Regular & Advanced SCOPE. Comprehensive Science 2 (7 th Grade) SEQUENCE

Transcription

1 Comprehensive Science 2 (7 th Grade) Regular & Advanced SCOPE & SEQUENCE

2 KEY COMPONENTS OF THE SCOPE & SEQUENCE UNIT #: UNIT GOAL UNIT TITLE the overarching learning goal for the unit; the desired results Next Generation Sunshine State Standards Complexity Level Suggested Time Frame: Lesson Plans: Text: Students will be able to the recommended time frame to teach each unit; NOTE: this does not include PDDs, 2 days for each 9 week exam, and the last day of school the lesson plans in Blender the portions of the text related to the unit; NOTE: not all pages in each section are closely aligned to the benchmarks be selective when deciding what pages to include in your lessons Content/Academic Language FLDOE Other TOPIC the required standards according to the course description posted on CPALMS by the Florida Department of Education; the benchmarks included in the Advanced course description are indicated with two asterisks (**) the level of cognitive complexity that a learning activity or assessment item associated with that standard might entail; see page 4 the essential knowledge, specific skills, and/or concepts students should acquire to master the benchmark content-specific vocabulary identified by the Florida Department of Education additional contentspecific vocabulary and/or academic language to help achieve mastery of the standards Prior Knowledge Benchmarks from lower grades that are the foundation for the concepts within the unit Common Misconceptions Predictable misconceptions commonly held by students that could undermine their efforts to learn these erroneous understandings/ideas should be addressed, in order to achieve conceptual change. (this is not a complete list, just a few suggested items to get you started) Sample Literacy Strategies Suggested literacy strategies to help students achieve the learning goals (this is not a complete list, just a few suggested items to get you started) Teacher Notes Things to consider when planning your instruction. (this is not a complete list, just a few suggested items to get you started) Prefixes, Suffixes & Roots Common prefixes, suffixes, and roots to help students understand scientific terminology (this is not a complete list, just a few suggested items to get you started) Sample Assessment Questions A sample assessment question aligned to a benchmark in the unit A sample assessment question aligned to a Nature of Science benchmark in the course Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

3 Every one of the Next Generation Sunshine State Standards (NGSSS) in the Scope & Sequence is accompanied by one of the three statements found below. The following descriptions and examples illustrate the distinctions between each type of benchmark listed. Statement Description Example Parent benchmark on the Statewide Science Assessment Each of these benchmarks are specific statements of expected student achievement presented in the NGSSS; they describe the overarching concept for a benchmark group of related benchmarks. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (parent benchmark on the Statewide Science Please see the FCAT 2.0 Test Item Specifications and note the bolded benchmark at the top of page 73. Assessed as (parent benchmark) on the Statewide Science Assessment Not assessed on the Statewide Science Assessment These benchmarks are closely related to the parent benchmark, which follows assessed as. They are grouped together due to the relationship of the concepts in the benchmarks. Each item on the Statewide Science Assessment will be written primarily to one of these benchmarks or the parent benchmark. While these benchmarks will not be assessed on the Statewide Science Assessment, they are included in the course description, thus they should be taught to help your students gain a better understanding of all concepts presented in the unit of study. These benchmarks are more appropriately assessed through classroom instruction. SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another (assessed as SC.7.P.11.2 on the Statewide Science Energy is conserved when transformed from one form to another, thus the concepts in this benchmark are related to those in SC.7.P Please see page 73 of the FCAT 2.0 Test Item Specifications and note the benchmark next to the words Also Assesses. SC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment (not assessed on the Statewide Science While this specific benchmark may not be assessed on the Statewide Science Assessment, other benchmarks related to how scientists have impacted society (SC.7.N.1.7 and SC.7.N.2.1) are assessed. In addition, teaching all of the concepts outlined within a unit of study will lead to a greater understanding of the unit goal. Each Nature of Science benchmark is listed in at least one unit, during which it should be especially emphasized; however, all Nature of Science benchmarks should be infused into all areas of the middle school curriculum. The following benchmarks are found in multiple units throughout the Scope & Sequence. Please note that although the benchmark is repeated in subsequent units, the student targets associated with the benchmark are specific to that unit. Benchmark Initial Unit Subsequent Units SC.7.N.1.1 Unit 1: Nature of Science Unit 2: Energy & Heat Unit 5: The Rock Cycle Unit 8: Interdependence Unit 9: Human Impact on Earth SC.7.N.1.3 Unit 1: Nature of Science Unit 3: Waves & Light Unit 5: The Rock Cycle SC.7.N.1.5 Unit 1: Nature of Science Unit 4: The Dynamic Earth Unit 6: History of the Earth Unit 9: Human Impact on Earth SC.7.N.1.6 Unit 1: Nature of Science Unit 7: Change Over Time (Evolution) Unit 8: Interdependence Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 3

4 Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level. Complexity Level Test items Students will Examples Low rely heavily on the recall and recognition of previously learned concepts and principles typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically not be required to come up with an original method or solution retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon or identify common examples complete a familiar single-step procedure or solve a problem using a known formula Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific concept or relationship. Provide or recognize a standard scientific representation for simple phenomena. Perform a routine procedure such as measuring length. Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.) Identify objects and materials as solids, liquids, or gases. involve more flexible thinking than lowcomplexity test items do require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process be expected to decide what to do using informal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiments describe or explain examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the next logical step or outcome apply and use concepts from a standard scientific model or theory Specify and explain the relationship among facts, terms, properties, and variables. Identify variables, including controls, in simple experiments. Distinguish between experiments and systematic observations. Describe and explain examples and non-examples of science concepts. Select a procedure according to specified criteria and perform it. Formulate a routine problem given data and conditions. Organize, represent, and interpret data. make heavy demands on student thinking require that the student think in an abstract and sophisticated way, often involving multiple steps engage in abstract reasoning, planning, analysis, using evidence, judgment, and creative thought analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships Identify research questions and design investigations for a scientific problem. Design and execute an experiment or systematic observation to test a hypothesis or research question. Develop a scientific model for a complex situation. Form conclusions from experimental data. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Explain how political, social, and economic concerns can affect science, and vice versa. Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

5 The following content-area literacy standards and grade level mathematics standards are also included in the M/J Comprehensive Science 2 course description and should be implemented on a routine basis. READING STANDARDS FOR LITERACY IN SCIENCE LAFS.68.RST. 1.1 Cite specific textual evidence to support analysis of science and technical texts Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Determine the meaning of symbols, key terms, and other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts & topics. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 3.7 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) Distinguish among facts, reasoned judgment based on research findings, & speculation in a text. 3.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. STANDARDS FOR SPEAKING & LISTENING LAFS.7.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) & evaluate the motives (e.g., social, commercial, political) behind its presentation. Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. WRITING STANDARDS FOR LITERACY IN SCIENCE LAFS.68.WHST Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 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. Gather relevant information from multiple print & 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. 3.9 Draw evidence from informational texts to support analysis reflection, and research Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. MATH FLORIDA STANDARDS MAFS. 7. SP SP SP.1.4 ** Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct & interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. PLEASE NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable. ENGLISH LANGUAGE DEVELOPMENT/PROFICIENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 5

