SEVENTH GRADE I. CORE CONCEPTUAL OBJECTIVE: The students will utilize scientific process skills and problem solving strategies to solve meaningful problems. A. CONTENT AND SKILLS: By the end of grade seven all students will know the meaning and application of: 1. Scientists use the scientific method to conduct research and investigations in a clear and concise format. Inferences Predictions Qualitative Quantitative Hypothesis Independent variable Dependent variable Constant Data table By the end of grade seven, all students should be able to: a. Formulate an investigative question and a cause and effect hypothesis. b. Support investigative questions using current scientific knowledge and research background information. c. Design and conduct experiments using observations and accurate measurements. Identify and control variables. Clarify ideas that that are influencing the investigation. d. Use scientific tools and metric system to collect quantitative and qualitative data. Use computers for the collection, summary, and display of evidence. By the end of grade seven all students will understand: The scientific process is the means by which scientists discover the world. Essential Skill Missouri Show-Me Standards E 1.1 1.3 1.7 3.1 3.3 3.4 SC7 CA3 CA4 M1 M2 M3 National Science Education Standards A Scientific Inquiry G- Science as a Human Endeavor
Graph Conclusion Volume Density Mass Length Width Temperature e. Organize data and information into useful forms for analysis and presentation. Judge the strength of the data and information. Reformulate the hypothesis, redesign the experiment and reexperiment if necessary. f. Communicate the procedures used and the results of investigations in ways that enable others to repeat the investigations. g. Use critical thinking skills to review data from an experiment, summarize data, and form logical arguments about the cause-and-effect relationships in experiments. h. Remain open to and acknowledge different ideas and explanations, accept the skepticism of others, and consider alternative explanations. ESSENTIAL QUESTION #1: Why do scientists use systems of measurement and problem solving strategies? FACILITATING ACTIVIES: The scientific inquiry unit should be embedded throughout the entire course on all experiments, projects, and lab work.
SEVENTH GRADE I. CORE CONCEPTUAL OBJECTIVE: The student will analyze s composition and the causes and effects that shape its surface.. A. CONTENT AND SKILLS: By the end of grade seven all students will know the meaning and application of: 1. Minerals can be classified by their physical and chemical properties. Luster Magnetism Cleavage Streak Crystal Hardness Fracture Texture Reaction to acid Reaction to magnets By the end of grade seven, all students should be able to: a. Conduct simple physical and chemical tests to identify common minerals. b. Differentiate between minerals and rocks. By the end of grade seven, all students will understand: Essential Skill Missouri Show-Me Standards E 3.1 3.2 3.5 SC5 M1 M2 M3 National Science Education Standards Structure of s
2. The rock cycle is a series of processes on s surface and inside the planet that slowly changes rocks from one kind to another as the amount of matter remains constant. Rocks are divided into igneous, sedimentary, and metamorphic. Weathering Erosion Deposition Compaction Cementation Sedimentary rocks Metamorphic rocks Igneous rocks Rock cycle Sedimentation Differential heating Recrystallization Plate motion Soil composition Strata Stratification 3. The formation of layers of sedimentary rock and their associated fossils confirm a. Identify physical changes in rocks and describe the processes which caused the change (rock cycle). b. Describe the composition of soil and other factors that influence soil texture, fertility, and resistance of erosion. c. Describe how weathering agents and erosion processes (i.e. force of water as it freezes or plant roots, etc.) slowly cause surface changes that create and/or change landforms. d. Describe the formation process of igneous, sedimentary, and metamorphic rocks and explain how the earth processes affect the physical characteristics of those rocks. Model the rock cycle showing how rocks change from one form to another. e. Using observable traits classify several rocks into their correct rock type and justify the classification. f. Amount of matter remains constant while being recycled. a. Identify fossils as evidence of organisms that once lived in the past and have since become extinct and 4.5 SC1 SC5 CA4 1.5 1.8 2.3 Structure of s Structure of s
