grade 7 science– curriculum pacing guide – 2019-2020
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 South Carolina Science Standards
South Carolina Science Support Documents and Resources Study Island
Discovery Ed Techbook Feedback for 20-21 Revisions
Science 7 Pacing
Quarter Unit # Topic # of Days
1 1 Structure and Properties of Matter ~10
2 Classification of Matter ~10
3 Physical and Chemical Properties of Matter ~10
4 Acids and Bases ~10
5 Physical and Chemical Changes and Conservation of Matter ~5
2 6 Cell Theory, Cell Structure, and Cell Classification ~15
7 Multicellular Organisms, The Digestive System, and The Excretory (Urinary) System
~15
8 Circulatory System and Respiratory System ~10
9 Nervous System, Musculoskeletal System, and Body System Relationships ~10
3 10 Genetics- Heredity and Traits ~10
11 Punnett Squares ~10
12 Mutations ~10
13 Genetic Engineering ~10
4 14 Ecosystems: Organization and Energy Flow ~15
15 Ecosystems: Biotic and Abiotic Factors ~10
EOY Review Based on year-long formative and summative data ~20
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
Science & Engineering Practice (Grades 6-HS) 7.S.1A.1-7.S.1A.8
1. Asking questions and defining problems Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.
2. Developing and using models Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
3. Planning and carrying out investigations Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures
4. Analyzing and interpreting data Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.
5. Using mathematics & computational thinking Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data.
6. Constructing explanations & designing solutions Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
7. Engaging in argument from evidence Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
8. Obtaining, evaluating, and communicating information Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
Cross-Cutting Concepts:
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter: Flows, Cycles, and Conservation
6. Structure and Function
7. Stability and Change
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
FIRST NINE WEEKS (SLIDES) Unit 1 - Structure and Properties of Matter ( ~10 days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it
undergoes changes. 7.P.2.A Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only
one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds.
7.P.2A.1: Performance Indicator: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons).
7.P.2A.2: Performance Indicator: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group/family) to describe the organization of the periodic table.
Unit 1 – Structure and Properties of Matter (~10 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Atomic models: Subatomic particles
SEP: S.1A.2: Develop and use models CCC:
● Scale, Proportion and Quantity
● Structure and Function
● I can develop and label a simple model of an atom.
● I can use my simple atomic model to show (illustrate) the relationships between the parts (subatomic particles).
● I can show how atoms relate to all matter in terms of scale, proportion, and quantity.
● Matter Intro Activity (DE Techbook)
isotope radioactivity electron shell compound radioactive dating neutron molecule particle element proton half-life substance ion atom matter
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Organization of
Periodic Table: Key= Chemical Symbol, Atomic Mass, Atomic Weight, Synonyms for Periods and Families
● Metals, Nonmetals, Metalloids
SEP: S.1A.8: Obtain and evaluate scientific information CCC:
● Patterns
● I can begin to explore the organization of the periodic table to identify patterns.
● I can obtain scientific information about various elements using the patterns in periodic table.
● I can obtain and use information from secondary sources about elements to describe the organization of the periodic table. (See Essential Learning Experiences, page 14).
● Periodic Table Activity ● Element Google Slides
Activity ● Periodic Table
Flashcards ● Periodic Table Review
Game
Atomic Number hydrogen nitrogen carbon chlorine Atomic Mass Atomic Symbol Periods Families noble gas Metals Nonmetals Metalloids periodic table of elements
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 2 - Classification of Matter (~10 days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it
undergoes changes. 7.P.2.A Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only
one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds.
7.P.2A.3: Performance Indicator: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition.
7.P.2A.4: Performance Indicator: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.
Unit 2 – Classification of Matter (~10 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Matter can be classified on the basis of its composition (flow chart)
● Elements, Compounds, and Mixtures (Heterogeneous & Homogeneous)
SEP: S.1A.4: Analyze and interpret data
CCC:
● Structure and Function
● I can describe the categories of matter.
● I can classify matter based on its composition (structure and function).
● I can classify matter based on composition using data.
