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# 7th Grade Essential Standards Science Curriculum Templates 2012

By Leonard Wright,2015-02-07 13:11
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7th Grade Essential Standards Science Curriculum Templates 2012

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LEE COUNTY SCHOOLS

Standards Science Curriculum Templates

2012-2013

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7th grade Science pacing guide 2012/2013

Pace by Week Objective

Measurement,

Scientific

Meathod, Lab Weeks 1-2 Science Inquiry Safety

Earth Science Weather and Weeks 3-9 7.E.1.1- 7.E.1.6 Atmosphere

Life Science 7.L.1.1-

Weeks 10-21 7.L.1.4

Cells, Cell 1 week 7.L.1.2

Structure, Cell 1 week 7.L.1.1 Functions, 1/2 Week 7.L.1.3 Human Body

System and

8 Weeks 7.L.1.4 Function.

Genetics,

Life Science 7.L.2.1- Reproduction, Weeks 22-27 7.L.2.3 Disorders

Physical Science Speed and Weeks 28-32 7.P.1.1- 7.P.1.4 Motion

Physical Science Kinetic and Weeks 33-36 7.P.2.1- 7.P.2.4 Potential Energy

; Time has been allowed for testing and other factors that would subtract from instructional time

; Modifications and adjustments would have to be made for this curriculum if it is taught on

semester

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: 7.E.1 Clarifying Objectives:Instructional Days: Earth Systems, Structures and 7.E.1.1 Compare the

Processes composition, properties and 6 Weeks for the Earth structure of Earth’s Science Unit Understand how the cycling of matter atmosphere to include:

(water and gases) in and out of the mixtures of gases and

atmosphere relates to Earth’s differences in temperature atmosphere, weather and climate and and pressure within layers

the effects of the atmosphere on

humans.

Learning Targets: (The Learner Will) Recommended Resources:

; Identify the stratified layers of the atmosphere using

TASC- Atmosphere Kit key vocabulary.

Prentice Hall Textbook Chapter 2 ; Describe the distinct properties of each layer of the

; 2-2 Air Pressure atmosphere.

; 2-3 Layers of the Atmosphere ; Describe the process that creates convection

Prentice Hall Textbook Chapter 3 currents.

; 3-2 Heat Transfer ; Explain why the air at the equator is warmer than

the air at the poles. ; 3-3 Winds

Prentice Hall Textbook Chapter 4 ; Describe trends in global winds.

; Explain the effects of natural disasters.

; Describe how the Earth is constantly trying to

maintain equilibrium.

Essential Terminology: Online (only links specific to this

Temperature, precipitation, humidity, air pressure, standard):

atmosphere, evaporation, condensation, weathering, Web Weather for Kids

atmospheric pressure, low pressure, high pressure, http://eo/ucar.edu/webweather

tornadoes, hurricanes, Equator, poles, troposphere, stratosphere, mesosphere, thermosphere, exosphere, fronts, global winds, natural disasters, barometer, equilibrium

Prentice Hall Atmosphere and Weather Chapter 2

Discovery Education Weather Activities

Essential Questions:

What are the layers of the atmosphere starting close to the Earth?

What are the properties of each of the atmospheric layers?

What is the process that creates convection currents?

Why is the air at the equator warmer than the air at the poles?

What are the trends in global winds?

What are some of the effects of natural disasters?

How is the Earth constantly trying to maintain equilibrium?

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Activating Strategy:

Chapter 2 Discover LabsPrentice Hall Textbook“Is Air There?” Suggested Instructional Tasks:

Earth’s Atmosphere PPT

Literacy Component:

Raft Activities

Write to Learn Summarizing Strategies: Science 6 12.1 What is Earth’s Atmosphere? Summarizing Strategy:

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: 7.E.1 Clarifying Objectives:Instructional Days: Earth Systems, Structures and 7.E.1.2 Explain how the cycling Processes of water in and out of the

atmosphere and atmospheric Understand how the cycling of matter conditions relate to the weather (water and gases) in and out of the patterns on earth.

atmosphere relates to Earth’s

atmosphere, weather and climate and the effects of the atmosphere on

humans.

Learning Targets: (The Learner Will) Recommended Resources:

Prentice Hall Textbook ; Trace the path of water as travels in the water cycle.

; Explain how water on the Earth affects weather

patterns and affects the climate in different biomes.

; Explain the effects of weather and the atmosphere

on humans.

Essential Terminology: Online (only links specific to this

Evaporation, condensation, precipitation, run-off, standard):

percolation, transpiration, water cycle, weather, rain, snow,

thunderstorms, lightening, dust storms, meteorologist,

meteorology, light, heat energy

Prentice Hall Textbook Chapter 3

; 3-4 Water in the Atmosphere

Prentice Hall Textbook Chapter 4

Prentice Hall Textbook Chapter 5

; 5-4 Global Changes in the Atmosphere

Essential Questions:

How does water move through the atmosphere, lithosphere and hydrosphere on Earth? How do relative humidity, clouds, air masses and fronts cause severe weather?

How does changes in the atmosphere affect humans?