6 PERFORMANCE MATTERS ASSESSMENT ALIGNMENT Unit Standard Assessment (USA): assesses all benchmarks within a unit as defined on the SDPBC Comprehensive Science 2 (7 th Grade) Scope & Sequence PLEASE NOTE: The contents of the following table, such as the total number of items and number of items per DOK level, may change. * Target dates are based on the suggested pacing in the Scope and Sequence. Assessments will be available both before and after the target dates. Assessment Type Test Name Content Focus Target Date* # of Items per DOK Level Total # of Items Standards Assessed UNIT 1: NATURE OF SCIENCE (08/17 08/30) USA GR7_Sci_U01_USA_FY18 Unit Assessment 08/29 08/30 UNIT 2: ENERGY & HEAT (08/31 09/20) USA GR7_Sci_U02_USA_FY18 Unit Assessment 09/19 09/20 UNIT 3: WAVES & LIGHT (09/22 10/11) USA GR7_Sci_U03_USA_FY18 Unit Assessment 10/10 10/11 UNIT 4: THE DYNAMIC EARTH (10/17 11/17) USA GR7_Sci_U04_USA_FY18 Unit Assessment 11/16 11/17 UNIT 5: THE ROCK CYCLE (11/27 12/19) SC.7.N.1.1, SC.7.N.1.2, SC.7.N.1.3, SC.7.N.1.4, SC.7.N.1.5, SC.7.N.1.6 SC.7.P.11.1, SC.7.P.11.2, SC.7.P.11.3, SC.7.P.11.4, SC.7.N.1.1, SC.7.N.3.2 SC.7.P.10.1, SC.7.P.10.2, SC.7.P.10.3, SC.7.N.1.3, SC.7.N.1.7 SC.7.E.6.1, SC.7.E.6.5, SC.7.E.6.7 SC.7.N.1.5, SC.7.N.2.1, SC.7.N.3.1 USA GR7_Sci_U05_USA_FY18 Unit Assessment 12/18 12/19 SC.7.E.6.2, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.3.2 UNIT 6: HISTORY OF THE EARTH (01/09 01/26) USA GR7_Sci_U06_USA_FY18 Unit Assessment 01/25 01/26 SC.7.E.6.3, SC.7.E.6.4, SC.7.N.1.5, SC.7.N.3.1 UNIT 7: CHANGE OVER TIME (01/29 02/15) USA GR7_Sci_U07_USA_FY18 Unit Assessment 02/14 02/15 UNIT 8: INTERDEPENDENCE (02/19 03/14) USA GR7_Sci_U08_USA_FY18 Unit Assessment 03/13 03/14 UNIT 10: HUMAN IMPACT ON EARTH (03/27 04/18) SC.7.L.15.1, SC.7.L.15.2, SC.7.L.15.3, SC.7.N.1.6, SC.7.N.1.7 SC.7.L.17.1, SC.7.L.17.2, SC.7.L.17.3, SC.7.N.1.1, SC.7.N.1.6, SC.7.N.3.2 USA GR7_Sci_U10_USA_FY18 Unit Assessment 04/17 04/18 SC.7.E.6.6, SC.7.N.1.1, SC.7.N.1.5, SC.7.N.1.7 UNIT 11: REPRODUCTION & HEREDITY (04/19 05/18) USA GR7_Sci_U10_USA_FY18 Unit Assessment 05/17 05/18 SC.7.L.16.1, SC.7.L.16.2, SC.7.L.16.3, SC.7.L.16.4, SC.7.N.2.1, SC.7.N Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

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8 UNIT 1: THE PRACTICE OF SCIENCE UNIT GOAL NATURE OF SCIENCE Students will understand that scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Next Generation Sunshine State Standards SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions (assessed as SC.8.N.1.1 on the Statewide Science SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials) (parent benchmark on the Statewide Science SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation (assessed as SC.8.N.1.1 on the Statewide Science SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment (assessed as SC.8.N.1.1 on the Statewide Science SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics (parent benchmark on the Statewide Science Complexity Level Low Students will be able to Plan and carry out a scientific investigation: develop a testable question form a hypothesis identify a test variable (independent), an outcome variable (dependent) & controlled variables (constants) establish a control group and experimental groups create or follow a procedure collect and organize data in a table create an appropriate graph for the data set given or collected interpret & analyze data in tables, graphs, & graphics form and/or defend a conclusion Suggested Time Frame: 10 days (8/17 8/30) Lesson Plans: Lessons 1 7 compare data collected from multiple trials in an investigation compare other lab groups data collected in an investigation explain the purpose of repetition/ conducting multiple trials (to reduce experimental bias) vs. replication/ reviewing other scientists or lab groups data (to establish credibility) compare the processes and characteristics of different types of scientific investigations, such as experiments, fieldwork, surveys, and simulations describe the benefits and limitations of experiments and other scientific investigations identify a test variable (independent variable) as the factor deliberately manipulated in an investigation identify an outcome variable (dependent variable) as the factor that is measured or observed to determine if and/or how it changes in response to the test variable recognize that scientists use different methods to investigate scientific questions summarize the methods employed by scientists as they engage in scientific investigations Text: Sections , 2.1 Content/Academic Language FLDOE Other analyze classify conclusion control group controlled variables (constants) data empirical evidence experiment hypothesis inference investigation model objectivity observation outcome variable (dependent) predict pseudoscientific repetition replication scientific method scientist sense subjectivity systematic observations test variable (independent) testable trials valid variable bias compare conduct credibility defend differentiate ethics falsifications interpret logical reasoning opinion proof scientific explanation skepticism support trend valuable vary SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based (assessed as SC.6.N.2.2 on the Statewide Science recognize that scientific explanations are always based on empirical evidence evaluate a scientific explanation using empirical evidence, logical reasoning, predictions, and models Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

9 Prior Knowledge SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations; experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions. SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. SC.5.N.1.4 Identify a control group and explain its importance in an experiment. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. SC.3.N.1.5 Recognize that scientists question, discuss, and check each others evidence and explanations. SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the scientific method. SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. Common Misconceptions Science is a book or collection of facts. There is a single Scientific Method that all scientists must follow. All activities in science are experiments; experiments and investigations are the same thing. Scientific ideas are absolute and unchanging. Science proves or disproves ideas. A hypothesis is an educated guess. Replication and repetition are the same thing. Science can answer all questions. Sample Literacy Strategies o Concept of Definition Map: science o Venn Diagram: test variable (independent variable) vs. outcome variable (dependent variable), replication vs. repetition o Frayer Model: hypothesis Teacher Notes Focus on scientific thinking and skills scientists use to conduct scientific inquiry. Make sure the students understand that there is no single, linear scientific method, but rather methods scientists use to engage in scientific inquiry. Students should be comfortable using the terms test variable & independent variable interchangeably. Students should be comfortable using the terms outcome variable & dependent variable interchangeably. Ensure students understand the purpose of controlled variables. Students are not required to memorize scientists names and their accomplishments. Prefixes, Suffixes & Roots o in- not o -ion, -tion, -ation act, process o -ist person o -ology/-logy study of, science of o pseudo- fake, false Sample Assessment Questions o quant- how much o re- back, again o sci- knowledge o -scope look, observe o var- change Sample FLDOE Question SC.7.N.1.4 Planarians are freshwater organisms that can regenerate. Sonia had three petri dishes of planarians. In the same room, the first petri dish was inside a cabinet, the second petri dish was sitting on her desk, and the third petri dish was partially covered by a book. After one hour, she noted the distribution of the planarians in each petri dish. Which was the test variable (independent variable) in her experiment? A. color B. light C. movement D. temperature Sample FLDOE Question SC.7.N.1.2 A scientist performs an experiment and asks other scientists around the world to replicate it. Why would other scientists most likely try to perform the same experiment? A. to find out if weather of various regions of the world would affect the results B. to see if the experiment would be less expensive in another part of the world C. to confirm the results of the experiment conducted by the scientist D. to verify that the hypothesis of the experiment is a scientific law Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 9