● I can analyze and interpret data to describe and classify matter as a pure substance or mixture, and then into the most specific category, based on its composition.
● Compounds Introduction Activity (DE Techbook)
● Mixtures/Solutions/Pure Substances Board Builder (DE Techbook)
● Unit Review Games
Element Pure Substance Compounds Mixtures Heterogenous Homogeneous
● Common elements ● Common compounds ● Interpreting Chemical
Formulas/Counting atoms (Coefficients, Subscripts)
● Compound classification- Ionic vs. Covalent
SEP: S.1A.6: Construct explanations
CCC:
● Structure and Function
● Cause and Effect
● I can identify elements as molecules or compounds based on chemical formulas.
● I can use the periodic table to help me explain and classify compounds and molecules as ionic or covalent.
● I can construct explanations for how compounds (based
● Ionic/Covalent Bond Activity (DE Techbook)
● Unit Review Games
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 on their chemical formulas) are classified as either ionic or covalent.
● I can explain the chemical differences in ionic and covalent bonds based on the actions of their electrons.
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 3 - Physical and Chemical Properties of Matter (~10 days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it
undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical properties.
Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.
7.P.2B.1 Performance Indicator: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust).
7.P.2B.2: Performance Indicator: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance
Unit 3 – Physical and Chemical Properties of Matter (~10 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Classifying substances based on physical and chemical properties ● Metals &
Nonmetals
SEP: S.1A.4: Analyze and interpret data
CCC:
● Patterns ● Structure and
Function
● I can begin to describe the terms for physical and chemical properties.
● I can use the terms for physical and chemical properties to describe various substances.
● I can analyze and interpret data to describe substances using physical and chemical properties.
● I can classify and identify substances as metals or nonmetals based on their physical properties.
● I can analyze and interpret data to classify real-world substances as metals or nonmetals based on their properties.
● Physical & Chemical Properties & Density Activity (DE Techbook)
● Unit Review Games ● One, possibly two
(time-dependent) labs with various real-world materials in stations. Students use quantitative and qualitative observations to record data about physical and chemical properties. This is when we, in a controlled and safe manner, do demonstrations with fire (teacher-led).
● Second lab: Let students move from station-to-station, investigating properties of metals and nonmetals
malleability mass periodic table of elements base noble gas transparent hardness crystal volume (matter) density melting point chemical compound metal color physical property plasma acid chemical reaction temperature (general) react physical change matter
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 opaque freeze solubility property substance conductor characteristic
● Density- conceptually and quantifiably
SEP: S.1A.5: Use mathematical and computational thinking
CCC:
● Patterns
● I can explain density in words that make sense to me.
● I can use my definition of density and relate it to the various scientific definitions.
● I can calculate density given mass and volume of objects using proper units.
● I can describe/explain the relationship between mass, volume, and density.
● Physical & Chemical Properties & Density Activity (DE Techbook)
● Unit Review Games ● Gizmo- Density ● Density- various
real-world, common objects. Students first make assumptions about the densities (order them), then actually calculate density, compile the data class-wide/grade-wide, and compare overall results to initial assumptions.
pure substance variable liquid pressure density mass measure cork state of matter condense absorb temperature volume (sound) substance volume (matter) hardness element specific gravity water weight property barometer matter physical property
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 4 - Acids and Bases (~10 days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it
undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical properties.
Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.
7.P.2B.3: Performance Indicator: Analyze and interpret data to compare the physical properties, chemical properties (neutralization to form a salt, reaction with metals), and pH of various solutions and classify solutions as acids or bases.
Unit 4 – Acids and Bases (~10 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Properties of Acids & Bases: Chemical, Physical, & Measurable (indicators)
● Classify substances as acids, bases, or neutrals via chemical and physical properties as well as data collection using indicators (pH paper, litmus paper, phenolphthalein)
● Have students distinguish specifically between indicators, as well as make arguments about when to use which (benefits of each)- this isn’t overtly in the standard, but important to the overall conceptualizing of the topic
● Students develop a “living” list of common acids and bases throughout the online
SEP: S.1A.4: Analyze and interpret data
CCC:
● Patterns
● I can begin to learn the physical and chemical properties of acids, bases, and neutrals.
