Science 1st Nine Weeks Grade 7

Purpose of the Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information.

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The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Science 1st Nine Weeks Grade 7

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science,

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math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

Science Curriculum Maps Overview

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Science 1st Nine Weeks Grade 7

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and Science Framework (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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State Standards Embedded Standards Outcomes Content Connections

Standard 7 – Rocks and Minerals: 4 Weeks GLE 0707.7.1 Describe the physical properties of minerals.

Scaffolded (Unpacked) Ideas

1. Naturally occurring earth materials include rocks, minerals, soils, water, and atmospheric gases.

2. The earth’s surface changes through slow processes, such as mountain building, and during abrupt events, such as landslides, volcanic eruptions, and earthquakes.

3. The earth is mostly rock that is composed of different combinations of minerals.

4. Waves, wind, water, and ice movements alter the earth's land surface by eroding materials and depositing them in other places.

5. Minerals are naturally occurring solids that have a crystalline structure.

6. Physical and chemical weathering breaks down larger rocks and bedrock into sand and smaller particles.

7. Different minerals have unique chemical and physical properties.

GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Use a table of physical properties to classify minerals.

Conduct tests to determine the physical properties of selected mineral samples.

Justify the identification of an unknown mineral sample by its physical properties.

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 13, Section 1: What is a Mineral? Section 2: Identifying Minerals pp. 336-343.

Glencoe Tennessee Science Grade 7 TWE, Chapter 9, Section 1: Minerals-Earth's Jewels, pp. 268 – 276

Recommended activities:

Science Activity a Day investigation: Mineral Hardness (Mineral Ranks) p. 163-164

12 Links to Scholastic Study Jam Interactive Science Activities: Minerals

Labs: Mineral identification lab Earth science – Physical properties and

identification Mineral lab – Students will use a dichotomous key

to identify minerals.

Informational text - Readworks: Water: A Give and Take Face to Fossil

Additional Background Information on Rocks and minerals: Archaeology

Videos: Physical properties of minerals – Approximately 5

Academic vocabulary: mineral, element, compound, rock, crystal, gem, ore

Performance task: Properties of minerals Use the table in the mineral identification tab to classify your minerals. (Science Practice 4)

Performance task: Kids love rocks! Give students an opportunity to research information on specific physical characteristics on minerals. (Science Practice 8)RL 6-8.1

Performance task: Complete this project during this lesson as a method of assessing how well students can distinguish Mighty mineral (Science Practices 4 and 6)

Performance task: Identifying minerals – Place a piece of wood, a fossil, a piece of bone, a piece of granite, and a quartz crystal on a table. Organize the class into groups of two or three students. Tell the students to examine the objects and to determine which ones are minerals by using the following questions: Is it nonliving material? Is it a solid? Does it have a crystalline structure? Is it formed in nature? . (Sci practices 3 and 4) RST 6 – 8.3

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State Standards Embedded Standards Outcomes Content Connections

8. The formation, weathering, sedimentation, and reformation of rock by pressure and heat constitute an ongoing rock cycle.

9. Soil consists of weathered rock, decomposed plant material, bacteria, and fungi.

10. During the rock cycle the total amount of material stays the same but its form changes.

11. Soil often displays layers each with their own texture, color, and chemical composition.

minutes long about the characteristics

Mineral properties – An introduction on minerals

Mineral identification - 4 tests, (Luster, Hardness, Cleavage, Streak) for mineral identification

Assessment questions:

This resource provides twenty questions on the standard. Rocks and minerals

Online quiz helps compare rocks and minerals. You will learn the three types of rocks and find out the properties used to identify and classify minerals. Rock and mineral quiz

Community connections:

Pink Palace Field trips: Permanent exhibit – Geology Lab or theater program – Sound, rocks, and

minerals

Pink Palace Museum Outreach: Suitcase exhibit (free)- Rocks and Minerals

Coon Creek Science Center Field Paleontology (in-depth study of fossil

deposits)

Connection to academic competition:

