7th GRADE SCIENCE
UNIT 1: Structure
Essential Question:
Why Structure?
Guiding Questions:
1. How do scientists find the truth?
2. What are the steps of scientific method?
3. What is the earth’s structure?
4. How do maps serve us?
5. Is the earth’s structure stable?
6. How does the structure of the earth affect geological processes?
7. What are the types of waves?
NYS/CITY SCIENCE Standards and Indicators Assessed:
NYS
NYS 2.2 Describe volcano and earthquake patterns, the work cycle, and weather
and climate changes
NYC
S3a Demonstrate understanding
S4a Demonstrates understanding of big ideas and unifying concepts.
S4e Demonstrate impact of science.
S5a Frames questions to distinguish cause and effect and identifies or control
variables
S5c Use evidence from reliable sources to develop descriptions, explanations,
and models
S5f Works individually and in teams to collect and share information and ideas
S6d Acquires information from multiple sources.
S7a Represents data and results in multiple ways.
S7d Explains a scientific concept or procedure to other students.
S7e Communicates in a form suitable to the purposes suited to an audience
S8d Demonstrate scientific competence by completing secondary research
NYS Common Core Standards Assessed:
Science Reading for 6-8
1,2,4,7,8,9,10
Writing for 6-8
2a, b, c, d, e, f
4, 5, 6, 7, 8, 9
Teacher Designed Standards Assessed:
1. Students will reflect upon their work as scientists/students by:
a) identifying strengths.
b) identifying struggles.
c) setting goals to improve their work.
d) revising their work to make it better
e) asking questions to improve their understanding.
ASSESSMENT EVIDENCE
Authentic Performance Task(s):
Alignment to NYS common Core
Standards:
Students will work in groups to…
1. brainstorm questions
(genuine)/problems related to
earthquakes
2. read, view videos about
earthquake
3. use variables/factors related
to earthquakes – choose a
factor/variable to create new
question—a testable/
researchable question with
independent and dependent
variables
4. read again, related to
question and collect data
5. compare findings in data
with published texts
6. draft written report, present
to peers, get feedback from
peers
7. revise
8. create a
display/exhibit/pp/poster to
educate peers
Science Reading for 6-8
1. Cite specific textual evidence to support analysis of
science and technical texts.
2. Determine the central ideas or conclusions of a
text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
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.
7. Integrate quantitative or technical information
expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
8. Distinguish among facts, reasoned judgment
based on research findings, and speculation
in a text.
9. Compare and contrast the information gained from
experiments, simulations, video, or multimedia
sources with that gained from reading a text on the
same topic.
Writing for 6-8
2. Write informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical processes.
a. 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.
b. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style and
objective tone.
f. Provide a concluding statement or section
that follows from and supports the
information or explanation presented.
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and
audience have been addressed.
6. Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas clearly and efficiently.
7.Conduct short research projects to answer a
question (including a self-generated question),
drawing on several sources and generating additional
related, focused questions that allow for multiple
avenues of exploration.
8. Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a
standard format for citation.
9. Draw evidence from informational texts to support
analysis, reflection, and research.
Diagnostic Assessments:
-Individual response to essential question (pre)
Formative Assessments:
1. research notes/science notebooks
2. drafts of questions
3. draft of report
4. responses to guiding questions (verbal and written)
5. quizzes
6. lab reports
7. observations during group work
8. class discussions
Summative Assessments:
1. presentation/ display
2. portfolio
3. unit test
4. response to essential question
5. - quizzes
TEACHING AND LEARNING 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.
6.
7.
8.
Secondary research process.
Guide students in doing the authentic task.
Have students select portfolio pieces.
Administer the unit test.
Resources Needed:
UNIT 1: Structure
Essential Question:Why structure?
Week
Guiding Questions
1
1. How do scientists find
the truth?
WEEKLY CALENDARMay 25, 2011
Topics/Lessons
Assessments
(diagnostic, formative,
summative, interim)
1. Individual
 Nature of science:,
response to
definition of
essential question
science, branches
(pre)
of science,
characteristics of a
2. Research notes
scientist
(formative)
 Scientific law and
Theory
3. Lab reports
 Tools and
(graded)
Laboratory Safety
 Types of
Investigations:
Secondary
research project
Key Vocabulary
Science, science law,
science theory, safety,
secondary research,
metric rules, triple beam
balance, graduated
cylinder
Standards
Assessed:
Week
Guiding Questions
2
2. What are the steps of
the scientific method?
Topics/Lessons
 Steps of scientific
method

