SCIENCE CURRICULUM 2017 GRADE 7. Pen Argyl Area School District. Chris Schuck

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1 SCIENCE CURRICULUM 2017 GRADE 7 Pen Argyl Area School District Chris Schuck

2 Unit 1: Ecosystems Unit Outcome(s): The learner will explore the variables that limit population size. A. Calculate theoretical growth of a milkweed bug population with no limits. State Standard(s): A8 B. Analyze results of experiments on abiotic factors and bug egg hatching. State Standard(s): A8 Eligible Content S7.A C. Relate abiotic and biotic factors to the growth or decline of populations. State Standard(s): A8 Eligible Content S7.A Content and Instructional Activities: As a long-term investigation, students will raise Brook Trout in a supported habitat to study the animal s developmental biology and some of the variables that limit population size. A computer simulation will be run looking at different variables: environment size, ratio of male to female, and survival rate. Students will later determine that population density is most affected by environment size. Remediation: A worksheet labeling the anatomical parts of a Brook Trout. Milkweed bug simulator Enrichment: Students can conduct an investigation on population density using a web site called population clock at Assessment Criteria: Laboratory Notebook, Electronic book, Essential Content Quizzes, Unit Exam Worksheets, and Internet access 1

3 Unit 2: Ecosystems Unit Outcome(s): The learner will construct a micro ecosystem in the classroom. The learner will observe interactions within the ecosystem and record observations pertaining to biotic and abiotic factors. A. Analyze and sort images on cards to determine which is a representation of an individuals, populations, communities or ecosystems. State Standard(s): A8 Eligible Content S7.A B. Identify biotic and abiotic elements. State Standard(s): A8 Eligible Content S7.A C. Relate the characteristics of a community, population and ecosystem. State Standard(s): A8 Eligible Content S7.A D. Construct a classroom micro ecosystem that will sustain a Brook trout population. State Standard(s): A8 Eligible Content S7.A E. Observe, describe, and record changes to the ecosystem using a line graph created from daily measurements of the water conditions. State Standard(s): A8 Eligible Content S7.A F. Describe the relationships between biotic and abiotic factors. State Standard(s): A1 Eligible Content S7.A1.3.1 Content and Instructional Activities: As a long term activity, the students will use sorting cards to develop vocabulary and concepts relating to an ecosystem. Students will become familiar with a population study by watching Jane Goodall s video of her study of chimpanzees. With this information, students will construct an aquatic and terrestrial environment and observe it over time. The students will monitor and document changes in biotic and abiotic factors. It will be determined which abiotic and biotic variables are most important to an ecosystem. Remediation: Worksheets labeling biotic and abiotic factors in an ecosystem. Enrichment: Students will access The Jane Goodall Institute website and construct a PowerPoint of the research and developing issues of that community. Assessment Criteria: Laboratory Notebook, Electronic book, Essential Content Quizzes, Unit Exam Worksheets, and internet access. 2

4 Unit 3: Ecosystems Unit Outcome(s): The learner will study the functional roles of populations to develop a food web and explore how energy travels from one trophic level to another. A. Research the functional roles of organisms in an ecosystem. State Standard(s): A6 Eligible Content S7.C B. Use data to develop a food web. State Standard(s): A8 Eligible Content S7.A C. Investigate the amount of energy generated from a food source. State Standard(s): A6 Eligible Content S7.C.2.1.2,3 D. Infer how energy travels through an ecosystem. State Standard(s): A6 Eligible Content S7.C Content and Instructional Activities: A. Students will use Mono Lake as an ecosystem case study which will allow them to understand the functional roles of populations in a food web. A food web of the Mono Lake ecosystem will be constructed showing the energy flow through the environment. Energy in the form of calories will be calculated by burning various substances. Remediation: Worksheet to describe human trophic levels Enrichment: Diagram humans in a food web. Visit the Mono Lake website Assessment Criteria: Laboratory Notebook, Electronic book, Essential Content Quizzes, Unit Exam Worksheets, and internet access. B. Students will measure the amount of energy in various foods and understand the process of photosynthetic organisms. Using the information, students will describe how energy moves from one trophic level to another. They will investigate the 10% rule and develop an understanding the importance of producers in an environment. Remediation: Worksheet to describe human trophic levels. 3

