can explain how cells are
specialized in organisms.
10. I can explain how multi-cellular
organisms have systems that work
together to keep the whole organism
alive.
9.
07-LS1-6: 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.
Needs to be added more specifically
next year – Addressed as part of
cells unit in 2014-2015.
07-LS1-7: 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.
144-173
Growth,
Development
and
Reproduction
of Organisms
01-LS1-4: 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 plans
and animals respectively.
1.
2.
3.
4.
5.
Twin
Studies
Fruit Fly
Lab
Pedigree
Charts
Looking at
my traits
Decoding
Activity
1.
2.
3.
I can describe a chromosome and
identify its role in heredity.
I can discuss a gene and its role in
heredity.
I can describe the difference in an
inherited and acquired trait.
Chromosome
DNA
Gene
Phenotype
Genotype
Dominant
Recessive
Acquired
Inherited
Nature v.
Nurture
07-LS1-5: Construct a scientific
6
explanation based on evidence for
how environmental and genetic
factors influence the growth of
organisms.
Vocabulary
Learning Targets (“I Can” Statements)
Vocabulary
7