7th+Grade

=**Mr. Kunard's 7th grade Science Page** = = = **Core Content Committee (CCC) Representative:** **Kyle Kunard (kkunard@pccsd.net)**

** Standards & Model Curriculum **
ODE Revised Science Standards

**Inquiry Focus:** //(cut & pasted from standards doc)//
During the years of grades 5-8, all students must use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: •//Identify questions that can be answered through scientific investigations; // •//Design and conduct a scientific investigation; // •//Use appropriate mathematics, tools and techniques to gather data and information; // •//Analyze and interpret data; // •//Develop descriptions, models, explanations and predictions; // •//Think critically and logically to connect evidence and explanations; // •//Recognize and analyze alternative explanations and predications; and // •//Communicate scientific procedures and explanations. // ||
 * **Science Inquiry and Application**

Life:
This topic focuses on the impact of matter and energy transfer within the biotic component of ecosystems. || • In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. ||
 * =====**Topic: Cycles of Matter and Flow of Energy**=====
 * •Matter is transferred continuously between one organism to another and between organisms and their physical environments.

Earth:
This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic currents, the relationship between thermal energy and the currents, and the relative position and movement of the Earth, sun and moon. || • Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. • The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere. •The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. ||
 * =====**Topic: Cycles and Patterns of Earth and the Moon**=====
 * •The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere.

Physical:
This topic focuses on the empirical evidence for the arrangements of atoms on the Periodic Table of Elements, conservation of mass and energy, transformation and transfer of energy. || • Energy can be transformed or transferred but is never lost. • Energy can be transferred through a variety of ways. || =Simplified 'I CAN' Statements for 7th grade Student Learning:= evaporation, condensation, precipitation) and describe how the sun’s energy drives the cycle. ||
 * =====**Topic: Conservation of Mass and Energy**=====
 * •The properties of matter are determined by the arrangement of atoms.
 * STANDARD || **TARGET #** || **LEARNING TARGET** ||
 * Earth Science || ES-7-1-1 || I can name and describe the different cycles of the earth (e.g., Nitrogen Cycle, Carbon Cycle, Photosynthesis) and how the materials move between the lithosphere (land), hydrosphere (water) and atmosphere (air). ||
 * || ES-7-2-1 || I can explain how smoke, smog, and sewage are absorbed and recycled naturally by the earth. ||
 * || ES-7-3-1 || I can name the major parts of the water cycle (e.g.,
 * || ES-7-4-1 || I can interpret data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. ||
 * || ES-7-4-2 || I can describe how fresh water sources (e.g. lakes, rivers, steams) and groundwater become polluted or unavailable for use by living organisms. ||
 * || ES-7-5-1 || I can observe changing cloud patterns and predict frontal systems related to them. ||
 * || ES-7-6-1 || I can interpret a station model and explain the factors used to create it. ||
 * || ES-7-7-1 || I can read a weather map to interpret local, regional and national weather. ||
 * || ES-7-8-1 || I can describe how temperature and precipitation determine climatic zones (biomes) (e.g., tornadoes, floods, droughts and hurricanes) ||
 * || ES-7-9-1 || I can explain how the water cycle produces weather related events (e.g., tornadoes, floods, droughts, and hurricanes). ||
 * Life Science || LS-7-1-1 || I can describe the three body plans found in multicellular organisms such as asymmetrical, bilateral, and radial symmetry. ||
 * || LS-7-1-2 || I can compare and contrast the digestive systems and circulatory systems of a variety of organisms. ||
 * || LS-7-2-1 || I can identify symbiotic relationships such as commensalism, parasitism, and mutualism. ||
 * || LS-7-2-2 || I can demonstrate how populations interact as predator-prey through competition. ||
 * || LS-7-3-1 || I can explain how the number of organisms an ecosystem can support depends on having enough living (biotic) and non-living (abiotic) resources. ||
 * || LS-7-3-1 || I can explain how the number of organisms an ecosystem can support depends on having enough living (biotic) and non-living (abiotic) resources. ||