● I can analyze and interpret data about acids and bases to compare their physical and chemical properties.
● I can analyze and interpret data of real-world samples of substances to classify them as acids, bases, or neutrals based on their properties.
● Acids & Bases Introduction Activity (DE Techbook)
● Acid or Base? Formative Assessment
● Create Your Own pH Scale
● Potter’s Pond Virtual Lab (DE Techbook)
● Acids & Bases Board Builder (DE Techbook)
● Unit Review Games ● Alien Juice Bar (online
interactive) ● Using various
teacher-prepared solutions and samples, students use all standards-based indicators (pH paper, litmus, phenolphthalein) to collect and interpret data about the various samples. Data is ultimately collectively analyzed across classes.
litmus test beaker alkaline pure substance hydroxide ion chemical change absorb electron shell ion corrosive acid neutral chemical pH chemical reaction battery substance base chemical test chemical energy abdomen stomach classify
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 interactive, activities, and labs (though it is in the extensions of the support document, having a working knowledge of “tips” for determining acid vs. base is very helpful)
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 5 - Physical and Chemical Changes and Conservation of Matter (~5 days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it
undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical properties.
Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.
7.P.2B.4: Performance Indicator: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances.
7.P.2B.5: Performance Indicator: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.
Unit 5 – Physical and Chemical Changes and Conservation of Matter (~5 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
-How physical and chemical changes affect the properties of different substances ***Note***We chose to break up this indicator with the closely-related acids and bases indicator to minimize confusion about the overlap between physical and chemical properties versus changes as student data has historically shown this is an area prone to confusion
SEP: S.1A.3: Plan and conduct controlled scientific investigations
CCC:
● Cause and Effect ● Stability and
Change
● I can recall what I know about physical and chemical properties and compare/contrast that with physical and chemical changes.
● I can tell the difference between physical and chemical changes based on the outcome of a reaction.
● I can plan and conduct an experiment to answer questions about how physical and chemical changes affect the properties of different substances. *See page 32 Essential Learning Experiences
● I can use my data from the experiment to show real-world evidence of the Law of Conservation of Matter.
● Physical & Chemical Changes Activity (DE Techbook)
● Unit Review Games ● Assist students
(differentiation) in brainstorming from given materials methods for demonstrating physical and chemical changes
pure substance detect condense chemical beaker matter chemical change oxidation reactant acceleration corrosive interact chemical reaction fuel action chemical test heat temperature (general) chemical bond expand react physical change product endothermic dissolve dissociate
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 exothermic
-Use models to explain how chemical reactions are supported by the law of conservation of matter -Models= Chemical equations in terms of products and reactants (balanced versus unbalanced) and calculation thereof -Revisit counting molecules (Coefficients & Subscripts) -Review/remediate/reorient students to the Law of Conservation of Matter, this time in terms of chemical equations as opposed to qualitative or quantitative observations. In other words, students need to be able to not only determine if the equation is balanced or not, but support their answer with the fate of the matter (perhaps state change, for example) and the energy flow (never is lost, only changes form as per 6th grade standards).
SEP: S.1A.2: Develop and use models
CCC:
● Scale, Proportion and Quantity
● System and System Models
● Energy and Matter
● I can review how to count atoms in chemical formulas and use this info in terms of a chemical equation.
● I can distinguish between reactants and products by correctly identifying the parts of the chemical equations.
● I can determine if a chemical equation is balanced or unbalanced based on the quantity and relative proportion of atoms.
● I can apply what I know about the Law of Conservation of matter to chemical equations.
● I can develop my own way of showing the fate of matter and energy in a chemical reaction (equation).
● I can develop my own models for my peers and trade equations to evaluate each other’s ability to interpret them.