5 Enrichment: Diagram humans in a food web. Site showing the life cycle of brine shrimp and the commercial brine shrimp industry which is a key part of the Mono Lake ecosystem. Ut.water.usgs.gov/shrimp/index.html Assessment Criteria: Electronic book, Essential Content Quizzes, Unit Exam Worksheets, and internet access. 4

6 Unit 4: Ecosystem Unit Outcome(s): Students will use previous information regarding ecosystems and prepare an electronic book pertaining to their chosen ecosystem. Using the information, the students will study the impact of predation on multiple environments. A. Describe and communicate the biotic and abiotic components and the interactions within a related area. State Standard(s): A8 Eligible Content S7.A B. Apply the understanding of ecological concepts to their ecosystem. State Standard(s): A8 Eligible Content S7.A C. Describe the similarities and differences within an ecosystem. State Standard(s): A8 Eligible Content S7.A D. Use a multimedia system to investigate the adaptive importance to adopted coloration. Explain the importance of adaptations to support organisms. State Standard(s): A8 Eligible Content S7.A E. Describe how populations can vary over time in response to environmental factors. State Standard(s): A8 Eligible Content S7.A Content and Instructional Activities: Students will use knowledge by gathering unit information to research a variety of ecosystems to prepare a written report. They will look at three National Park ecosystems and compare the biotic and abiotic factors in each and prepare a presentation showing each. Students will organize their data using a Venn Diagram. Remediation: Venn Diagram comparing and contrasting various ecosystems Enrichment: Investigate local ecosystems. Access National Park Service Biological Diversity Report www1.nature.nps.gov/wv/biodiv.htm Assessment Criteria: Electronic book, Essential Content Quizzes, Unit Exam Worksheets and internet access. 5

7 Unit 5: Ecosystems Unit Outcome(s): Students will investigate mechanisms of change in populations and how organisms acquire dominant and recessive traits in populations. Students will develop an understanding of Natural Selection within an ecosystem. A. Use a simulation to determine the transfer of genetic information during breeding and derive the trait of the exchange. State Standard(s): C1 Eligible Content S7.B B. Describe how Natural Selection can determine the genetic make-up of a population. State Standard(s): C1 Eligible Content S7.B C. Describe how the genetic traits can be naturally determined over time. State Standard(s): C1 Eligible Content S7.B Content and Instructional Activities: Simulation will replicate predation in an ecosystem and will determine the survival rates based on their particular environment. This breeding process will occur for 6 generations until the final survival rates are reached showing the process of adaptation. Remediation: The evolution wing exploring evolution Enrichment: Use walking stick simulator. Webranger interactive website dealing with diversity and Galapagos video. Assessment Criteria: Graphic representation of survival rate, Electronic book, Unit Exam Resources and Materials: Lab Equipment, District Approved Textbooks and Internet access. 6

8 Unit 1: Geology Unit Outcome(s): The learner will observe rocks from various areas of the Grand Canyon and develop an understanding how differential erosion shapes a landscape. A. Observe and compare photographs and rock samples representing two locations along the Colorado River in the Grand Canyon. State Standard(s): A2 B. Use acid to test for the presence of calcium carbonate in rock samples. State Standard(s): A1 C. Identify the name of three sedimentary rocks: limestone, sandstone, and shale. State Standard(s): A1 D. Correlate the rocks from two locations along the Colorado River. State Standard(s): A2 E. Investigate how differential erosion has changed the landscape of the Colorado plateau. State Standard(s): A2 Content and Instructional Activities: Students will observe and compare rocks exposed at two different locations in the Grand Canyon and correlate similar rocks at the two different spots. With this knowledge, the student will build the idea of how rock layers make up the landforms. They will be introduced to the principle of Original Horizontality and how sedimentary rock only forms horizontal layers. The Eastern part of the United States will be looked at and students will understand why those sedimentary layers are no longer horizontal. They will then construct a drawing showing what the rock layers look like between the two different locations in the Grand Canyon. Remediation: Article titled Grand Canyon Rock in resource book Enrichment: Compare river air distance to land distance, compare Grand Canyon 100 years later, Investigate National Parks, take virtual field trip. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets and Internet access. 7