10 UNIT 2: UNIT GOAL ENERGY AND HEAT Students will understand that energy transforms from one form to another through the change in the amount of heat applied to or removed from a system. Suggested Time Frame: 14 days (8/31 9/20) Lesson Plans: Lessons Text: Chapter 10 ENERGY HEAT Next Generation Sunshine State Standards SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another (parent benchmark on the Statewide Science SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another (assessed as SC.7.P.11.2 on the Statewide Science **SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others (not assessed on the Statewide Science SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions (assessed as SC.8.N.1.1 on the Statewide Science SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature (parent benchmark on the Statewide Science Complexity Level Students will be able to recognize energy as the ability to do work or cause change identify different forms of energy and classify them as potential energy or kinetic energy explain how one form of energy can transform into another form of energy describe how energy is conserved during a transformation examine situations where energy is transformed from one form to another explain that the Law of Conservation of Energy states that energy is conserved as it transfers from one object to another and from one form to another provide examples of the Law of Conservation of Energy differentiate among the various forms of energy such as: heat energy, light energy, electrical energy, sound energy, chemical energy, mechanical energy, nuclear energy, and gravitational potential energy identify situations where various forms of energy are transformed from one form to another identify test variables (independent), outcome variables (dependent), and controlled variables collect, organize, and analyze data predict outcomes based on prior knowledge, observations, and/or research defend conclusions recognize that the particles that make up a substance are in constant, random motion (kinetic theory of matter) compare the speeds of particles in solids, liquids, & gases relate the temperature of a substance to the average kinetic energy of its particles recognize that thermal energy depends on quantity, while temperature does not describe heat as the transfer of thermal energy via conduction, convection, or radiation recognize that heat flows from warmer to cooler objects until equilibrium is met provide examples of conduction, convection, & radiation explain the relationship among temperature, thermal energy, and heat Content & Academic Language FLDOE Other absorb chemical energy analyze cite classify cumulative conduct defend control group differentiate** data elastic potential empirical energy evidence electrical energy energy experiment electromagnetic heat energy (light) hypothesis gravitational inference potential energy insulator interpret investigation kinetic energy mechanical energy potential energy observation molecular predict kinetic radiation energy** replication nuclear energy state of observe matter phenomenon temperature sound energy testable system (scientifically testable) thermal energy trials transformation valid variable Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

11 HEAT (CONTINUED) SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state (assessed as SC.7.P.11.2 on the Statewide Science **SC.912.P.10.5 Relate temperature to the average molecular kinetic energy (not assessed on the Statewide Science SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models (assessed as SC.7.N.1.5 on the Statewide Science Low explain that the addition or removal of heat within a system may result in a temperature change and possibly a change of state recognize that the internal energy of an object includes the energy of random motion of the object s atoms and molecules, often referred to as thermal energy identify the benefits & limitations of the use of scientific models create a model to demonstrate the transfer of heat via conduction, convection, and radiation Prior Knowledge SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one s hands together. SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. SC.4.P.11.2 Identify common materials that conduct heat well or poorly. SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Please reference Unit 1 for the benchmarks associated with SC.7.N.1.1. Common Misconceptions Cold is transferred from one object to another. Changing the temperature always causes matter to change state. Heat and temperature are the same thing. Earth gets heat from the Sun. Temperature is how hot or cold an object is. Heat energy is lost energy. Energy and force are interchangeable terms. An object at rest has no energy. We are running out of energy. Frozen objects don t have any thermal energy. Sample Literacy Strategies o Venn Diagram: kinetic energy vs. potential energy o Concept of Definition Map: energy o Triple Venn Diagram: conduction, convection, radiation Teacher Notes Ensure that students understand that the various forms of energy, such as chemical energy, light energy, and electrical energy, can be classified as either kinetic or potential energy and that mechanical energy is the sum of the kinetic and potential energy of an object. It may be helpful to address conservation of energy vs. the law of conservation of energy. There is often a lot of discussion in everyday life regarding conserving energy and students may misinterpret the law. When addressing energy efficiency, make sure students understand that the higher the efficiency of the transformation, the less energy is needed to produce the desired results. Temperature should be measured in degrees Celsius ( C). It is important for students to understand that when discussing heat flow it is the removal of heat (thermal energy) from a system and not the addition of cold that makes an object reach the same temperature. While students should have a conceptual understanding of specific heat, heat of fusion, and heat of vaporization, it s not necessary for students to use or memorize formulas or values related to the concepts. Prefixes, Suffixes & Roots o -duct lead o -kin move, activate o -radi ray o -therm heat o trans across, beyond, through o vect- carry Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 11

12 Sample Assessment Question Sample FLDOE Question SC.7.P.11.4 Mr. Aldaco added a copper (Cu) cube that is at room temperature and an aluminum (Al) cube that she just removed from the freezer to a beaker of boiling water. Sample Assessment Question Sample FLDOE Question SC.7.N.1.1 Michael studied the effects of temperature and pressure on the expansion rate of gases. When publishing the results of the experiment for others to study, which of the following would be most important for Michael to include? A. detailed steps in the procedures used B. cost of the materials used in the study C. acknowledgement of family members D. name of the building where the experiments were performed She left the cubes in the water for three hours. Which of the following describes a heat flow that took place during those three hours? A. from the aluminum cube to the beaker B. from the copper cube to the boiling water C. from the aluminum cube to the copper cube D. from the boiling water to the aluminum cube Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

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14 UNIT 3: UNIT GOAL WAVES AND LIGHT Students will understand that waves transfer energy without transferring matter and they can be classified based on how or through what they move. Suggested Time Frame: 14 days (9/22 10/11) Lesson Plans: Lessons 8, 36, 37, 38 Text: Sections 2.2, 9.1, 9.2, 9.3 WAVES LIGHT Next Generation Sunshine State Standards SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials (parent benchmark on the Statewide Science SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation (assessed as SC.8.N.1.1 on the Statewide Science SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors (parent benchmark on the Statewide Science SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed (assessed as SC.7.P.10.3 on the Statewide Science SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community (assessed as SC.6.N.2.2 on the Statewide Science Complexity Level Low Low Students will be able to recognize that waves move at different speeds through different materials (solid, liquid, gas) identify factors that affect the speed of light waves, sound waves, and other types of waves explain the relationship between wave speed and the properties of the medium (i.e. interactions of particles, density of medium, temperature of medium) classify waves based on how they move (longitudinal vs. transverse) and what they move through (mechanical vs. electromagnetic) differentiate between an experiment with variables & other scientific investigations carried out in other fields of study (e.g. chemists use different methods than anthropologists to conduct scientific investigations) explain that much of what scientists currently know about the behavior of waves is a result of keen observations rather than traditional experimental techniques conducted in a laboratory setting understand the different types of radiation present in the radiation from the Sun compare characteristics of the waves present within the electromagnetic spectrum sequence electromagnetic radiation in ascending order of frequency and descending wavelength describe the relationship between color & wavelength compare the energy levels of different parts of the electromagnetic spectrum explain that light can be reflected, refracted, and/or absorbed describe the interaction of light with matter identify the factors that determine the color of an object explain the effects of a medium on the speed and direction of electromagnetic waves explain why light rays bend upon entering a medium at an angle & how it affects the appearance of an image understand that scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge discuss how the scientific understanding concerning the behavior of light, radiation, and wavelength was not initially accepted and was the topic of much debate in the scientific community Content & Academic Language FLDOE Other absorb confirmation amplitude electromagnetic conduct spectrum controlled illustrate variable recognize (constant) refract density spectrum energy visible heat wave infrared insulator light observation opaque outcome variable (dependent variable) pitch radiation reflect solid sound wave space test variable (independent variable) translucent transparent ultraviolet vacuum wavelength Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