Young Scientist Challenge

Performance task: Take students on a field trip to the Lichterman Nature Center. Allow them to explore the self-guided tours in groups. Use the activity sheets provided by the tour guide to record learning responses from the students. Upon return to the classroom, Provide an opportunity for students to create presentation based on each learning station of the field trip. (Sci practices 3 and 4) RST 6 – 8.3

Performance task – You are a geologist who have been given 3 mystery minerals. You have been asked to identify them. Design a plan that will help you name of the mineral and its uses. (Sci practices 3 and 4) RST 6 – 8.3

Performance task – Your neighbor is cleaning out his garage and finds a bag full of colorful stones of various sizes, shapes, and colors, which he gives to you. You’re intrigued by your “treasure” and wonder if any of these stones could be minerals that are rare or valuable. After sorting out the stones, you realize there are 5 different minerals in the bag, but you’re not sure which minerals you have. How can you find out? Create

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State Standards Embedded Standards Outcomes Content Connections

a step-by-step procedure for identifying your unknown minerals and record all of your observations and findings in a data chart. (Students will be given a bag of 5 minerals. They will also have access to the Mohr’s scale (hardness) and tables of physical properties of common minerals. For each mineral, they will need to describe the physical properties (luster, streak, color, hardness, breakage, and density) and then identify the unknown mineral.) (SCIENCE Practices 3 and 4)

Standard 7: Geologic Change - 2.5 Weeks

GLE0707.7.2 Summarize the basic events that occur during the rock cycle

GLE 0707.7.3 Analyze the characteristics of the earth’s layers and the location of the major plates.

GLE 0707.7.4 Explain how earthquakes, mountain building, volcanoes, and sea floor spreading are associated with movements of the earth’s major plates.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs.

Label a diagram that depicts the three different rock types.

Identify the major processes that drive the rock cycle.

Differentiate among the characteristics of

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 14, The Rock Cycle pp. 360-367, Igneous rock pp. 368-371, Sedimentary rock pp. 372-375, Metamorphic rock pp. 376-381Glencoe Tennessee Science Grade 7 TWE, Chapter 9, Section 3: Metamorphic Rocks and the Rock Cycle, pp. 284 – 288

Academic Vocabulary: igneous, metamorphic, sedimentary, earth layers, earthquake, mountain building, plate, seafloor spreading, volcano

Performance task: Students will investigate the scientific view of how the earth’s surface is formed by describing the processes that change rocks and the surface of the earth. (SCIENCE Practices 3 and 6) Rocks and Minerals Rock Cycle

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State Standards Embedded Standards Outcomes Content Connections

Scaffolded (Unpacked) Ideas

1. After the earth first formed in a molten state, the surface cooled into solid rock.

2. The solid earth’s three layers consist of the outer crust; hot mantle with convection movement of material; and dense, metallic core.

3. Evidence drawn from the present-day shape of coastlines, distribution of living things, and similarities among rock types suggests that today's continents were once part of a single supercontinent.

4. The entire outer layer of the earth, including continents and ocean floor, consists of separate plates that rest on the dense, hot, somewhat melted mantle layer.

5. Plates move at rates of centimeters per year in response to events that occur in the mantle.

6. Plates scrape against one another in some places and move apart in other areas resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.

7. Worldwide occurrence of major geological events

the earth’s 3layers.

Explain how plate boundaries result in earthquakes, mountain building, volcanoes, and sea floor spreading.