9 Unit 2: Geology Unit Outcome(s): The learner will be able to investigate the process of erosion and deposition and how these two forces contribute to the formation of sedimentary rocks. A. Investigate how sand can be made from larger rocks. State Standard(s): A1 B. Identify the sediments in sandstone and shale. State Standard(s): A1 C. Model the formation of layers of sandstone and shale in an ancient environment. State Standard(s): A3 D. Relate the process of weathering, erosion, and deposition to the formation of sediments, sedimentary rock and landforms. State Standard(s): A2 Content and Instructional Activities: Students will investigate the process of erosion and deposition and how these processes contribute to the formation of sedimentary rocks. Sand analysis will be made on various types of sand specimens and students will determine the environment that they came from. A video will be viewed pertaining to the information that can be gathered from sand specimens. With this knowledge students will observe these forces on a stream table and make sandstone in a drainage basin. With this information they will infer what environment each rock formed. Remediation: CD simulation of a stream table in which variables can be manipulated Enrichment: Begin a class or personal sand collection, Do web research on Mars, Investigate Geomorphology from space, Read about the Ogallala Aquifer. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets and Internet access. 8

10 Unit 3: Geology Unit Outcome(s): The learner will observe the properties of limestone and compare fossils throughout the Grand Canyon and interpret the sequence of environments that existed based on those fossils. A. Identify sediments in limestone. State Standard(s): A1 B. Investigate how Carbon Dioxide contributes to the precipitation of Calcium Carbonate in water. State Standard(s): A4 C. Model the formation of limestone layers in an ancient environment. State Standard(s): A3 Content and Instructional Activities: Students will observe limestone and create Calcium Carbonate by blowing into limewater. Various aerial photographs will be observed showing the present day formation of limestone in various areas. Different types of limestone will be observed and depending on the types of fossils that are present an environment can be inferred. Students will then look at the processes that are necessary for the formation of caves due to the presence of carbonic acid. Remediation: Students can access the National Speleological Society website Enrichment: Revisit local rocks, Visit local sedimentary environments, Investigate building materials. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets and Internet access. 9

11 Unit 4: Geology Unit Outcome(s): The learner will develop an understanding of timelines to construct a geological history of the Earth. A. Create a personal timeline from birth to the present. State Standard(s): A3 B. Construct a timeline of geological events and prehistoric life. State Standard(s): A3 C. Apply the concepts of timeline to Earth s History. State Standard(s): A3 D. Determine the relative age of rocks based on association with other rocks. State Standard(s): A2 Content and Instructional Activities: Students will construct a personal timeline to record their own history. Once students understand the concept of scale that is necessary in the construction of timelines, students will begin to create a timeline of Earth s history. First a scale of one meter is equal to one hundred million years will be demonstrated which turns out to be a 45 meter long timeline. Students will then create a timeline with a scale of 1mm equal to 1 million years and plot all of the eras and periods in Geologic time. The Grand Canyon rock layers will be recorded and students will infer change in environments at the Grand Canyon over a 1.1 billion year time span. Enrichment: Describe a million, Prepare other timelines, Explore the U.S. map, View Colorado Plateau over time. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets and internet access. 10

12 Unit 5: Geology Unit Outcome(s): The learner will become familiar with the fossil record and how it contributes to evidence in the Earth s past. With this knowledge, index fossils will be used to date the Colorado Plateau by relative dating. A. Use index fossils to correlate rock layer in three locations on the Colorado Plateau. State Standard(s): A3 B. Compare various events and fossils to derive a faunal succession over Geologic time. State Standard(s): A3 C. Make inferences from fossil evidence that contribute to an understanding of fossil succession. State Standard(s): A3 Content and Instructional Activities: Index fossils are going to be investigated and why index fossils are unique to the information that they are able to reveal to a geologist. Students are going to differentiate the difference between an index fossil and a regular fossil based on the time span it existed and locations where it can be found. With this information, students will investigate three locations on the Colorado Plateau and correlate the rock layers based on the index fossils found at each location. Enrichment: Look for fossils, Make fossils, Track an animal, Think about modern fossils. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets, and Internet access. 11