Unit Review and Test
END OF FIRST NINE WEEKS
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
SECOND NINE WEEKS (Link) Unit 6 - Cell Theory, Cell Structure, and Cell Classification - (~15 days) Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions
of life. 7.L.3A Conceptual Understanding: Cells are the most basic unit of any living organism. All organisms are composed of one (unicellular) or many
cells (multicellular) and require food and water, a way to dispose of waste, and an environment in which they can live in order to survive. Through the use of technology, scientists have discovered special structures within individual cells that have specific functions that allow the cell to grow, survive, and reproduce. Bacteria are one-celled organisms found almost everywhere and can be both helpful and harmful. They can be simply classified by their size, shape and whether or not they can move.
7.L.3A.1: Performance Indicator: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells
7.L.3A.3: Performance Indicator: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells.
7.L.3A.2: Performance Indicator: Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria.
7.L.3A.4: Performance Indicator: Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and their environment.
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
Unit 6 – Cell Theory, Cell Structure, and Cell Classification (~15 days) Link to Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Cell Theory- be sure to not only have students “memorize” the tenants, but also explain in their own words AND indicate mastery through application to real-life examples such as bacteria, algae, fungi, etc.
SEP: S.1A.8: Obtain and evaluate scientific information… communicate
CCC:
● Systems and System Models
● Structure and Function
● I can begin to communicate the three tenets of the Cell Theory.
● I can obtain scientific information about organisms from various sources and sort it into the components of the Cell Theory.
● Intro to Cells Activity (DE Techbook)
● Cell Organelles Activity (DE Techbook)
● Draw a Cell Activity ● Cell Explorer Activity ● Cell Review Games ● After the initial
introduction of the tenets, provide students with several resources, both visual and primarily written, for them to categorize and attribute to specific tenets using evidence to support their answers. Often, these claims will overlap, which is correct, so long as students have given worthy justification for their choices/decisions.
cell theory cell membrane organ vacuole microscope structure data cell division virus multicellular eukaryotic biotechnology organelle experiment prokaryote parasite cell wall DNA mitochondria cytoplasm energy transfer model characteristic tissue analyze organism hypothesis chloroplast fair test osmosis cytosol asexual reproduction theory neuron chromosome evidence gene cellular differentiation
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 cell cell nucleus
● Function of relevant structures within cells- Students tend to quickly gain a good grasp on the basics of the organelles form and function (CCC), but special emphasis should be placed on the processes of respiration and photosynthesis as these topics are historically difficult. Also be sure to overlap with the chemistry units in terms of memorizing the equations and the formula for glucose (which is one of the formulas the support doc indicates for memorization).
SEP: S.1A.2: Develop and use models
CCC:
● Systems and System Models
● Structure and Function
● I can begin to identify the various structures within the major cell types/classifications.
● I can identify the structures (organelles) within cell types and begin to explain their functions to support the life of the cell.
● I can master the structures (organelles) within cells and their functions as demonstrated through the development of an original model.
● I can use my model to explain how the relevant cell structures support life of plant, animal, and bacterial cells.
● Cell Review Games ● Cell Metaphors project-
Major assessment. Students brainstorm metaphors with relevance to their own life (hobby, sport, place of significance). Each student “claims” their metaphor to avoid multiple students doing the same projects. This essentially covers the entire indicator and encompasses the SEP and CCCs. A rubric is used for grading, and students have choice in topic and product (poster, online tool) so long as it follows specified criteria and is ultimately a functioning infographic/model.
● Classify cells- Special emphasis should be placed on the distinctions between plant and animal cells. It is important to note that the prior standards delved deeper into single-celled organisms, whereas the current standards emphasize bacteria as the only specific
SEP: S.1A.4: Analyze and interpret data
CCC:
● Structure and Function
● I can use prior knowledge and data to describe and classify a cell as plant, animal, bacteria, or protist.
● I can analyze and interpret data from real-life examples to classify cells into the major types (plant, animal, bacteria, protist) and also based on
● Cell Review Games
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 example to be compared/contrasted/classified. Protists are included in the performance indicator, but practically absent from the support document, so it is our belief that it should be used as an example in terms of prokaryotic vs. eukaryotic classification (not delving into amoeba, euglena, and paramecium as in former standards).