15 Prior Knowledge SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed. SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the scientific method. Common Misconceptions Visible light is not made up of a spectrum of different colors because it looks white. All waves move the same way. Waves stop when they hit a solid surface. Different colors of light are different types of waves. Ultrasounds are extremely loud sounds. Sound travels in a beam, in one direction, like a flashlight. Matter moves along with waves as the waves through the medium. Sounds cannot travel through liquids and solids. Sounds made by vehicles (e.g. sirens) change as the vehicles move past the listener because something/someone purposely changes the pitch of the sound. The speed of light never changes. Sample Literacy Strategies o Semantic Feature Analysis: waves, light o Concept Map: waves o Venn Diagram: mechanical vs. electromagnetic, transverse vs. longtidudinal Sample Assessment Question Sample FLDOE Question SC.7.P.10.1 Sunlight is composed of energy that is visible to humans and energy that is not visible to humans. Which statement describes hoe the visible energy from the Sun is different from the nonvisible energy? A. It travels at a different speed. B. It travels a different distance. C. It has different wavelengths. D. It has different amplitudes. Teacher Notes This is a great time to focus on how prefixes can help you understand a concept. Infra means below it is below visible light on the EM spectrum. Ultra means beyond it is beyond visible light on the EM spectrum. Though students need to know that the speed of waves differs depending on material it is traveling through, it is not necessary that students be able to calculate the speed of the waves. Students should understand water waves beyond the context of the beach. Prefixes, Suffixes & Roots o ampli- large o fract- break o infra- below o radi- ray o trans- across, beyond, through o ultra- on the far side of, beyond Sample Assessment Question Sample FLDOE Question SC.6.N.2.2 Scientific knowledge may change as new evidence or information is discovered. Which of the following would NOT be a result of new scientific research and information? A. Binomial nomenclature is assigned to a recently identified plant species. B. An endangered monkey species is put in a reserve for protection from extinction. C. A newly discovered chemical element will be added to the periodic table of the elements. D. A nonnative plant species will begin to reproduce rapidly after being introduced into a swamp ecosystem. END OF 1 ST NINE WEEKS Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 15

16 UNIT 4: UNIT GOAL THE DYNAMIC EARTH Students will understand that internal and external sources of energy have continuously altered the features of the Earth by means of both constructive and destructive forces. Suggested Time Frame: 23 days (10/17 11/17) Lesson Plans: Lessons 9, 11, 12, 35, Text: Sections 2.3, 3.1, 3.2, 8.6, Ch. 5 7 LAYERS AND MOVEMENT Next Generation Sunshine State Standards SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores (assessed as SC.7.E.6.5 on the Statewide Science SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins (assessed as SC.7.E.6.5 on the Statewide Science **SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions among them (not assessed on the Statewide Science SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building (parent benchmark on the Statewide Science **SC.912.E.6.3 Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates (not assessed on the Statewide Science SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them (parent benchmark on the Statewide Science Complexity Level Students will be able to identify the layers of the Earth explain the differing characteristics of the crust, lithosphere, mantle, outer core, and inner core describe the density differences between the layers of the Earth recognize that the lithosphere is broken into tectonic plates identify the layer of the Earth in which convection currents occur describe the nature of heat flow & convection currents within the Earth explain how movement of material and heat flow within the Earth cause various geologic events to occur explain the dynamic processes and interrelated nature of the Earth s layers recognize the importance of the study of seismic wave data and how it can be used to determine the internal structure, density variations, and dynamic processes between Earth's layers describe the theory of plate tectonics explain the movement of Earth s crustal plates at convergent, divergent, and transform boundaries discuss how the movement of the Earth s crustal plates & the flow of heat and material cause various geologic events to occur and landforms to develop differentiate slow and rapid changes to Earth s surface (e.g. mountain building vs. earthquake) discuss the development of the plate tectonic theory, which is derived from the combination of the theories of continental drift and seafloor spreading compare/contrast the three primary types of plate boundaries (convergent, divergent, and transform) explain the origin of geologic features & processes that result from plate tectonics (e.g. earthquakes, volcanoes, trenches, mid-ocean ridges, island arcs & chains, hot spots, earthquake distribution, tsunamis, mountain ranges) differentiate between scientific theories and laws in that a law is a description of a pattern in nature, whereas a theory explains why/how an event occurs identify the theory of plate tectonics as a scientific theory and city physical evidence that supports it Content & Academic Language FLDOE Other analyze constructive characteristic force convection convergent conduct boundary empirical core evidence crustal plate fault cumulative fold destructive law force lithosphere divergent model boundary plate earthquake tectonics eruption predict geologic pressure heat flow temperature interpret theory logical reasoning mantle metallic mid-ocean ridge mountain ocean basin ocean trench phenomenon process rapid recognize sea floor spreading sub-surface transform boundary volcano Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

17 VOLCANOES SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building (parent benchmark on the Statewide Science SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics (parent benchmark on the Statewide Science recognize that heat flow and movement of material within Earth causes volcanic eruptions identify the different causes of volcano formation describe and analyze common methods and/or models used in geology, seismology, and volcanology describe that scientists use inferences to understand the way the natural world works due to our inability to directly observe natural phenomenon EARTHQUAKES SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building (parent benchmark on the Statewide Science SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered (assessed as SC.6.N.2.2 on the Statewide Science Low explain the origin of geologic features and processes that result from plate tectonics recognize that heat flow & movement of material within Earth causes earthquakes due to a buildup & transfer of energy describe how scientific knowledge may change as new evidence or information is discovered explain how new evidence and interpretations resulted in the hypothesis of sea-floor spreading leading to Wegener s theory of continental drift, which in turn led to the development of the modern theory of plate tectonics Prior Knowledge SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 Give several examples of scientific laws. Common Misconceptions All volcanic eruptions are violent. Earthquakes (including small ones) happen very seldom and they are very strong. The Earth s surface has been exactly the same for millions of years. The Earth s core is hollow, or that a large hollow space occurs deep within the Earth. Only continents move. The edge of a continent is the same thing as a plate boundary. Volcanic eruptions and earthquakes are rare events. Continents sit on top of a layer of water. Sample Literacy Strategies Art in Science: layers of the Earth (with descriptions) Triple Venn Diagram: earthquakes, volcanoes, mountains Teacher Notes Students will need to understand the density difference between the layers of the Earth. It may be helpful to make the connection between the last unit on Waves & Light to seismic waves. While it isn t necessary for students to memorize the characteristics of seismic waves, reviewing how energy travels in the form of waves will help students understand what an earthquake is. Take time to review the movement of waves from the last unit when discussing the different types of earthquake waves. It may be helpful for students to design or analyze a model of the geologic features and processes that occur at plate boundaries. It is more important for the students to understand the different causes of volcano formations rather than taking time to memorize the features & characteristics of the three types of volcanoes. This is a great time to review concepts concerning heat flow when discussing convection currents. Prefixes, Suffixes & Roots astheno- weak di- away from con- with epi- on, over, surface geo- Earth lith, litho- stone meso- middle seismo- earthquake sub- under trans- across -verge to bend Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 17

18 Sample Assessment Questions Sample FOCUS Question SC.7.E.6.5 The Appalachian Mountains stretch from Mississippi to Canada. What is the best explanation for how this mountain range formed? A. Meteorites hit the area where the mountains are, pushing up rocks and soil. B. Hundreds of volcanoes erupted along the range, forming mountains and hills. C. Plates of Earth s crust slowly collided until one plate was on top of the other and pushed upward. D. Rivers and streams flowing down from Canada deposited soil in large amounts until the mountains formed. Sample Assessment Questions Sample FOCUS Question SC.7.N.2.1 In the early 1900s, a scientist named Alfred Wegener proposed the idea that all the continents were once joined together into one supercontinent, which he called Pangaea. At first, this theory was rejected by society, but now it can be found in textbooks. Which of the following most likely caused people to accept the theory that the continents were once all connected? A. A lot of scientific evidence was found that supported this theory. B. Studies showed that each of today's continents has a unique ecosystem. C. Another scientist wrote an article supporting this theory at the same time. D. The continents started to move back into the shape of the original supercontinent Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