Recommended activities:

Science Activity a Day: Core sampling (Seeing inside the cupcake) p. 158 Metamorphic rocks (Pressure and the candy bar)

p. 159 Sedimentation (Making sedimentary rocks) p. 160

Other resources:A simple description of sedimentary, metamorphic, and igneous rock formation (quiz included). Rock cycle activity

Interactive Rock Cycle: reviews types of rocks and the processes of the rock cycle with students. Online Interactives

A variety of activities, animations, and quizzes geared towards increasing the students understanding of the major processes that drive the rock. Rock cycle and processes

An interactive rock cycle tutorial allowing students to see the various routes igneous, sedimentary and metamorphic rocks take through the rock cycle. Rock cycle

A kid’s geography website with four quizzes (earth’s structure, volcanoes, earthquakes, and plate tectonics). Great for independent or collaborative instructional time. http://www.geography4kids.com/activities.html

Virtual rock lab activity – Online activity that addresses the basic materials of Earth

Drama

Performance task: Complete assessment task 4 and 5 over a three-day time span. Explain the details and the outcomes to the students. (SCIENCE Practice 6) SCIENCE Task Example

Performance task: This is a Layers of the Earth foldable illustrating the mantles’ convection currents. A color-coded key is included. (SCIENCE Practice 8)Graphic organizer - Earth layers

Performance task: Allow students to construct an earthquake and answer the investigative questions. They should answer how earthquakes, mountain building, volcanoes, and sea floor spreading are resulting formations. (SCIENCE Practices 3 and 4) Earthquake City

Performance task: This is a mini-project requiring students to research a particular mineral, create an advertisement for its common uses, and describe its characteristic properties: Science spot (SCIENCE Practices 4 and 5) Performance task: A great introductory activity on plate tectonics for students. (SCIENCE Practice 1) Plate tectonic puzzle

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State Standards Embedded Standards Outcomes Content Connections

coincides with plate boundaries.

Informational text: ReadWorks passage and comprehension

questions Rocks Earth processes – pages T2 and T3

Videos Evidence of plate movement. Plate tectonics

Structures of the Earth

A game that assesses student understanding of earth’s layers. May be used in a whole or small group setting. (Rags to Riches format.) Earth's layers

Assessment questions:

Rock types – online quiz

Rock quiz – 20 questions

Rock Cycle – interactive assessment

AAAS science assessment - A list of key ideas related to Plate Tectonics.

Tennessee Holt Science and Technology TE, Chapter 15, Plate Tectonics pp. 390-415. Chapter 16, Section 1: What are Earthquakes? pp. 424-441

Glencoe Tennessee Science Grade 7 TWE, Chapter 10, Section 1: Continental Drift and Section 2: Seafloor Spreading and Section 3: Theory of Plate Tectonics, pp.300-317

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State Standards Embedded Standards Outcomes Content Connections

An assortment of lesson plans, labs, and student activities on plate tectonics. Plate tectonics

Lesson Plan on Plate Tectonics with multimedia resources: Pbslearningmedia.org

An excellent resource for students to research convergent, divergent, and transform boundary movement (especially when used with a cloze activity). Illustrations are included. Plates

Informational text:

ReadWorks passage and comprehension questions on Plate Tectonics: Our Changing Earth

Tennessee Holt Science and Technology TE, Chapter 17, Section 1: Volcanic Eruptions and Section 3: Causes of Volcanic Eruptions, pp. 424-467

Glencoe Tennessee Science Grade 7 TWE, Chapter 11, Section 1: Earthquakes and Section 2: Volcanoes and Section 3: Earthquakes, Volcanoes, and Plate Tectonics, pp. 328-349

Recommended activities:

Science Activity a Day: Bottle Eruption (Volcanic activity) p. 170

Informational text The History of Planet Earth (passage from the

Earth and Science domain) Supervolcano (Newsela text) Earthquake-engineer (Newsela text)

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Science 1st Nine Weeks Grade 7

State Standards Embedded Standards Outcomes Content Connections

Lesson: Stick-slip movement (A lesson form FEMA/AGU

earthquake curriculum for teachers of grades 7-12.)