● Important- do not forget to include the vocabulary: prokaryotic and eukaryotic as related to classification along with visual aids
the presence or absence of a nucleus.
● I can explain how the structures particular to certain cell types benefit the cell’s function.
● Bacteria can be harmful and/or helpful
SEP: S.1A.7: Construct and analyze scientific arguments
● CCC: ● Structure and
Function
● I can explain why particular strains of bacteria can be helpful or harmful.
● Bacteria Activity ● Cell Review Games
symbiotic infection decompose eukaryotic antibiotic cell division binary fission biotechnology prokaryote producer DNA decomposer asexual reproduction disease spore bacteria
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 7 - Multicellular Organisms, The Digestive System, and The Excretory (Urinary System) - (~15 days) Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions
of life. 7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific
functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.
7.L.3B.1: Performance Indicator: Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism.
7.L.3B.2: Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.
Unit 7 – Multicellular Organisms, The Digestive System, and The Excretory (Urinary) System (~15 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Structural organization of multicellular organisms
-cells, tissues, organs, systems
SEP: S.1A.2: Develop and use models
CCC:
● Structure and Function
I can identify the different organs of the human body. I can classify organs based on their function in the human body
● Introduction to Organ Systems Activity
● Organ Review Games
Cells Tissues Organs Organ Systems
● Digestive System SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe the process of food digestion in the human body.
● Digestive System Meal Log (Lab)
● Digestive System Gizmo (ExploreLearning.com)
● Digestive System Animated Activity
● Organ Review Games
Primary Digestive Organs Secondary Digestive Organs Mouth Esophagus Stomach Small Intestines Large Intestines Rectum Anus Liver Gallbladder Pancreas
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Excretory System SEP: S.1A.6: Construct
explanations CCC:
● Systems and System Model
I can describe the process of removing waste from the human body.
● Organ Review Games
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 8 - The Circulatory System and The Respiratory System- (~10 days) Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions
of life. 7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific
functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.
7.L.3B.2:Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.
Unit 8 – The Circulatory System and The Respiratory System (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Circulatory System
SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe how oxygen is distributed throughout the body. I can describe how carbon dioxide is removed from the human body.
● Intro to Organ Systems Field Observations (Lab)
● Getting to the Heart of it (Virtual Lab)
● Circulatory System Activity (Hyperdoc)
● Organ Review Games
Heart Blood Vessels Veins Arteries Capillaries White blood cells Red blood cells Platelets Plasma
● Respiratory System SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe how the human body brings oxygen into the body from the environment. I can describe how carbon dioxide is put back into the environment.
● Respiratory System Field Observations (Lab)
● Respiratory System Activity ● Organ Review Games
Nose Trachea Bronchi Lungs Diaphragm
Unit Review and Test
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Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 9 - Nervous System, Musculoskeletal System, and Body System Relationships- (~10 days) Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions
of life. 7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific
functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.
7.L.3B.2:Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.
Unit 9 – Nervous System, Musculoskeletal System, and Body System Relationships (10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Nervous System
SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe how signals are sent/received throughout the human body.
● Nervous System Interactive Activity (DE Techbook)
● Nervous System Field Observations (Lab)
● Nerve Wrecker Activity ● Organ Review Games
Brain Cerebrum Cerebellum Brain Stem Spinal Cord Peripheral Nerve
● Musculoskeletal System
SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe how parts of the musculoskeletal system work together to allow the body to move.
● Musculoskeletal System Activity (DE Techbook)
● Organ Review Games
Muscles Cardiac Muscle Smooth Muscle Skeletal Muscle Joints Bones Ligaments Tendons
● Body System Relationships
SEP: S.1A.6: Construct explanations
CCC:
● Systems and System Model
I can describe how the various parts of the human body work together in order to perform necessary bodily functions.
● Organ System Google Slides Project
● All Systems Go Activity ● Organ Review Games
Unit Review and Test
Anderson School District Two Page 22 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020
THIRD NINE WEEKS (Slides) Unit 10 - Genetics- Heredity and Traits (~10 days) Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how
environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms
and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.
7.L.4A.1: Performance Indicator: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.