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20 UNIT 5: UNIT GOAL THE ROCK CYCLE Students will understand the components of the rock cycle and how rocks change over time under the influence of weathering, erosion, pressure, and heat. Suggested Time Frame: 17 days (11/27 12/19) Lesson Plans: Lessons 10, 13, 14, 15, 16 Text: Sections 2.4, 3.3, 3.4, 3.5, 3.6 ROCK CYCLE WEATHERING, EROSION & DEPOSITION Next Generation Sunshine State Standards SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building) (parent benchmark on the Statewide Science SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation (assessed as SC.8.N.1.1 on the Statewide Science SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models (assessed as SC.7.N.1.5 on the Statewide Science SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building) (parent benchmark on the Statewide Science **SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation (not assessed on the Statewide Science SC.7.N.1.1 Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding, plan & carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, & graphics, analyze information, make predictions, & defend conclusions (assessed as SC.8.N.1.1 on the Statewide Science Complexity Level Students will be able to describe how igneous, metamorphic, & sedimentary rocks form classify rocks as igneous, metamorphic, or sedimentary based on their characteristics identify the how the processes of weathering, erosion, deposition, and exposure to heat & pressure change rock recognize that rock follows various pathways in the rock cycle explain how tectonic plate motions affect the rock cycle understand that the processes of science frequently do not correspond to the traditional portrayal of the scientific method explain that scientific knowledge is based on observation and inference, and that these are two very different things identify the usefulness of an observational study versus an experiment in the study of the rock cycle identify the benefits and limitations of the use of scientific models to explain natural phenomena such as the rock cycle explain how atmospheric and environmental agents, such as wind, rain, and temperature fluctuations, break down (weather) rock differentiate between physical & chemical weathering describe how wind, water, ice, or gravity moves soil and sediment from place to place (erosion) identify deposition as the process by which soil and sediment is laid down/deposited explain the roles that weathering, erosion, and deposition play in the formation of sedimentary rocks identify various landforms (e.g. dunes, lakes, sinkholes, aquifers) and describe how they form (erosion, physical/chemical weathering, and deposition) explain how sea level changes over time have exposed & inundated continental shelves, created and destroyed inland seas, & shaped the surface of the Earth identify test variables (independent), outcome variables (dependent), and controlled variables collect, organize, and analyze data predict outcomes based on prior knowledge, observations, and/or research defend conclusions Content & Academic Language FLDOE Other chemical constructive change force classify destructive controlled force variable geologic convection interpret erosion limitation fold mantle fossil phenomenon igneous rock process law sub-surface lithosphere support metamorphic rock model mineral observation outcome variable (dependent variable) physical change pressure sedimentary rock soil temperature test variable (independent variable) theory weathering Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

21 Prior Knowledge SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the scientific method. Please reference Unit 1 for the benchmarks associated with SC.7.N.1.1. Common Misconceptions Teacher Notes The rocks you see on the ground have been exactly the same for millions of years. There is no difference between weathering and erosion. One type of rock can only change to another type; for example, igneous can only change into sedimentary. Any amount of pressure or heat will cause a rock to undergo a metamorphosis. Sample Literacy Strategies o Process Notes: rock cycle o Venn Diagram: chemical weathering vs. physical weathering o Triangular Comparison Diagram: weathering, erosion, deposition Sample Assessment Questions Sample FOCUS Question SC.7.E.6.2 Suzanne is making a list of examples of weathering. Which of the following should Suzanne be sure to include? A. A rainstorm washes away soils from a garden. B. A sudden flood transports pebbles into a river. C. A landslide moves rocks down the side of a mountain. D. A windstorm scratches the surface of a rock with sand. This unit transitions from the previous unit with the discussion of the layers of the Earth (minerals) and volcanoes (formation of intrusive and extrusive igneous rocks). This is a good time to review mineral vocabulary like streak, luster, hardness, cleavage when discussing the rock cycle as well as the layers of the Earth. While students need to have an understanding of the general characteristics of classes of rocks, it is not necessary for students to memorize specific names of rocks and their characteristics. Students need to understand that many of the land features that we see are due to weathering, erosion, and deposition over long periods of time. This is a good time to revisit the role of weathering, erosion, and deposition in Earth s changing surface (SC.6.E.6.1) and Earth s landforms and their development (SC.6.E.6.2). Prefixes, Suffixes & Roots o geo Earth o ignis- fire o morph to change o sed- to sit o sub under o super above Sample Assessment Questions Sample FOCUS Question SC.7.N.1.5 Francesca creates a model that shows the movement of the tectonic plates of the Earth's surface. If she wants to use the model to understand the concept of how a mountain is formed, how does that model help her? A. It shows all of the plates in the correct layout. B. It explains in detail how mountains are formed. C. It displays details that cannot be seen in a drawing. D. It speeds up a process that takes millions of years. END OF 2 ND NINE WEEKS Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 21

22 UNIT 6: UNIT GOAL HISTORY OF THE EARTH Students will understand that by studying rocks and fossils inferences can be made about Earth s history. Suggested Time Frame: 13 days (1/9 1/26) Lesson Plans: Lessons 17, 18, 19, 20 Text: Sections 4.1, 4.2, 4.3, 4.4 DETERMINING EARTH S AGE Next Generation Sunshine State Standards SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes (parent benchmark on the Statewide Science SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating (assessed as SC.7.E.6.4 on the Statewide Science Complexity Level Students will be able to explain how fossils supply evidence of geologic change recognize that the composition and texture of sedimentary rock is related to the environment in which the rocks formed describe how Earth s surface features reflect its geologic history identify other materials that used to study Earth s climate history provide examples of the physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes identify current scientific methods (relative dating and absolute dating) for measuring the age of Earth and its parts describe the deposition of sedimentary rock layers apply the law of superposition to dating undisturbed rock layers explain how folding and faulting provide insight into the history of the Earth & relative ages of rocks recognize that fossils are used to determine the relative ages of rocks describe how geologic columns are used to compare relative ages of rocks explain how radioactive dating can be used to find the absolute age of rocks recognize that index fossils can be used to estimate the absolute ages of some sedimentary rocks Content & Academic Language FLDOE Other analyze confirmation chemical geologic change geologic fold column fossil fault law index fossil lithosphere isotope observation limitation physical process change support plate tectonics radioactive dating sedimentary rock superposition theory SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics (parent benchmark on the Statewide Science recognize that scientists use different methods to investigate scientific questions summarize how scientists can use fossils to determine the relative age of rock layers explain how scientists use radioactive decay of an isotope to determine the absolute age of rocks SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them (parent benchmark on the Statewide Science recognize the characteristics that make the law of superposition a law rather than a theory explain the nature of a scientific law as a statement or equation that describes a pattern in nature as in the law of superposition Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

23 Prior Knowledge SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 Give several examples of scientific laws. Common Misconceptions Radioactive dating provides you with an exact age. All fossils are pieces of dead animals and plants. Fossils are all bones and shells of extinct animals and soft tissues can never be fossilized. Radioactivity is always dangerous. Exposure to radioactive material will give you superhuman powers. Teacher Notes This unit transitions nicely from the previous unit, as you just explored the characteristics of sedimentary and metamorphic rocks and discussed the presence of fossils it would help to discuss how the presence of these fossils gives us information about geologic age. While students should have a general understanding of the geologic time scale, it is not necessary that students memorize specific information about specific geologic time periods such as eras, periods, or epochs. Students should understand the role of radioactive dating in determining the Earth s age, but it is not necessary that students complete these calculations or be familiar with half-life. Sample Literacy Strategies o Flow Chart: geologic time o Compare Contrast Chart: theory vs. law o Venn Diagram: absolute dating vs. relative dating Sample Assessment Question Sample FLDOE Question SC.7.E.6.3 The oldest rock formation identified on Earth is found on the shoreline of Hudson Bay in Canada. This rock formed 4.28 billion years ago. Which information does a scientist need to most accurately determine the age of a rock? A. the percentage of each mineral that makes up the rock B. the thickness of younger rock layers that cover the rock C. the amount of each radioactive element present in the rock D. the amount of weathering present on the surface of the rock Prefixes, Suffixes & Roots o geo Earth o lith- stone o super- above, beyond Sample Assessment Question Sample FLDOE Question SC.7.N.3.1 In what way is a scientific law different from a scientific theory? A. A law is true in all situations and all circumstances, while a theory is only true in certain instances. B. A law describes the major ideas of the universe, while theories are based on the smaller ideas of the universe. C. A law is based on testable facts and data, while a theory is just a combination of one or more hypotheses that have not been tested. D. A law expresses a relationship between two or more variables, while a theory explains the causal mechanism of how something happens Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 23