the long history of Earth and its changing life forms. Fossils Superposition Relative dating Absolute dating Mold/Cast Cast replacement Preservation Trace Fossils Index Fossils 4. The movement of crustal plates creates earthquakes, volcanoes, and mountains. Convection currents Magma/Lava Crustal plates Trench Mountain formation Plate boundaries Earthquake Volcano Epicenter organisms that have similarities and differences from organisms today. b. Explain the types of fossils and the processes by which they are formed. c. Use rock and fossil evidence to make inferences about age, history, changing life forms, and environment of Earth (i.e. superposition, similarities between fossils in different geographical locations, fossils showing that the area was underwater, climate changes, or organisms that have become extinct). d. Describe the methods used to estimate geologic time and the age of (e.g. techniques to date rocks, presence of fossils). a. Explain how convection currents are the result of uneven heating inside the mantle resulting in the melting of rock materials, convection of magma, eruption/flow of magma, and movement of crustal plates. b. Explain how strata are affected by the folding, breaking, and uplifting of rock due to plate motion. c. Describe how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation. SC5 CA4 1.5 1.8 SC1 SC5 CA4 Structure of s
Focus Folding Faulting Uplift Tectonic Plates Earth Layers Seismic waves 5. Human activities and natural events can affect erosion and deposition of soil and rock. Erosion Mining Deposition Reclamation a. Analyze the ways humans affect the erosion and deposition of soil and rock material (e.g. clearing of land, mining, planting vegetation, paving land, construction of new buildings, building or removal of dams or levees). Humans have an impact on everything around us both positively and negatively. 1.5 1.8 SC1 SC5 CA4 Structure of s ESSENTIAL QUESTION #1: How does the surface of change over time due to human activity with a focus on rocks and minerals in Missouri? FACILITATING ACTIVIES: The student will: 1. Classify and identify various minerals after conducting physical and chemical tests such as: a. Physical 1. color 2. luster 3. streak
4. hardness 5. specific gravity 6. cleavage and fracture b. Chemical 1. acid 1. Categorize an assortment of rocks into their three major types based upon observable characteristics. 2. Investigate how human interaction impacts erosion using a stream table (examples: Bonne Terre mines; St. Joseph State Park; Durango, Colorado; Doe Run; Route 66 Park). 3. Chocolate chip cookie mining, cupcake core sampling, and seed mining. ESSENTIAL QUESTION #2: How do fossils and rock layers confirm the long history of and its changing life forms? FACILITATING ACTIVITIES: The student will: 1. Construct a geologic time line, which includes geologic eras and life forms that existed during this time. ESSENTIAL QUESTION #3: How does the surface of change over time due to natural forces occurring on and within? FACILITATING ACTIVITIES: The student will: 1. Diagram and label the rock cycle showing how rocks continually change from one form to another. 2. Design and build a model that will show plate movement at a particular plate boundary (materials might include graham crackers and icing, modeling clay, construction paper). 3. Plot earthquake and volcanic activity, globally.