7.L.4A.2: Performance Indicator: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.
Unit 10 – Genetics- Heredity and Traits (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Genes, chromosomes, and inherited characteristics
SEP: S.1A.8: Obtain and evaluate … Communicate
CCC:
● Cause and Effect
I can describe how dominant and recessive traits may be inherited.
● Physical Observations Field Observations (Lab)
● Dominant/Recessive Traits Activity
● Genes Review Games
Traits DNA Chromosomes Genes Alleles Genotype Phenotype Inherited Traits Dominant Traits Recessive Traits Homozygous Heterozygous
Anderson School District Two Page 23 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Transfer of genetic
information from parent to offspring in organisms that reproduce sexually
SEP: S.1A.6: Construct explanations
CCC:
● Patterns ● Cause and Effect
● Rabbit Babies (Virtual Lab) ● Genes Review Games
Unit Review and Test
Anderson School District Two Page 24 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 11 - Punnett Squares (~10 days) Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how
environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms and their offspring.
Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.
7.L.4A.3: Performance Indicator: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and co-dominance).
7.L.4A.4: Performance Indicator: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance.
Unit 11 – Punnett Squares (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Use Punnett Squares to describe and predict patterns of inheritance
SEP: S.1A.2: Develop and use models
CCC:
● Patterns ● Cause and Effect
I can predict the probable genotype of offspring based on the genotypes of the parents.
● Punnett Squares Activity ● Genes Review Games
Punnett square F1 generation replication generation offspring seed phenotype pollination recessive genetic trait dominant trait conclusion gene characteristic species dominance heterozygous inherit parent heredity P generation cell nucleus allele
Anderson School District Two Page 25 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Probability of
phenotypes and genotypes
SEP: S.1A.5: Use mathematical and computational thinking
CCC:
● Patterns ● Cause and Effect
● Punnett Square Mouse Gizmo (ExploreLearning.com)
● Chicken Co-Dominance Gizmo (ExploreLearning.com)
● Genes Review Games
Unit Review and Test
Anderson School District Two Page 26 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 12 - Mutations (~10 days) Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how
environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms
and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.
7.L.4A.5: Performance Indicator: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms.
Unit 12 – Mutations (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Learning
● Support claims for how mutations may be beneficial, harmful, or neutral
SEP: S.1A.7: Construct and analyze scientific arguments t
CCC:
● Structure and Function
● Stability and Change
I can explain what a gene is and identify the location of genes.
I can explain how genes affect the structure and function of a cell.
I can use a model to describe why structural changes to genes (mutations) may affect proteins.
I can analyze whether a gene mutation is harmful, beneficial, or neutral to the structure and
● Intro to Mutations Activity ● Mutations Interactive ● Genes Review Games
molecule cell membrane phenotype mutation genetic trait protein chromosome amino acid gene characteristic cell trait cell nucleus DNA mutate
Anderson School District Two Page 27 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 function of an organism.
Unit Review and Test
Anderson School District Two Page 28 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 13 - Genetic Engineering (~10 days) Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how
environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms
and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.
7.L.4A.6: Performance Indicator: Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.
Unit 13 – Genetic Engineering (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Genetic Engineering- beneficial, harmful, or neutral
SEP: S.1A.7: Construct and analyze scientific arguments
CCC:
● Structure and Function
● Stability and Change
I can describe the discovery and process of artificial selection.
● Genetic Engineering Activity ● Genes Review Games
Genetic Engineering Selective Breeding Genetically Modified Organisms technology design data innovation biotechnology biological diversity bioengineering system engineering simulation
Unit Review and Test
END OF THIRD NINE WEEKS (Slides)
Anderson School District Two Page 29 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020
FOURTH NINE WEEKS (Link) Unit 14 - Ecosystems: Organization and Energy Flow (~15 days) Standard 7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components
of their environments. 7.EC.5A Conceptual Understanding: In all ecosystems, organisms and populations of organisms depend on their environmental interactions with
other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations.
7.EC.5B Conceptual Understanding: Organisms in all ecosystems interact with and depend upon each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem.