24 UNIT 7: UNIT GOAL CHANGE OVER TIME (EVOLUTION) Students will understand that the theory of evolution is supported by multiple forms of evidence and natural selection is a primary mechanism leading to change over time in organisms. Suggested Time Frame: 14 days (1/29 2/15) Lesson Plans: Lessons 42, 43, 44 Text: Sections 11.1, 11.2, 11.3 EVIDENCE OF EVOLUTION Next Generation Sunshine State Standards SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species (assessed as SC.7.L.15.2 on the Statewide Science **SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms (not assessed on the Statewide Science SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based (assessed as SC.6.N.2.2 on the Statewide Science SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms (parent benchmark on the Statewide Science Complexity Level Students will be able to recognize that many fossils form in sedimentary rock describe how scientists use fossil evidence to determine relationships between organisms & show change over time explain how the theory of evolution is supported by multiple forms of evidence including fossils classify organisms based on the distinguishing characteristics of the domains and kingdoms of living organisms describe how/why organisms are hierarchically classified based on evolutionary relationships describe how scientific explanations may change as new observations are made & new evidence is discovered provide examples of evidence that led to the modification of Darwin s theory to the modern theory of evolution describe the impact of genetic variation and environmental change on the survival of a species and the role of adaptations in a species survival explain that organisms that are better adapted to their environment survive and reproduce more successfully than do less-well-adapted organisms; describe the phrase survival of the fittest recognize natural selection as a primary mechanism leading to change over time in organisms Content & Academic Language FDOE Other adaptation classify behavior confirmation characteristic cumulative diversity differential empirical domain evidence environmental environment factor evolution genetic extinct variation species inherited fossil variation** kingdom phenomenon natural recognize selection observations organism reproduction species theory (scientific theory) NATURAL SELECTION **SC.912.L Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success (not assessed on the Statewide Science SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species (assessed as SC on the Statewide Science describe the four processes that drive natural selection and provide examples of each explain the scientific mechanisms, such as inherited variation, that result in evolutionary change describe how natural selection accounts for the appearance of traits over time explain how a species inability to adapt may contribute to the extinction of that species recognize the impact that humans, natural disasters, food scarcity, & non-native species can have on a species SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community (assessed as SC.6.N.2.2 on the Statewide Science understand that scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge describe the role of scientific argumentation in accepting and revising the modern theory of evolution Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

25 Prior Knowledge SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors, and physical characteristics. SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 Give several examples of scientific laws. Common Misconceptions Humans evolved from monkeys/chimpanzees. Individual organisms evolve due to genetic mutations. Natural selection makes organisms better and gives organisms the traits they need. Species are distinct natural entities, with a clear definition, that can be easily recognized by anyone. Sample Literacy Strategies o o o Semantic Feature Analysis: evolution Card Sort: natural selection and evolution Frayer Model: adaptation Teacher Notes During this unit you can remind students about how fossils provide information about the Earth s age, the environment, and the organisms present during geologic time periods, as well as how organisms changed over time. Students should not focus on how specific organisms/species changed over time. Teachers should not focus on hominid evolution. Take this opportunity to review the concept of what a theory is and how scientific knowledge changes as new information is discovered. This is a good time to revisit classification of organisms and their evolutionary relationships (SC.6.L.15.1). Prefixes, Suffixes & Roots o gene- origin, birth o -tion expressing action, a state of o var- change Sample Assessment Question Sample FOCUS Question SC.7.L.15.2 Elephants are the largest land animals alive today. They are the only mammals to have four knees. Evidence of extinct woolly mammoths shows that they shared the trait of having four knees, but they were not African or Asian elephants. How could the mammoths and elephants share this characteristic? A. Today s elephants are clones of the woolly mammoths. B. Elephants and woolly mammoths had a common ancestor. C. Today s elephants have adapted to look like woolly mammoths. D. Woolly mammoths are one of the three species of today s elephants. Sample Assessment Question Sample FOCUS Question SC.7.N.1.6 In the 1800s, Darwin proposed the Theory of Natural Selection, which states that organisms that are best adapted to their environment will survive and pass on their traits. This theory was controversial in Darwin's time. Which of the following is the best way that today's scientists should gather support for a new theory? A. creating websites B. providing evidence C. altering existing data D. publishing their ideas Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 25

26 UNIT 8: UNIT GOAL INTERDEPENDENCE Students will understand that all organisms on Earth interact and depend upon each other and their environment to satisfy their basic needs. Suggested Time Frame: 18 days (2/19 3/14) Lesson Plans: Lessons 53, 54, 55, 56 Text: Sections 14.1, 14.2, 14.3, 14.4 ROLES IN ENEERGY TRANSFER INTERACTIONS IN COMMUNITIES Next Generation Sunshine State Standards SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web (assessed as SC.7.L.17.2 on the Statewide Science **SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels (not assessed on the Statewide Science SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models (assessed as SC.7.N.1.5 on the Statewide Science SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism (parent benchmark on the Statewide Science **SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism (not assessed on the Statewide Science Complexity Level Students will be able to recognize the Sun as the source of energy for most life on Earth describe the roles of & relationships between organisms in the movement of energy through an ecosystem differentiate between a food chain and a food web identify each organism in a food web as a producer, primary/secondary/tertiary consumer or decomposer compare/contrast types of consumers create a food web (using no more than 15 organisms) demonstrating the flow of energy explain the consequences of removing an organisms from a food web explain the roles of & relationships among producers, consumers, and decomposers in the process of energy transfer in a food web trace the energy transfer on a path from the Sun to a tertiary consumer discuss how the amount of energy at each trophic level decreases as it moves through an ecosystem identify the benefits & limitations of scientific models explain how the use of a model would help scientists understand the process of energy transfer in a food web explain how the abundance of prey species affects the abundance of a predator species, and vice versa discuss adaptations that help predators & prey survive differentiate among the three types of symbiotic relationships (mutualism, parasitism, commensalism) identify the resources for which organisms compete predict the effects of competition for a resource identify the type of relationship between organisms given a description of their interactions describe the interrelated nature between organisms in an ecosystem compare/contrast relationships between organisms, such as mutualism, predation, parasitism, competition, and commensalism explain how the distribution & abundance of organisms in an ecosystem is determined by the interactions between organisms, & between organisms & the non-living environment Content & Academic Language FLDOE Other autotroph commensalism behavior competition carnivore cumulative characteristic food web climate illustrate community limiting factors consumer mutualism decomposer native diversity populations ecosystem nesting sites empirical parasitism evidence phenomenon endangered predation species primary energy consumer environment relationship extinct role species secondary food chain consumer habitat successive herbivore tertiary heterotroph consumer homeostasis trophic levels** life cycle models (scientific models) niche nutrient omnivore organism population predator prey producer reproduction species Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

