Blackville-Hilda Jr. High
7 Grade Science Pacing Guide
th
Unit
Days
Introduction (Day
1)
1 Day
Scientific Inquiry
(Days 2-11)
Atoms, Elements,
Compounds, and
Mixtures
(Days 12-17)
10 Days
6 Days
Standard/
Indicator
Major Topics/Concepts
Introduction to the course
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
7-5.1
7-5.2
Identify the appropriate tool to use for an investigation;
Review how to appropriately use tools from previous
grade levels that are needed for chemistry
investigations; Temperature measurements using
Celsius scale; Generate testable questions; Identify
experimental variables from the questions; Dependent
vs. Independent variables; Hypotheses; Use of one
independent variable; Qualitative vs.
Quantitative data; Scientific observation; Inference;
Steps of a controlled scientific investigation; Reasons
for controlling variables; Controlled variables; Control
group; Steps of the technological design process;
Trade-offs of solutions/products; Match
solutions/products to specific need/problem; Scientific
model; Importance of repeated trials and sample sizes
to ensure validity; Reasons for varied results/error; Use
graphs, tables, and charts to explain the relationship
between independent and dependent variables; Correct
placement of variables and use of appropriate
increments for graphs; Determine appropriateness of
conclusion for specific investigation; Use correct safety
procedures
This unit does not need to be taught in consecutive
days, but all concepts should be introduced by day 41.
It is recommended that four days be direct instruction
on inquiry, and the remaining six days be embedded
throughout the next five units.
Matter is composed of atoms; Classification of matter
based upon composition; Elements; Compounds;
Molecules; Mixtures (heterogeneous, homogeneous);
Compare types of matter based upon characteristics;
Properties of elements, compounds, and mixtures
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Periodic Table
(Days 18-25 )
8 Days
7-5.3
7-5.4
7-5.5
Chemical symbols (sodium, chlorine, hydrogen, oxygen,
carbon, nitrogen) represent elements; Chemical
formulas (salt, water, simple sugar/glucose, oxygen
gas, carbon dioxide, and nitrogen gas) represent
compounds; Identify elements and number of atoms in
a formula; Subscripts; Organization of elements using
the periodic table; Using a periodic table find examples
of metals and nonmetals; Identify periods (rows) and
families/groups (columns); Atomic number; Compare
physical properties of metals
Unit
Days
Standard/
Indicator
Major Topics/Concepts
(luster, conductors, malleable, ductile, high density)
and nonmetals (dull, nonconductors, brittle); Identify
objects as metals or nonmetals
Chemical
Equations and
Conservation of
Matter
(Days 26-31)
6 Days
Physical and
Chemical
Properties and
Changes
(Days 32-37)
6 Days
Acids and Bases
(Days 38-41)
4 Days
Days 42-43
7-5.7
7-5.8
Identify reactants and products in chemical equations;
Explain how chemical equations illustrate the Law of
Conservation of matter; Balanced chemical equations;
Coefficients
Physical properties (melting point, boiling point,
density, color); Chemical properties (ability to burn,
ability to rust); Classify properties as physical or
chemical; Physical vs. Chemical changes; Physical
7-5.9
7-5.10
changes (change in state, change in size or shape);
Sublimation; Evidence of chemical changes (color
change, temperature change, precipitate, gas
formation)
Distinguish between acids, bases, and neutral
solutions; pH scale; use of pH indicators (litmus paper,
7-5.6
phenolphthalein, pH paper); Identify solutions as acids
or bases based on properties of solutions
Review/Benchmark
(covering content through day 41/standards 1 and 5)
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Scientific Inquiry
(Days 44-54)
11 Days
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
Procedures for proper use of a compound microscope;
Parts of microscope (eyepiece, coarse adjustment
knob/focus, fine adjustment knob/focus, objective
lenses, stage, stage clips, diaphragm, light source, arm,
base); Safe use of microscope; Generate testable
questions; Identify experimental variables from the
questions; Dependent vs. Independent variables;
Hypotheses; Use of one independent variable;
Qualitative vs. Quantitative data; Scientific
observation; Inference; Steps of a controlled scientific
investigation; Reasons for controlling variables;
Controlled variables; Control group; Steps of the
technological design process; Trade-offs of
solutions/products; Match solutions/products to specific
need/problem; Scientific model; Importance of
repeated trials and sample sizes to ensure validity;
Reasons for varied results/error; Use graphs, tables,
and charts to explain the relationship between
independent and dependent variables; Correct
placement of variables and use of appropriate
increments for graphs; Determine appropriateness of
conclusion for specific investigation; Use correct safety
procedures
Eleven days are allowed to provide time for inquiry
concepts to be embedded and reinforced through
actual experimentation during the next four units.
Unit
Days
Standard/
Indicator
Comparing Plant
and Animal Cells
(Days 55-62)
8 Days
7-2.1
7-2.2
Bacteria,
Protists, and
Viruses
(Days 63-67)
5 Days
7-2.3
Major Topics/Concepts
Structures and functions of cell structures (cell
membrane, cytoplasm, nucleus, vacuole, chloroplasts,
mitochondria, cell wall); Organelles; Diffusion;
Osmosis; DNA; Chlorophyll; Cellulose; Distinguish
between plant and animal cells
Classification of bacteria in Kingdom Monera; Types of
bacteria (spiral, bacillus, coccus); Classification of
protists in Kingdom Protista; Similarities and
differences among protists; Compare food gathering
and locomotion of euglena, paramecium, and amoeba;
Flagella; Cilia; Pseudopodia
Introduce basic structure and characteristics of viruses
to build knowledge base for 7-3.4. This information will
not be assessed.