7.EC.5A.1: Performance Indicator: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes).
7.EC.5B.1: Performance Indicator: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships).
7.EC.5B.2:Performance Indicator: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved.
Unit 14 – Ecosystems: Organization and Energy Flow (~15 days) Click Here for Unit Outline
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Levels of ecosystem organization- species, populations,communities, ecosystems, and biomes
SEP: S.1A.2: Develop and use models
CCC:
● Systems and Systems Models
Describe interactions of populations in the context of communities and ecosystems.
● Organization of Environments Notes (Video)
● Organization of Environments Interactive Activity
● Species Interactive Activity
Organization of Environments Vocab Flashcards Organization of Environment Review Game 1 Organization of Environment Review Game 2
Anderson School District Two Page 30 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Explain how organisms
interact in a competitive or mutually beneficial relationship for resources
SEP: S.1A.2: Develop and use models
CCC:
● Cause and Effect
I can describe the types of relationships found in ecosystems.
● Types of Relationships Notes (Video)
● Types of Relationships Activity
Organism/Environment Interaction Review Game Organism/Environment Interaction Flashcards
● Demonstrate energy flow in an ecosystem using Food webs and energy pyramids
SEP: S.1A.2: Develop and use models
CCC:
● Systems and Systems Models
Describe the flow of matter and energy through an ecosystem.
Explain the roles of producers, consumers, and decomposers in an ecosystem.
Predict the existence of some local food webs.
Observe, record, and evaluate evidence of the existence of specific food chains within a local ecosystem.
● Energy Web & Food Pyramids Notes (Video)
● Energy Web & Food Pyramid Activity
Organism/Environment Interaction Review Game Organism/Environment Interaction Flashcards
Unit Review and Test
Anderson School District Two Page 31 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 Unit 15 - Ecosystems: Biotic and Abiotic Factors (~10 days) Standard 7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components
of their environments. 7.EC.5A Conceptual Understanding: In all ecosystems, organisms and populations of organisms depend on their environmental interactions with
other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations.
7.EC.5B Conceptual Understanding: Organisms in all ecosystems interact with and depend upon each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem.
7.EC.5A.2: Performance Indicator: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 7.EC.5B.3: Performance Indicator: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. 7.EC.5B.4: Performance Indicator: Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 7.EC.5A.3: Performance Indicator: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors).
Unit 15 – Ecosystems: Biotic and Abiotic Factors (~10 days)
Essential Tasks/Key Concepts
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities) Essential Vocabulary
● Soil quality- composition, texture, particle size, permeability, and pH
SEP: S.1A.6: Construct explanations
CCC:
● Structure and Function
● Soil Intro Lesson (Video) ● Soil Notes (Video) ● Soil Interactive Activity
Soil Review Game Soil Flashcards
Anderson School District Two Page 32 2019-2020
Grade 7 Science– Curriculum Pacing Guide – 2019-2020 ● Predict how changing
the number of organisms of a species affects the ecosystem
SEP: S.1.A.4: Analyze and interpret data
CCC:
● Cause and Effect
● Changes in Populations Notes Video
● Changes in Populations Activity
Organism/Environment Interaction Review Game Organism/Environment Interaction Flashcards
● Define problems caused by a new species in an ecosystem
● Design devices or solutions to minimize the impact of a new species in an ecosystem
SEP:S.1.B.1: Construct devices or design solutions
CCC:
● Cause and Effect
● Predict changes in the number of organisms within a population due to natural hazards or limiting factors
● Biotic Factors ● Abiotic Factors
SEP: S.1A.4: Analyze and interpret data
CCC:
● Cause and Effect
Explain factors that limit populations.
Model carrying capacity.
● Factors that Limit Populations Intro Lesson
● Factors that Limit Populations Notes Video
● Factors that Limit Populations Interactive Activity
● Natural Hazards Podcast Activity
Factors that limit populations review game
Factors that limit populations flashcards
Unit Review and Test
END OF FOURTH NINE WEEKS (Link)
Anderson School District Two Page 33 2019-2020