27 LIMITING FACTORS SC.7.N.1.1 Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding, plan & carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, & graphics, analyze information, make predictions, & defend conclusions (assessed as SC.8.N.1.1 on the Statewide Science SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites (assessed as SC.7.L.17.3 on the Statewide Science SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based (assessed as SC.6.N.2.2 on the Statewide Science identify test variables (independent), outcome variables (dependent), and controlled variables collect, organize, and analyze data predict outcomes based on prior knowledge, observations, and/or research defend conclusions recognize that certain environmental factors limit the size of a population explain how food, shelter, space, nesting sites, water, disease, parasitism, and predation each have an impact on a population describe the limiting factors in Florida s land, freshwater, & marine ecosystems & their effect on native populations describe how scientific explanations may change as new observations are made and new evidence is discovered explain how the study of invasive, non-native species has led to developing policies to reduce harmful impacts Prior Knowledge SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Please reference Unit 1 for the benchmarks associated with SC.7.N.1.1. Common Misconceptions Green plants are the only producers. An organism cannot change trophic levels. Food chains involve predator and prey, but not producers. Carnivores have more energy than herbivores do because they are higher up on the food web. Populations increase until limits are reached, then they crash and go extinct. Sample Literacy Strategies o Concept of Definition Map: ecosystem o Concept Map: relationships of organisms within a food web Teacher Notes Reference the Law of Conservation of Energy when discussing energy transfer through trophic levels. While it is important to discuss the different types of consumers (primary, secondary, tertiary), it is not necessary for students to memorize specific information regarding specific organisms. While it is important for students to realize how energy flows through trophic levels and how lower trophic levels contain more energy than the trophic levels above them, it is not necessary for students to calculate the percentage of energy transferred from one tropic level to the next. You could also make a connection to the advanced benchmark SC.912.L.15.6 (Discuss distinguishing characteristics of the domains and kingdoms of living organisms) as you explain each organism s mode of nutrition. Make sure students realize that organisms may have different relationships with other organisms within the same ecosystem; for example, a predator could also have a mutualistic relationship with another organism. Prefixes, Suffixes & Roots o bio- life, living o carn- meat, flesh o herb- grass, plants o homeo similar o omni- all o pri- first o tert- third o -troph- nourishment, one who feeds o vore one that eats Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 27

28 Sample Assessment Question Sample FOCUS Question SC.7.L.17.2 Mangrove trees are common to the Florida Everglades. The tree roots serve as a place for freshwater oysters to attach when the tide is high, as shown in the picture. The oysters are protected from predators when attached to the roots underwater. The oysters do not harm the trees nor do they provide any benefit to the trees. Which of the following relationships is most similar to the relationship between the mangrove trees and the oysters? A. African ants living in acacia trees feed on leaf-eating insects found on the tree. B. Spider crabs are camouflaged by the green-brown algae growing on their shells. C. A whale is unaffected by the attached remora fish feeding on the whale s leftover food. D. Bees fly from one flowering plant to another gathering nectar and pollinating the flowers. Sample Assessment Question Sample FCAT Explorer Question SC.7.N.1.6 Scientists once thought there was no life on the deep-sea floor due to the lack of sunlight. However, in the 1970s, complete ecosystems were discovered on the deep-sea floor that depend on energy from chemical reactions rather than energy from sunlight. Which conclusion can be drawn from this discovery? A. Organisms are able to survive under any conditions. B. Observations will always lead to the discovery of new organisms. C. Organisms may be discovered in remote areas and extreme conditions. D. Observations collected on existing organisms can apply to any organism. END OF 3 RD NINE WEEKS UNIT 9: UNIT GOAL EVERGLADES CURRICULUM Students will develop a greater understanding of the ecology of the Everglades and discuss the actions necessary to conserve, protect and restore it. Suggested Time Frame: Embed in Units 8 & 10 Lesson Plans: Text: See Blender Newspapers in Education PLEASE NOTE: The Everglades Curriculum serves as a great segue between learning about the interactions among organisms in an ecosystem and the human actions that affect the environment Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

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30 UNIT 10: UNIT GOAL HUMAN IMPACT ON EARTH Students will understand that both human activities and natural events can have major impacts on the environment. Suggested Time Frame: 16 days (3/27 4/18) Lesson Plans: Lessons Text: Sections 8.1, 8.2, 8.3, 8.4, 8.5 IMPACT ON LAND IMPACT ON WATER Next Generation Sunshine State Standards SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water (assessed as SC.7.E.6.2 on the Statewide Science SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community (assessed as SC.6.N.2.2 on the Statewide Science SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water (assessed as SC.7.E.6.2 on the Statewide Science Complexity Level Students will be able to identify different types of land use describe the impact of human activity on land recognize the importance of soil, as it provides a habitat for organisms and stores water & nutrients discuss how deforestation removes vegetation causing increased wind and water erosion, which may lead to desertification describe how the process of urbanization can affect the flow of water (runoff) & increase erosion on natural surfaces explore ways humans conserve and restore land recognize that scientific argumentation is a necessary part of scientific inquiry & plays an important role in the generation and validation of scientific knowledge explain how the work of environmental scientists affects society & the decisions society makes regarding its natural resources recognize that fresh water is a limited resource found as surface water (lakes, rivers, streams) and groundwater (aquifers) discuss how people obtain water from an aquifer identify sources and examples of water pollution o chemical pollution (e.g. pesticides and fertilizers that seep in to groundwater or acid rain from burning fossil fuels) o thermal pollution (e.g. factories releasing warm water into local rivers) o biological pollution (e.g. wastewater) o eutrophication (e.g. fertilizer runoff adding extra nutrients to the water) recognize that the water cycle carries pollution to many places explain how humans affect the quality (urbanization), flow (building dams and canals), and supply (increased population/demand) of fresh water discuss water quality measures and monitoring Content & Academic Language FLDOE Other analyze acid rain climate air quality data confirmation deforestation conservation desertification differentiate diversity eutrophication ecosystem impact endangered greenhouse species effect environment nonpoint-source erosion pollution food chain nonrenewable habitat resource infiltration point-source interpret pollution model preservation nutrient renewable resource observation reservoir organism soil quality population urbanization predict water flow radiation water quality saturation ultraviolet variable SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics (parent benchmark on the Statewide Science describe and analyze common methods and/or models used in different fields of science explain how ecologists gather data regarding natural resources & how that might differ from other science disciplines Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

31 IMPACT ON AIR SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water (assessed as SC.7.E.6.2 on the Statewide Science HE.7.C.1.3 Identify environmental factors that affect personal health. SC.7.N.1.1 Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding, plan & carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, & graphics, analyze information, make predictions, & defend conclusions (assessed as SC.8.N.1.1 on the Statewide Science N/A recognize that the atmosphere (1) provides gases organisms need for survival, (2) absorbs harmful radiation, and (3) keeps Earth warm identify sources of indoor and outdoor air pollution discuss how urbanization affects air quality summarize the effect of vehicle emissions on air explain how air pollution can lead to acid rain describe the relationship between air pollutants & climate discuss ways to reduce air pollution discuss how prolonged exposure to air pollutants can cause health problems identify test variables (independent), outcome variables (dependent), and controlled variables collect, organize, and analyze data predict outcomes based on prior knowledge, observations, and/or research defend conclusions Prior Knowledge SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). Please reference Unit 1 for the benchmarks associated with SC.7.N.1.1. Common Misconceptions Humans are the only cause of global warming. Catastrophic events like earthquakes and volcanic eruptions only affect the lithosphere. Earth is too big for us to change, thus the impact of our activities is inconsequential. Green energy leaves no carbon footprint. Renewable resources can never be used up. We will never run out of resources such as coal, oil, and other minerals. The ozone layer is bad. Global warming is caused by the hole in the ozone layer. Sample Literacy Strategies o Concept Map: land, air, and water resources o RAFT: land, air, and water resources Teacher Notes This unit transitions nicely from the previous unit, you just discussed limiting factors, competition, and ecological relationships now discuss how humans impact ecosystems. There are many misconceptions about the greenhouse effect because of everyday conversations; it is important for students to understand what the greenhouse effect is and how not only humans, but also other organisms play a role. Students may not know what a greenhouse is or what purpose it serves. It may be beneficial to explain this to students so that they understand the analogy that is made. This unit is very broad and covers many different ideas, thus it is important to focus on the impact that humans have on the environment with respect to urbanization, deforestation, desertification, erosion, air and water quality, and changing the flow of water. Students often confuse the ozone layer to be a named layer of the atmosphere. Ensure that they understand the ozone layer is a misnomer as it does not fit the characteristics that define the other layers of the atmosphere (temperature and altitude). This is a great opportunity to construct and analyze data tables and graphs. This is a good time to revisit the interactions among the spheres of Earth (SC.6.E.7.4) and the characteristics of the atmosphere (SC.6.E.7.9). Prefixes, Suffixes & Roots o de- removal, separation o eco- nature, natural habitat Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 31