13 Unit 6: Geology Unit Outcome(s): The learner will become familiar with Igneous and Metamorphic rocks and draw experiences with the rock types to develop the rock cycle. A. Observe and compare the properties of sedimentary, igneous and metamorphic rocks. State Standard(s): A1 B. Relate the formation processes of the three types of rocks to develop the rock cycle. State Standard(s): A1 C. Relate the size of crystals in igneous rocks to environmental variables. State Standard(s): A1 Content and Instructional Activities: Students will draw on their experiences with all rock types to build a concept of the rock cycle driven by the constructive and destructive forces on Earth. Processes such as physical and chemical weathering, erosion, and deposition which are important processes for the formation of sedimentary rocks will be studied. Students will then investigate crystal formation and infer the rate of cooling based on crystal size. Igneous rocks will be observed and the environment they formed in will be determined based on the crystals found in the rocks. Remediation: Virtual rock cycle program Enrichment: Assign Colorado Plateau history projects. Assessment Criteria: Laboratory Notebook, Student Portfolio, Essential Content Quizzes, Unit Exam Worksheets and Internet access. 12

14 Unit 1: Chemistry Matter and Temperature Unit Outcome(s): Define matter and investigate the motion of the particles in each of the four phases. A. Identify the atom as the building block of matter. State Standard(s): A2 Eligible Content S7.C B. Define temperature in terms of the motion of atoms and molecules. State Standard(s): A2 Eligible Content S7.C C. Identify the phases of matter. State Standard(s): A3 Eligible Content S7.C D. Describe the behavior of atoms and molecules as matter undergoes phase changes. State Standard(s): A2 Eligible Content S7.C E. Distinguish between an element, compound and mixture. State Standard(s): A2 Eligible Content S7.C Content and Instructional Activities: Students will be given a variety of materials element, compounds, and mixtures that can be separated by filtration, evaporation, distillation, and magnetism. Students will investigate the amount of energy of a substance in each state of matter and the movement of the particles, and the amount of energy required to cause a phase change. Remediation: Multimedia Program: Molecules in a Solid, Liquid and Gas Enrichment: Reading Rock Solid, Phase Change Website Assessment Criteria: Laboratory Notebook, Section review, Unit Exam Worksheets, and internet access. 13

15 Unit 2: Heat Unit Outcome(s): The learner will look at the different forms of energy and measure this with different units. They will then look at the different ways that energy is transferred. A. Describe the relationship between heat, temperature, and thermal energy. State Standard(s): B6 B. Compare and contrast various methods of heat transfer. State Standard(s): B6 Eligible Content S7.C C. Differentiate between thermal conductors and thermal insulators. State Standard(s): B3 Eligible Content S7.C D. Explain what it means when objects are in thermal equilibrium. State Standard(s): B3 E. Identify and use different units to measure heat. State Standard(s): B2 Content and Instructional Activities: In this chapter students are going to look at heat gained and lost in various substances and calculate the results in calories. They will then look at the movement of energy in substances based on density, fluids, and temperature change. With this information students will get a better understanding of how substances expand and contract due to the gain and loss of energy. Remediation: Worksheets labeling energy movement in gases and liquids, Multimedia simulator showing movement of particles. Enrichment: Review sheet of terminology, calorie practice sheet, Science Line website Assessment Criteria: Laboratory Notebook, Essential Content Quizzes, Unit Exam Worksheets 14

16 Unit 3: Properties of Matter Unit Outcome(s): The student is going to define density, measure density and solve density related problems. They will look at the different phases of substances and how the atoms and molecules are arranged and how the density of those phases changes. Buoyancy will be investigated using Archimedes principle. A. Define density in terms of mass and volume. State Standard(s): A1 B. Apply the density formula to solve problems. State Standard(s): A1 C. Distinguish chemical and physical properties of matter. State Standard(s): A3 D. Explain how the arrangements of atoms and molecules in solids, liquid and gases determine their properties. State Standard(s): A2 E. Discuss difference between the density of solids and fluids. State Standard(s): A1 Content and Instructional Activities: Students are going to identify the three variables in the density equation. By using algebra skills, students will calculate for mass, volume and density. Properties and characteristics of solids will then be identified: shape, volume, density and compressibility. Similarities and differences between solids, liquids, gases and plasmas will be identified using the Venn Diagram. Buoyancy will be calculated using the density equation, comparing it to the density of water. Remediation: Practice density worksheet, Venn Diagram Enrichment: Students will access the site MADSI which allows the students to engage in various density activities and ask scientist questions. http// Assessment Criteria: Laboratory Notebook, Essential Content Quizzes, Unit Exam Worksheets 15