 * Life Science || LS-7-4-1 || I can explain how overpopulation creates imbalances in an ecosystem. (energy) ||
 * || LS-7-5-1 || I can explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition). ||
 * || LS-7-6-1 || I can summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth’s ecosystems (e.g., fire, hurricanes, roads and oil spills). ||
 * || LS-7-7-1 || I can explain how special cells in plants change solar energy into chemical energy (food). ||
 * || LS-7-7-2 || I can describe how consumers depend on the chemical energy that was made by the producers from the sun. ||
 * || LS-7-8-1 || I can describe how organisms have adaptations that help them make or find food and reproduce. ||
 * Physical Science || PS-7-1-1 || I can describe how matter can change from one form to another. ||
 * || PS-7-1-2 || I can give examples of how the amount of matter stays the same even when the matter changes form. ||
 * || PS-7-2-1 || I can describe how an object has potential energy because of its position or its chemical make up. ||
 * || PS-7-2-2 || I can describe how an object has kinetic energy because of its motion. ||
 * || PS-7-3-1 || I can identify different forms of energy. ||
 * || PS-7-4-1 || I can explain how energy can change forms but the total amount of energy stays the same. ||
 * || PS-7-5-1 || I can trace how energy changes form in a simple closed system. (i.e., flashlight) ||
 * Science & Technology || ST-7-1-1 || I can explain how the needs, attitudes and values of people help determine the development of new technologies in different cultures. ||
 * || ST-7-2-1 || I can describe how the development and use of new technologies cause competition between economic and environmental concerns. ||
 * || ST-7-3-1 || I can give examples of how science can only answer some questions and technology can only solve some human problems. ||
 * || ST-7-4-1 || I can design and build a product or create a solution to a problem given to limitations. (e.g., cost, time of design and production, materials and environmental effects) ||
 * Scientific Inquiry || SI-7-1-1 || I can explain that variables and controls can affect the results of an investigation. ||
 * || SI-7-1-2 || I can describe why one variable should be tested at a time and why it is not always possible to control all variables. ||
 * || SI-7-2-1 || I can identify simple independent and dependent variables. ||
 * || SI-7-3-1 || I can identify and create “testable” questions that can be used to guide a scientific investigation. ||
 * || SI-7-4-1 || I can choose and use the appropriate tools, instruments and use necessary safety procedures to carry out scientific investigations. ||
 * || SI-7-5-1 || I can analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a set of data. ||
 * || SI-7-6-1 || I can identify bad reasoning and statements that goes beyond the evidence or does not interpret the evidence correctly. ||
 * || SI-7-7-1 || I can use graphs, tables and charts to study events happening around me. ||
 * || SI-7-7-2 || I can infer mathematical relationships between variables (e.g., speed and density) ||
 * Scientific Ways of Knowing || SK-7-1-1 || I can show that being able to reproduce results is necessary to decrease bias in scientific investigations. ||
 * || SK-7-2-1 || I can describe how repetition of an experiment may decrease bias. ||
 * || SK-7-3-1 || I can describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life (e.g., reasoning, creativity, skepticism and openness). ||
 * Scientific Ways of Knowing || SK-7-1-1 || I can show that being able to reproduce results is necessary to decrease bias in scientific investigations. ||
 * || SK-7-2-1 || I can describe how repetition of an experiment may decrease bias. ||
 * || SK-7-3-1 || I can describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life (e.g., reasoning, creativity, skepticism and openness). ||

**Additional INQUIRY Instructional Resources (Lessons, Assessments, Video, Content Information, etc.):**

‍ Life:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Energy (photosynthesis) || Is it plants for food? Vol. 2, pg. 113 ||  ||   ||
 * Light Energy (plants in dark vs. light) || Plants in the dark and light. Vol. 2, pg. 107 ||  ||   ||
 * Flow of Energy (plants) || Chlorophyll / Life Vol. 1, pg. 51 ||  ||   ||
 * Flow of Energy (plants) || Apple Tree / Life Vol. 1 pg 57 ||  ||   ||
 * Consumers || Is it a consumer? / Life Vol. 1 pg. 85 ||  ||   ||
 * Energy (food chain) || Food Chain Energy / Life Vol. 1 pg. 91 ||  ||   ||
 * Energy & Matter transfer || Ecosystem Cycles / Vol. 1 pg. 97 ||  ||   ||

‍ Earth:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Sun / Earth (Day and night) || Darkeness at night. Vol. 2, pg. 171 ||  ||   ||
 * Objects in the sky (distances, sight) || Objects in the sky Vol. 2, pg. 185 ||  ||   ||
 * Earth / Moon (light) || Moonlight Vol. 4, pg 161 ||  ||   ||
 * Earth / Sun / Moon (eclipses) || Lunar Eclipse Vol. 4 pg. 167 ||  ||   ||
 * Earth / Sun / Moon (eclipses) || Solar Eclipse Vol. 4 Pg. 173 ||  ||   ||

‍ Physical:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ............................................Conservation .... ||
 * Conservation of Energy (heat) || Mixing Water Vol. 2, pg 83 ||  ||   ||
 * Transfer of energy (heat) || Ice Cold Lemonade Vol. 2, pg 77 ||  ||   ||