Pink Palace Field trips: Permanent exhibit – Geology Lab or theater program – Sound, rocks, and

minerals

Pink Palace Museum Outreach: Suitcase exhibit (free)- Rocks and Minerals

Assessment questions:50-item test sampler that provides a variety of test items. Rocks and minerals

Online quiz Rock cycle

This resource contains questions about the rock cycle. Ride the Rock Cycle

Rock Cycle Quiz: Assesses student understanding of the conditions required for rock to change from one type to another. Rock cycle quiz

Mineral Quiz: Characteristic properties

This is a list of key ideas related to Weathering Erosion, and Deposition. For each key idea, you will find a list of sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Questions items provided can be used to assess student understanding. AAAS science assessment

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State Standards Embedded Standards Outcomes Content Connections

Community connections:University of Memphis – Center for Earthquake Research and Information

Science fair/STEM challenges:Earthquake proof structure - Construct towers out of drinking straws that must withstand simulated earthquakes vibrations and the increasing load

Earthquake - Students will learn how civil engineers build a variety of large-scale projects grounded on the infrastructure of the city or area in question.

Standard 7: Earth Resources – 2.5 Weeks

GLE 0707.7.5 Differentiate between renewable and nonrenewable resources in terms of their use by man.

GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, and atmosphere.

Scaffolded (Unpacked) Ideas

1. The earth has only a limited capacity to restore itself.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.

Describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.

Analyze and evaluate the impact of man’s use of the earth’s land, water, and atmospheric

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 18, Section 1: Natural Resources and Section 2, Fossil Fuels and Section 3 The Three R's of Conservation, pp. 476-497

Glencoe Tennessee Science Grade 7 TWE, Chapter 12, Section 1: Resources and Section 2 Pollution, pp. 360-376

Recommended activities:

A PowerPoint lesson about renewable and nonrenewable resources, ending with a check for understanding.

Academic vocabulary: natural resource, non-renewable resource, renewable resource, recycling

Performance task: Have students trace the process of producing electricity using a turbine generator. They should identify the points of the process different energy sources can be used to generate the energy. (SCIENCE Practices 3 and 6)

Performance task: Use a pinwheel and a fan to show how wind can be used to turn a turbine. Provide students with pinwheels to students

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State Standards Embedded Standards Outcomes Content Connections

Environmental cleanup can be difficult and costly.

2. Earth resources vary in their abundance and ease with which they can be obtained and processed.

3. Some earth materials have properties that enable them to enhance the quality of life.

4. Inappropriate human activities can deplete resources making them more difficult to obtain and reducing their availability for other purposes.

5. Recycling materials and developing alternatives for valuable materials can reduce their rate of depletion but may be costly.

6. Restoration of depleted soil, forests, or fishing grounds can be difficult and costly.

7. Pollution caused by human activities reduces the quality of the earth’s atmosphere, oceans, and land.

resources. Renewable and nonrenewable

This website uses a chart to list renewable and non-renewable resources. It identifies natural resource origins and the advantages and disadvantages of consuming them. Resources

An interactive website from Manchester University focusing on energy and the environment. Provides an overview of natural resources and how they are refined and used by consumers. An excellent introduction to natural resources. Renewable and nonrenewable

Other resources:Teach students about Earth's resources with Teacher Vision lessons on energy, power, and electricity (renewable and non-renewable resources).TeacherVision

Maps and illustrations to explore a virtual town and pick up a few tips from the locals. http://www.epa.gov/recyclecity/

Lessons on fossil fuels: Energy.gov

Assessments:

Earthquakes - multiple choice questions

Renewable resources – 20 item assessment

Community connections:The University of MemphisMud Island

and ask them to find the spot on the school grounds that would be best for generating electricity. (SCIENCE Practice 5)

Performance task: This activity will allow students to be active participants as they find examples of energy and its sources. (Science Practice 8) Renewable energy

Performance task: Variety of activities to increase students’ ability to determine the impact of man's use of renewable and nonrenewable resources on future supplies. (Science Practices 4 and 8) Renewable and nonrenewable activities

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State Standards Embedded Standards Outcomes Content Connections

Science fair/STEM challenges: The Theory of Plate Tectonics - After this activity, students should be able to:

Identify evidence of continental movement and explain continental drift.

Explain plate movement and the consequences of that movement on landforms.

Describe how engineers design buildings for earthquake-prone areas.

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