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, Destination2025. By 2025,
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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 postsecondary 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.
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First Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
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
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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.
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,
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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.
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State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Tennessee Holt Science and
Technology TE, Chapter 19, Section 2:
What is Force? And Section 3: Friction
and Section 4: Gravity, p. 516-531
Chapter 21, Section 1: Work and Power,
p. 578-583
Glencoe Tennessee Science Grade 7
TWE, Chapter 13, Section 2: Forces and
Motion p. 403-408
Chapter 14, Section 1: Work and Power
p. 426 – 430
NGSS Practice 5: Using
mathematics and
computational thinking.
Mathematics Task: Solve reallife and mathematical
problems using numerical and
algebraic expressions and
equations.
Literacy Task: Support claims
with logical reasoning and
relevant, accurate data and
evidence that demonstrates
and understanding of the
topic or text, using credible
sources.
CER template
http://www.colorincolorado.org
/pdfs/cer-template.pdf
Unit 1.1: Work, 3 Weeks
Academic vocabulary: work, velocity, speed, momentum, acceleration
GLE 0707.11.4 Investigate
how Newton’s laws of motion
explain an object’s
movement.
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.4 Recognize
possible sources of bias and
error, alternative
explanations, and questions
for further exploration.
Describe the nature of forces
and how they act.
Measure various forces (the
force of friction on loads of
different weights, the elastic
force of a rubber band, and/or
gravitational force on different
objects).
Design and conduct an
experiment to investigate the
effect of various forces on
motion, supporting all
conclusions with relevant and
accurate scientific data and
evidence.
Calculate the work done by
different forces.
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.
http://www.glencoe.com/sites/common_a
ssets/science/workbooks/tennessee/7tca
p2.pdf
STCMS Energy, Machines and Motion
CER Graphic Organizer
(Includes a list of transition
words.)
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TG, lessons 5-8, p. 47-98
http://tobink8.org/SCIENCE/C
ER_GraphicOrganizer1.pdf
Unit 1.2: Machines, 2 Weeks
Academic vocabulary: mechanical advantage, simple machines, compound machine
GLE 0707.11.1 Identify six
types of simple machines.
GLE 0707.11.2 Apply the
equation for work in
experiments with simple
machines to determine the
amount of force needed to do
work.
GLE 0707.Inq.1 Design and
conduct open-ended scientific
investigation.
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
GLE 0707.Inq.3 Synthesize
information to determine
cause and effect relationships
between evidence and
explanations
GLE 0707/T/E/4 Describe and
explain adaptive and assistive
bioengineered products.
Compare and contrast six
types of simple machines.
Identify the simple machines
that make up a compound
machine.
Compare the work done using
a simple machine, e.g., in
pulling a load up an inclined
plane, with the work done
without using a simple
machine, e.g., in lifting the
load straight up.
Analyze how simple machines
are used in adaptive and
assistive bioengineered
products.
Tennessee Holt Science and
Technology TE, Chapter 21, section 2:
What is a Machine? and Section 3:
Types of Machines p. 578-590
Glencoe Tennessee Science Grade 7
TWE, Chapter 14, Section 3: Simple
Machines p. 437 - 443
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 5: Using
mathematics and
computational thinking.
Mathematics Task: Solve
real-life and mathematical
problems using numerical and
algebraic expressions and
equations.
Literacy Task: Determine the
meaning of symbols, key
terms, and other domainspecific words as they are
used in specific scientific or
technical context relevant to
grade 6-8 texts and topics.
http://www.glencoe.com/sites/common_a
ssets/science/workbooks/tennessee/7tca
p2.pdf
STCMS Energy, Machines and Motion
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TG, lessons 11-13, and 17, p. 131-166,
and 203-216
Unit 1.3: Motion, 4 Weeks
Academic vocabulary: velocity, acceleration
GLE 0707.11.3 Distinguish
between speed and Velocity.
GLE 0707.11.4 Investigate
how Newton's laws of motion
explain an object's movement.
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
GLE 0707.Inq.3 Synthesize
information to determine
cause and affect relationship
between evidence and
explanations.
GLE 0707.Inq.5
Communicate scientific
understanding using
descriptions, explanations,
and models.
Determine the effect of
constant force on the motion
of an object.
Analyze the relationship
between velocity and
acceleration.
Demonstrate and describe
applications of Newton’s laws
of motion.
Justify which of Newton's laws
of motion is demonstrated
when presented with an
example of a force or forces
interacting with an object or
objects.
Tennessee Holt Science and
Technology TE, Chapter 19, Section 1:
Measuring Motion, p. 508-515.
Chapter 20, Section 2: Newton's Law of
Motion, p. 550-557
Glencoe Tennessee Science Grade 7
TWE, Chapter 13, Section 1: Motion,
Section 3: The Laws of Motion p 398 –
415
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 8: Obtaining,
evaluation, and
communicating information.
Mathematics Task: Solve reallife and mathematical
problems using numerical and
algebraic expressions and
equations.
Literacy Task: Support claims
with logical reasoning and
relevant, accurate data and
evidence that demonstrates
and understanding of the
topic or text, using credible
sources.
http://www.glencoe.com/sites/common_a
ssets/science/workbooks/tennessee/7tca
p2.pdf
STCMS Energy, Machines and Motion
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First Nine Weeks
TG, lessons 18-19, p. 217-234
TOOLBOX
Unit 1.1: Work, 3 Weeks
Other Resources
CER template http://www.colorincolorado.org/pdfs/cer-template.pdf
Unit 1.2: Machines, 2 Weeks
Simple Machine interactive game: http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/
Plans
Background for
Teachers
Student Activities
Background for
Teachers
This Simple Machines website offers teachers an insight to the different simple machines. If additional information is needed, teachers have the
ability to click the extra information link. http://www.thomasnet.com/articles/machinery-tools-supplies/simple-machine-guide
This is a web quest on simple machines. During this web quest students will be challenged to design a system that moves 200 lb. blocks from one
side of the river to the other and up to the top of a cliff. This challenge will cause students to apply their knowledge of simple machines. It comes
with a rubric to assess students’ finished products. http://zunal.com/teacherspage.php?w=188757
Unit 1.3: Motion, 4 Weeks
A simple explanation of balanced and unbalanced forces. http://www.scribd.com/doc/20904768/Balanced-and-Unbalanced-Forces
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This video explains Newton's Laws of Motion - Brainpop video: http://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/
Student Activities
Handouts for Newton's Laws BrainPop Video
http://www.nhusd.k12.ca.us/Chavez/AguirreWeb/files/4.Forcespdfs/BPnewton.pdf
l
Other Resources
The American Association for the Advancement of Science: This is a list of key ideas related to Forces and Motion. 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/FM#/
An explanation and animation of Newton’s three Laws of motion with a quiz and labs. http://teachertech.rice.edu/Participants/louviere/Newton/
Science of Golf: NBC Learn, in partnership with the United States Golf Association, uncovers the science, technology, engineering and math
behind the game of golf. The site offers video clips and lesson plans are provided by the National Science Teachers Association.
https://www.nbclearn.com/science-of-golf/cuecard/64725
This site offers resources for implementing claims-evidence-reasoning in the middle school science classroom.
https://www.schoology.com/resources/public/34617873/profile
This link offers simple demonstrations of Newton’s Laws. http://www.ehow.com/how_5835702_demonstrate-newton_s-laws-motion.html
Other Egg Drop Lab Activity Resources:
http://www.stem.neu.edu/programs/k-12-school-field-trips/egg-drop/trips/egg-drop/
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