SEVENTH GRADE III. CORE CONCEPTUAL OBJECTIVE: The student will evaluate the effects of energy interactions among the atmosphere, land, and hydrosphere. A. CONTENT AND SKILLS: By the end of grade seven all students will know: 1. Earth has three distinct spheres, which interact to cause weather. Hydrosphere Atmosphere Lithosphere Geosphere Weather Air pressure Humidity Wind direction Wind speed Temperature 2. Unequal heating, via thermal energy, of s surface By the end of grade seven, all students should be able to: a. Discuss the relationship between the four elements of weather; air pressure, humidity, wind, and temperature. b. Compare and contrast the differences and similarities among the hydrosphere, atmosphere, and lithosphere. a. Explain the water cycle and its connection to weather. By the end of grade seven, all students will understand: Essential Skill Missouri Show-Me Standards 1.5 1.6 1.8 SC5 1.5 1.6 National Science Education Standards Earth in the Solar Earth in the
causes winds and ocean currents. Precipitation Water cycle Ground water Surface run-off Evaporation Condensation Convection Conduction Radiation Thermal energy Clouds Climate Prevailing winds Barometer Pressure Thunderstorms Tornadoes Hurricanes Fronts Transpiration Jet stream b. Recognize that the amount of matter remains constant while being recycled into different materials. c. Explain the possible paths of water through the hydrosphere, geosphere, and atmosphere. d. Explain the relationship between the different forms of water, as it moves through the water cycle, to atmospheric conditions. e. Explain how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation. f. Identify factors that affect climate (e.g. latitude, altitude, prevailing winds currents, amount of solar radiation). 1.8 SC5 Solar 3. Constantly changing properties of the atmosphere occur in patterns which are described as weather. a. Explain how the differences in surface temperature, due to solar radiation and the different heating and cooling rates of water and soil, influences the 1.5 1.6 1.8 SC5 Earth in the Solar
Weather instruments Air mass High Pressure Low Pressure Altitude Latitude movement of air. b. Summarize various factors in a region that may affect weather patterns. (E.g. proximity to large bodies of water, latitude, altitude, prevailing winds, amount of solar radiation, and geographic location). c. Predict future weather based upon weather data and observations. d. Predict weather phenomena such as rain, fog, storms, clouds, winds, based upon significant changes in weather data. e. Explain the interaction of moving cold and warm fronts and the impact on weather. f. Predict the effect of air masses on the weather in a given location.
ESSENTIAL QUESTION #1: How are the interactions between Earth and the atmosphere used to predict weather? FACILITATING ACTIVIES: The student will: 1. Record and measure weather data. Graph results and make predictions. 2. Diagram the layers of the atmosphere 3. Interpret weather maps for the national weather service. 4. Create a weather map given plotted weather data. 5. Analyze the relationship between weather and geology (locations of deserts, ocean breezes, etc.) 6. Conduct an experiment to determine the heating and cooling rates of various ground materials.grass, dirt, concrete, asphalt, soil types, sand types, and water. Relate the findings to climates in different parts of the country/world. ASSESSMENTS: Students will explain how the geography of areas creates the climate for that area. Students will explain the relationship between heating and cooling rates and ground material. Students will diagram the water cycle.
SEVENTH GRADE IV. CORE CONCEPTUAL OBJECTIVE: Analyze relationships between dimensions, energy interactions, and forces within our solar system and universe. A. CONTENT AND SKILLS: By the end of grade seven all students will know the meaning and application of: 1. The solar system dimensions must be expressed in special units due to its large size. Astronomical Unit Light year By the end of grade seven, all students should be able to: a. Create a scale model of the solar system using astronomical units. By the end of grade seven, all students will understand: Essential Skills Missouri Show-Me Standards National Science Education Standards 2. Stars are separated from one another by vast and different distances, which causes stars to appear smaller than the sun. In the vast dimensions of the universe, is in the Milky Way Galaxy. a. Use light years to compare relative distances of objects in the universe. b. Compare the distance light travels from the sun to Earth and between other celestial bodies.