17 Unit 4: Atoms and the Periodic Table Unit Outcome(s): Students will look at the arrangement of the Periodic table and how the elements are organized based on their properties. The atom is going to be broken down into its subatomic particles. Students will look at the Bohr atom model. A. Apply an understanding of electric charge to describe the structure of atoms. State Standard(s): 3.2.7A2 B. Identify and describe particles which comprise atoms. State Standard(s): A2 C. Explain the Bohr atom model. State Standard(s): A2 D. Use the periodic table to become familiar with groups of elements and their properties. State Standard(s): A2 E. Predict properties of an element based on its position on the periodic table. State Standard(s): A2 Content and Instructional Activities: Students will start unit by identifying what the numbers represent on the periodic table. With the understanding of the different numbers students will construct an example of the Bohr atom and predict bonding between atoms. They will identify the similarities and differences between metals and nonmetals. Molecules will be identified and named based on oxidation/reduction numbers. Remediation: Worksheets of the Periodic table, flash cards, CD of a virtual periodic table. Enrichment: Website Comic Book Periodic Table Assessment Criteria: Laboratory Notebook, Essential Content Quizzes, Unit Exam, Atomic model poster Worksheets, and internet access. 16

18 Unit 5: Compounds Unit Outcome(s): Students will learn the relationship between different valence electrons and make prediction about Ionic and Covalent bonding. Oxidation numbers will be used to construct chemical formulas of compounds. Significance of Carbon will be researched as to why it can form so many unique molecules. A. Compare and contrast ionic and covalent bonding. State Standard(s): 3.2.7A4 B. Describe how oxidation numbers can be used to write chemical formulas of compounds. State Standard(s): A2 C. Explain the significance of carbon in the structure of many different molecules. State Standard(s): A1 D. Describe the importance of carbon to living organisms. State Standard(s): A1 E. Compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids. State Standard(s): A1 Content and Instructional Activities: Students will look at the differences between molecules and compounds. They will determine why ionic and covalent bonds form between metals and nonmetals. Carbon will be investigated and how it is capable of producing Carbohydrates, Proteins, Nucleic Acid and Lipids. Electron shell diagrams will be constructed and students will predict what kind of bond will form and whether or not the electrons want to be given away or shared. Remediation: Venn Diagram, molecular models and bonding models Enrichment: Student will observe molecule models on chemistry online. Assessment Criteria: Laboratory Notebook, Essential Content Quizzes, Unit Exam Worksheets, and internet access. 17

19 Unit 6: Changes in Matter Unit Outcome(s): Students will balance chemical equations using the law of conservation of mass. During a chemical reaction, students classify them as endothermic or exothermic and measure the rate of a reaction. A. Relate a balanced chemical equation to the law of conservation of mass. State Standard(s): A2 B. Write balanced chemical equations. State Standard(s): A2 C. Classify reactions based on how atoms combine to create new substances. State Standard(s): A4 D. Contrast endothermic and exothermic reactions. State Standard(s): A3 E. Describe factors that may influence the rate at which a chemical reaction occurs. State Standard(s): A3 Content and Instructional Activities: Students will perform 4 chemical reactions and categorize the reactions based on bubbling, color change and temperature change. Chemical reactions will be shown as balanced chemical equations and categorized based on decomposition, addition, single displacement, or double displacement reaction. Various chemical reactions will be performed and observation will be made for each. They will be given an unknown substance that the students will be required to identify. Remediation: Worksheets explaining the 4 types of reactions, website The Catalyst looking at various types of reactions Enrichment: Students can access the website Countertop Chemistry Assessment Criteria: Laboratory Notebook, Essential Content Quizzes, Unit Exam Worksheets 18