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Cell Processes
(Days 68-71)
4 Days
7-2.4
Genes and
Heredity
(Days 72-84)
13 Days
7-2.5
7-2.6
7-2.7
Review/Benchmark
(covering content from day 44-84/Standards 1 and 2)
Days 85-86
Scientific Inquiry
(Days 87-92)
Functions and impact of processes on survival of the
cell; Photosynthesis; Respiration; Mitosis; Waste
elimination; Photosynthesis vs. Respiration
Passing genetic information (DNA) from parents to
offspring; Genes; Chromosomes; Inherited traits;
Genotype vs. Phenotype; Dominant vs. Recessive
traits; Heredity; Sex cells (sperm, egg); Allele; Use
Punnett squares for monohybrid crosses; Purebred;
Hybrid; Determine ratio or probability of trait
inheritance using Punnett squares; Inherited vs.
Acquired traits; Environmental factors (temperature,
nutrients, injuries, disease, sun exposure, living
conditions) and how they influence physical
characteristics of organisms
6 Days
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
Same description as the previous sections for Scientific
Inquiry
Six days are allowed to provide time for inquiry
concepts to be embedded and reinforced through
actual experimentation during the next six units.
Overview of structural organization (cells  tissues 
organs  systems  organism); Cells (blood, bone,
nerve/neurons); Tissues (nerve, muscle, epithelial,
connective); Organs (heart, lungs, stomach); Systems
(skeletal, muscular, integumentary, respiratory,
circulatory, digestive, excretory, nervous, endocrine,
immune, reproductive); Identify/recognize major
organs and functions of the skeletal, muscular, and
integumentary systems and explain how these systems
interact in the human body
Human Body
Organization,
Support, and
Protection
(Days 93-101)
9 Days
Unit
Days
Standard/
Indicator
5 days
7-3.2
7-3.3
Identify/recognize major organs and functions of the
respiratory and circulatory systems and explain how
these systems interact in the human body
5 Days
7-3.2
7-3.3
Identify/recognize major organs and functions of the
digestive and excretory systems and explain how these
systems interact in the human body
Respiratory and
Circulatory
Systems
(Days 102-106)
Digestive and
Excretory
Systems
(Days 107-111)
7-3.1
7-3.2
7-3.3
Major Topics/Concepts
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Nervous System
(Days 112-114)
Infectious and
Noninfectious
Diseases
(Days 115-122)
Days 123-125
Identify/recognize major organs and functions of the
3 Days
nervous system and explain how it interacts with other
systems in the human body
Effects of disease on major organs and systems; Cause,
characteristics, and impact of infectious diseases (colds,
influenza, athlete’s foot, AIDS, Strep throat);
8 Days
7-3.4
Pathogens; Immune system; Cause,
characteristics, and impact of noninfectious diseases
(diabetes, Parkinson’s, skin cancer, asthma)
Review/Benchmark
(covering content from day 87-122/Standards 1 and 3)
7-3.2
7-3.3
Ecosystem
Organization and
Energy Flow
(Days 126-133)
8 Days
7-4.1
7-4.2
Natural Hazards
(Days 134-138)
5 Days
7-4.3
Soil Quality (Days
139-144)
6 Days
7-4.4
Water
(Days 145-150)
6 Days
7-4.5
Renewable and
Nonrenewable
Resources
(Days 151-155)
5 Days
7-4.6
Unit
Days
Standard/
Indicator
Characteristics of levels of organization in the living
world (organism  population  community 
ecosystem  biome); Habitat; Niche; Energy
roles/trophic levels (producer, consumer, decomposer);
Energy flow through food chains and food webs;
Energy pyramids
Ways natural hazards, changes in populations, and
limiting factors impact the environment and lead to
competition; Natural hazards (landslides, wildfires,
floods); Population changes (immigration, emigration,
births, deaths) impact on population density; Limiting
factors (climate, food, water, space, shelter); Carrying
capacity
Soil as a valuable abiotic factor; Properties of soil that
determine soil quality (soil profile, composition, pH,
texture, particle size, permeability); Horizons; Humus;
Sand; Loam; Sandy clay loam; Silt loam; Clay; Gravel
Location of water (surface, ground); How water moves;
Water as a valuable abiotic factor; Runoff;
Zone of aeration; Zone of saturation; Water table;
Aquifers; watershed/drainage basin; Divide;
Importance of groundwater and surface-water to
ecosystems and human activities; Floodplain; Delta
Natural resources; Renewable resources (air, water,
soil, trees, animals, solar energy); Nonrenewable
resources (fossil fuels- coal, oil and natural gas);
Depletion of natural resources and the importance of
conservation measures; Human involvement in
conservation of natural resources (reducing, reusing,
recycling, protecting)
Major Topics/Concepts
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Days 156-160
Days 161-165
Days 165-180
Review/Benchmark (covering content from day 126-155/Standard
1(in context of ecology) and standard 4
OR
Districts may opt for a Comprehensive Benchmark (covering all
content) and determine their own final testing window
PASS Testing
Review/Enrichment/Special Projects
There will be four non-cumulative unit benchmarks with inquiry items (standard 1)
included in each benchmark:
• Chemical Nature of Matter: Indicators 7-1.1-1.7, 7-5.1-5.10
• Cells and Heredity: Indicators 7-1.1-1.7, 7-2.1-2.7
• Human Body Systems and Disease: Indicators 7-1.1-1.7, 7-3.1-3.4
• Ecology: Indicators 7-1.1-1.7, 7-4.1-4.6
These unit benchmarks can be given in any sequence if pacing differs from
suggested CASE pacing.
The comprehensive benchmark option is a cumulative assessment that tests all
standards.
Blackville-Hilda Jr. 8th Grade Science Pacing Guide
Revise 2013-2014