Solar system Universe Galaxy Milky Way Galaxy 3. The Earth has a composition and location suitable to sustain life. Life Composition 4. The apparent position of the sun and other stars, as seen from Earth, change in observable and predictable patterns. Rotation Revolution Orbit Axis Sunrise Sunset a. Describe how s placement in the solar system is favorable to sustain life (i.e. distance from the sun, temperature, and atmosphere). b. Compare and contrast the characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (i.e. atmospheric gases, extreme high/low temperatures). a. Relate the apparent east to west changes in the positions of the sun, other stars, and planets in the sky over the course of a day to the Earth s counter-clockwise rotation about its axis. b. Describe the pattern that can be observed and the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset throughout the year. 5. The apparent position of the moon, as seen from a. Observe the change in time and location of moonrise, moonset, and
Earth, and its actual position relative to earth change in observable and predictable patterns. Moon Moonrise Moonset Moon Phases 6. The regular and predictable motions of the planet and moon, relative to the sun, explain natural phenomena, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons. Day Month Year Eclipse Tides Orbit Ellipse the moon s appearance relative to the time of day and month over several months and note the patterns. b. Relate the apparent change in the moon s position in the sky as it appears to move east to west over the course of a day to Earth s counterclockwise rotation about its axis. c. Model and describe how the appearance of the moon changes every 28 days in an observable and predictable pattern (moon phases). a. Illustrate and explain a day is the time it takes a planet to make a full rotation about its axis. b. Diagram the path (orbital ellipse) the Earth travels as it revolves around the sun. c. Illustrate and explain a year is the time it takes a planet to revolve around the sun. d. Describe how the moon s relative position changes as it revolves around. e. Relate the axial tilt and orbital position of as it revolves around the sun (the intensity of sunlight-direct and indirect- falling on different parts of during different seasons.) 7. Gravity is the force of a. Describe how gravity and inertia
attraction between two objects. Gravitation attraction between two objects in the solar system governs the pattern of their motion. keep objects in the solar system in orbit i.e. satellites, moon, Earth, and planets around the sun. Gravity Natural Satellite Artificial Satellite Inertia 8. The Earth, Sun and Moon, are part of a larger system that includes other planets and smaller celestial bodies. Celestial Bodies Asteroid Comets Meteors 9. Every object exerts a gravitational force of attraction on all other objects. a. Classify celestial bodies in the solar system into categories; sun, moon, planets, and other small bodies (i.e. asteroids, comets, meteors) based on physical properties b. Compare and contrast the size, composition, atmosphere, and surface of the planets in our solar system and Earth s moon. c. Identify the relative proximity of common celestial bodies (i.e. sun moon, planets, smaller celestial bodies such as comets) in the sky to Earth. a. Compare the amount of gravitational force acting between objects (which is dependent upon their masses and the distance between them). b. Compare and contrast an objects
Gravitational force Mass Weight 10. Newton s Laws of Motion explain the interaction of mass and forces that are used to predict changes in motion. Newton s Laws of motion Friction Inertia Acceleration Force 11. Most of the information we know about the Universe comes from the electromagnetic spectrum using a variety of tools such as telescopes (optical, radio, infrared, ultraviolet, x-ray, and gamma) space probes, etc. Telescope UV telescope X-ray telescope Gamma telescope mass versus its weight on a planet or other celestial body. a. Compare the effects of balanced and unbalanced forces (including magnetic, gravity, friction) on an object s motion. b. Explain the motion caused by balanced and unbalanced forces. a. Describe how different frequencies of electromagnetic energy have been used to obtain information about the solar system and beyond. b. Compare and contrast the various types of telescopes. c. Determine how information obtained from different tools has either confirmed or modified scientific theories concerning objects in space. Energy can be transferred in predictable patterns Energy can be transferred in predictable patterns
Space probe Space station Electromagnetic Spectrum ESSENTIAL QUESTION #1: How do forces and motion relate to the predictable patterns within our solar system and universe? FACILITATING ACTIVIES: The student will: 1. Model or illustrate moon phases, lunar eclipses, and solar eclipses. 2. Create a scale model of the solar system using astronomical units. 3. Demonstrate diffence between day, month, and year and how seasons relate (cartoon, illustration, etc.). 4. Track sunrise and sunset, moonrise, and moonset over a month long period (reference: US Naval Observatory). 5. Demonstrate/model inertia by swinging ball on string and releasing. ESSENTIAL QUESTION #2: How has society s knowledge of our solar system and universe changed through improvements in technology? FACILITATING ACTIVITIES: The student will: 1. Discuss how information about other planets was gathered and its reliability. 2. Research an astronomical tool summarizing the tool s contribution to our increasing knowledge of our solar system. 3. Investigate optical and non-optical astronomy and history of telescopes.
ESSENTIAL QUESTION #3: How does the earth compare to the other bodies in the solar system? FACILITATING ACTIVITIES: The student will: 1. Compare and contrast Earth with several other planets in our solar system using a Venn diagram or similar tool. 2. Create graphs comparing physical and/or chemical characteristics of Earth and other bodies in the system.