Variables
Assessments
(diagnostic, formative,
summative, interim)
1. Lab reports
(graded &
ungraded)
2. Quiz (graded)
3. Science notebook
Key Vocabulary
Scientific method,
observation, inference,
hypothesis, variables,
graphs, conclusion,
scientific reasoning—
(formative)
claim, evidence,
reasoning
Standards
Assessed:
Week
Guiding Questions
3
3. What is the Earth’s
structure?
Topics/Lessons
 Layers of Earth
 Rocks and Rock
Cycle
Assessments
(diagnostic, formative,
summative, interim)
1. Class discussion
(formative)
2. Lab reports
(summative)
3. Science notebooks
4. Quiz
Key Vocabulary
Assessments
(diagnostic, formative,
summative, interim)
1. Interim
Assessment:
Nature of science,
Scientific Method,
Layers of Earth
2. Science Notebook
(formative)
3. Ungraded quiz
Key Vocabulary
Assessments
Key Vocabulary
Structure, crust,
mantle, core, layers,
sedimentary rocks,
igneous rocks,
metamorphic rock, cycle
Standards
Assessed:
Week
Guiding Questions
4
3. What is the Earth’s
structure?
Topics/Lessons




Weathering
Soil Erosion
Fossils
Minerals
Weathering—mechanical
& chemical, erosion,
fossils
Standards
Assessed:
Week
Guiding Questions
Topics/Lessons
5
4. How do maps serve
us?
5. Is the earth’s
structure stable?



using topographic
maps
Continental drift
theory
Plate Tectonics
(diagnostic, formative,
summative, interim)
1. Authentic Task
begins. Students
will work in
groups to..
- brainstorm
questions/genuine
problems related to
earthquakes
- read/ view videos
about earthquake
- identify
variables/factors
related to earthquake
- choose a factor or
variable to create a
testable/researchable
question with
dependent and
independent
variables.
2. drafts of testable
questions (formative)
Topographic maps,
scales, latitude,
longitude, viewpoints,
prime meridians,
equators, plates,
continents, plate
boundaries, ring of fire,
plate tectonic, Pangea
Standards
Assessed:
Week
Guiding Questions
6
6. How does the
structure of the earth
affect geological
processes?
Topics/Lessons


Formation of
mountains and
volcanoes
Occurrence of
Assessments
(diagnostic, formative,
summative, interim)
1. Authentic Task
continues…
- read again articles
related to question
-
Key Vocabulary
Folds, faults,
earthquakes,
seismograph,
seismologist, intensity,
seismologist, lava,
Earthquakes
comparefindings/data magma, epicenter,
with published texts
focus, magnitude,
2. group discussion
tsunami
(formative)
Standards
Assessed:
Week
Guiding Questions
7
7. What are the types of
waves?
Standards
Assessed:
Topics/Lessons


types of waves
properties of
sound and light
waves
Assessments
(diagnostic, formative,
summative, interim)
1. Authentic Task
continues…
- draft written report,
present to peers, get
feedback on peers
- revise
- create a
display/exhibit/pp/
poster to educate
peers
2. Interim
Assessment:
Geological Processes,
Topographic Maps,
Light & Sound
Waves, Formation of
Mountains and
Volcanoes, Plate
Tectonics
Key Vocabulary
Seismic waves, sound
waves, light waves,
crest, trough,
compression,
longitudinal
Week
Guiding Questions
Topics/Lessons
8
1) What are your
strengths and struggles
in learning scientific
skills and processes?
2) What goals can you
set to improve your
learning in the next
unit?


Standards
Assessed:

setting goals
comparing strengths
and weaknesses
reflections
Assessments
(diagnostic, formative,
summative, interim)
1. Unit test
2. Portfolio
Key Vocabulary
Goals, strengths,
science skills,
weaknesses, science
processes