32 Sample Assessment Question Sample FLDOE Question SC.7.E.6.2 Deforestation occurs when large areas of trees are cut down. Which of the following impacts on the environment would result from deforestation? A. increased erosion B. colder temperatures C. excess ground moisture D. greater oxygen production Sample Assessment Question Sample FLDOE Question SC.7.N.1.5 A scientist is testing a new design for the blade of a wind turbine used to generate electricity. Which of the following is the best first step for the scientist to take? A. Take an existing blade and modify it with the new design. B. Design a computer simulation to test how well the blade will work. C. Construct a scale-model of the blade and test it in actual weather conditions. D. Build several full-size versions of the blade and place them on existing turbines Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only

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34 UNIT 11: UNIT GOAL REPRODUCTION & HEREDITY Students will understand that genetic information is passed from generation to generation by DNA which controls the traits of an organism. Suggested Time Frame: 22 days (4/19 5/18) Lesson Plans: Lessons Text: Chapters REPRODUCTION HEREDITY Next Generation Sunshine State Standards SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis (assessed as SC.7.L.16.1 on the Statewide Science **SC.912.L Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores (not assessed on the Statewide Science SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another (parent benchmark on the Statewide Science SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models (assessed as SC.7.N.1.5 on the Statewide Science SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees (assessed as SC.7.L.16.1 on the Statewide Science Complexity Level Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only Students will be able to identify mitosis and meiosis as forms of cell division recognize that mitosis: o is used for growth, repair, or asexual reproduction o produces cells with a complete set of chromosomes recognize that meiosis: o is used for sexual reproduction o produces cells with a half set of chromosomes compare the advantages and disadvantages of sexual reproduction and asexual reproduction recognize that the function of meiosis is to produce haploid gametes or spores describe the process of meiosis identify the phases, structures, & major events of meiosis recognize that genes are found in segments of DNA in the chromosomes of each cell describe DNA as a set of instructions that determines an organism s traits recognize that heredity is the passage of genes from parents to offspring explain that each parent passes one allele, a different version of the same gene, to its offspring recognize that each organism will have two alleles for every gene and the combination of those inherited alleles will determine the organism s traits recognize the value of models in science identify the limitations & advantages of using models to describe the processes of mitosis and meiosis explain that Punnett squares are used to make predictions about offspring, while pedigrees are used to trace a genetic trait through multiple generations recognize that a Punnett square only shows the probability that offspring will have a certain genotype (they do NOT predict actual outcomes) differentiate between dominant and recessive alleles explain the relationship between a genotype & a phenotype create Punnett squares to find combinations of alleles in potential offspring & determine the probabilities (in %) of specific genotype and phenotype outcomes analyze pedigrees to determine the probability of a genotype or phenotype of a specific individual identify parental genotypes that result in certain genotypic or phenotypic probabilities using Punnett squares & pedigrees Content & Academic Language FLDOE Other allele artificial asexual selection reproduction co-dominance** binary fission crossing over** biotechnology gametes** budding generation cell genes characteristic genetic chromosome engineering clone haploid** controlled hybrid variable incomplete diversity dominance** dominant independent DNA assortment** F1 generation limitation fertilization pedigree genetic polygenic** genotype probability heredity Punnett square heterozygous purebred homozygous reduction inherited trait division** interpret sex-linked** law spores** meiosis support mitosis trait model nucleus offspring organism P generation phenotype recessive reproduction sexual reproduction variable

35 HEREDITY (CONTINUED) **SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (not assessed on the Statewide Science **HE.7.C.1.7 Describe how heredity can affect personal health (not assessed on the Statewide Science SC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment (not assessed on the Statewide Science SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered (assessed as SC.6.N.2.2 on the Statewide Science N/A Low describe how the alleles of a genotype are expressed in the phenotype of an individual in various modes of inheritance (e.g., in codominance both alleles contribute to the phenotype of a heterozygous individual) analyze and predict inheritance patterns caused by each mode of inheritance provide examples of each mode of inheritance recognize that a person s increased susceptibility to diseases is based on specific traits passed from parent to offspring explain how the advent of technologies, such as artificial selection, genetic engineering, and cloning, has affected personal, environmental, and societal decisions discuss the risks, benefits, & ethical concerns associated with these different methods for developing organisms recognize that the work of scientists throughout history has affected society explain how scientific knowledge regarding genetics changed as new information & scientific evidence was discovered Prior Knowledge SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Please reference Unit 1 for the benchmarks associated with SC.7.N.1.1. Common Misconceptions The cell is a two-dimensional object. A theory can become a law. Offspring is guaranteed specific physical traits of the parent. Traits only pass from parent to offspring and not from previous generations. Genetic makeup guarantees the personality and physical appearance of offspring. All mutations are harmful. A dominant trait is the most likely to show up in the population. Only humans have DNA. Plants can only reproduce asexually. Sample Literacy Strategies o Comparative Analysis: mitosis and meiosis o Vocabulary Map: DNA structures Teacher Notes While it s important to address the phases of mitosis and meiosis, it is not the focus of the standard. Ensure that students understand why and how cells divide. Ensure that students understand that a Punnett square only demonstrates the probability of genotypes and phenotypes and each offspring is independent (i.e. if 1 of 4 offspring has blue eyes, it doesn t mean that if they have 4 children, the other 3 will have brown eyes) Punnett squares are limited to the P and F1 generations. It is not necessary for students to memorize specific genetic mutations and their impact. This is a good time to revisit the structure and function of cell organelles (SC.6.L.14.4) as well as the cell theory (SC.6.L.14.2). Prefixes, Suffixes & Roots o co- with o hetero- different, other o homo- same o pheno- show, appear o poly- multiple, more than two o zyg- pair, union Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only 35

36 Sample Assessment Question Sample FLDOE Question SC.7.L.16.1 The gene for curled ears (C) is dominant over the gene for straight ears (c). The picture to the right shows a cat with curled ears (Cc) and a cat with straight ears (cc). What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown? A. 100 B. 75 C. 50 D. 25 Sample Assessment Question Sample FLDOE Question SC.7.N.2.1 The invention of the microscope made the development of cell theory possible in the 1600s. Robert Hooke first named the tiny pores that he saw in his microscope, cells. However, he was not able to explain their purpose or function. How did the version of cell theory that we know today come about? A. Hooke's original idea remains unchanged. Others added new ideas. B. The only contribution Hooke made to current cell theory was naming the cell. C. Others developed more evidence and refined ideas related to what Hooke had originally proposed. D. Hooke's ideas were proven wrong and dismissed, and the current cell theory was developed from new ideas. UNIT 12: UNIT GOAL HUMAN GROWTH & DEVELOPMENT CURRICULUM Students will comprehend concepts related to health promotion and disease prevention to enhance health, analyze internal and external influences on health behaviors, and demonstrate the ability to practice advocacy, healthenhancing behaviors, and avoidance or reduction of health risks. END OF 4 TH NINE WEEKS Suggested Time Frame: 5 days (5/21 5/25) Lesson Plans: See Blender Text: Materials on Blender Comprehensive Science 2 (7 th Grade): Regular & Advanced **Advanced Only