Activating Strategy:

Climate Weather and Water Cycle Reading and Questions (English and Spanish Versions) Literacy Component:

Write to Learn Summarizing Activity: Science 6. 12. 2 How do clouds and precipitation form? Write to Learn Summarizing Activity: Science 6. 12. 3 What causes weather and climate? Summarizing Strategy:

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Support for Differentiation:

ELL EC AIG

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: 7.E.1 Clarifying Objectives:Instructional Days:

7.E.1.3 Explain the

relationship between the Earth Systems, Structures and movement of air masses, high Processes and low pressure systems, Understand how the cycling of matter and frontal boundaries to (water and gases) in and out of the storms (including atmosphere relates to Earth’s thunderstorms, hurricanes, atmosphere, weather and climate and and tornadoes) and other the effects of the atmosphere on weather conditions that may humans. result.

Learning Targets: (The Learner Will) Recommended Resources:

; Explain evidence of atmospheric properties and

Prentice Hall Textbook Chapters 3 and 4 predict potential weather hazards.

Weather Station Data via. East Lee Site ; Describe the characteristics of weather hazards.

; Trace weather patterns by analyzing measured

data.

Essential Terminology: Online (only links specific to this

Thunderstorm, hurricanes, tornadoes, winter storms, standard):

cumulus cloud, cumulonimbus cloud, hail, equator, flood, Webweather for kids frontal boundary http:/eo/ucar.ed/webweather

weather.com

Prentice Hall Textbook Chapters 3 and 4

Essential Questions:

What are high and low pressure systems?

What types of weather are associated with high and low pressure systems?

What are the characteristics of severe weather such as tornadoes, hurricanes and thunderstorms? How can weather patterns be traced using data?

Activating Strategy:

Prentice Hall Discovery Activity“Can you make a tornado?” Chapter 4.2 in Prentice Hall Textbook Prentice Hall Discovery Activity- “Does a plastic bag trap heat?” Chapter 3-1

Literacy Component:

Write to Learn: “Weather&Climate: Storms”

RAFT: “Pretend you are a cloud”

Summarizing Strategy:

Support for Differentiation: EC AIG

ELL

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Unit: Earth Grade: 7 Course: Science Science

Essential Standard #: Clarifying Objectives:Instructional Earth Systems, Structures and Days: Processes 7.E.1.4 Predict weather conditions 7.E.1Understand how the cycling of and patterns based on information matter (water and gases) in and out of obtained from: weather data collected the atmosphere relates to Earth’s from direct observations and atmosphere, weather and climate and measurement (wind speed and the effects of the atmosphere on direction, air temperature, humidity humans. and air pressure); weather maps,

satellites and radar; cloud shapes and

types and associated elevation.

Learning Targets: (The Learner Will) Recommended Resources:

; Use weather maps to predict weather patterns.

Prentices Hall Textbook Chapter 3 ; Look at data from instruments used to study

; 3-4 Water in the Atmosphere weather and assess the weather conditions.

Prentices Hall Textbook Chapter 4 ; Compare and contrast humidity and relative

; 4-1 Fronts and Air Masses humidity.

; 4-3 Predicting the Weather ; Analyze weather maps.

Atmosphere TASC kit- “Weather Maps”

Essential Terminology: Online (only links specific to this Climate, average temperature, precipitation, humidity, air standard):

pressure, wind, weather, forecasting, weather map, warm

front, cold front, stationary front, occluded front, wind

speed, wind direction, relative humidity, cirrus clouds, stratus clouds, cumulus clouds

Essential Questions:

How are weather maps used to predict weather patterns?

How can data such as wind speed and direction, temperature, humidity and air pressure be used to

assess the weather conditions?

How are humidity and relative humidity the same? How are they different?

Activating Strategy:

Cloud in a Bottle- www.wikihow.com

Discovery Activity- Prentice Hall- Chapter 4-4 “How does fog form?

Winds and Clouds Reading and Guided Questions

Literacy Component:

Summarizing Strategy:

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: 7.E.1 Clarifying Objectives:Instructional Days:

7.E.1.5 Explain the influence

of convection, global winds Earth Systems, Structures and and the jet stream on Processes weather and climatic Understand how the cycling of matter conditions. (water and gases) in and out of the

atmosphere relates to Earth’s

atmosphere, weather and climate and the effects of the atmosphere on

humans.

Learning Targets: (The Learner Will) Recommended Resources:

; Explain the process of convection and

Prentice Hall Chapter 3.1 & 3.2 the sun’s role in convection.

; Identify the relationship between the

sun, winds and ocean currents.

; Demonstrate understanding of the

connectedness of the sun, global winds

and ocean currents.

Essential Terminology: Online (only links specific to this standard): Energy, convection, Jet stream, Coriolis effect,

Axis, gulf stream, pressure gradient, thermal Intellicast.com

energy, latitude, longitude

Prentice Hall Chapter 3.3 “Winds”

Essential Questions:

What is convection?

What are global winds?

What is the jet stream?

How do global winds and the jet stream affect weather and climate conditions? Activating Strategy:

Prentice Hall Discover ActivityChapter 3.3: “Does the Wind Turn”?

Build and fly a kite

Prentice Hall Technology Lab3.3 “Measuring Wind”

Literacy Component:

Summarizing Strategy:

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Grade: 7 Course: Science Unit: Earth Science

Essential Standard #: 7.E.1 Clarifying Objectives:Instructional Days: Earth Systems, Structures and

Processes 7.E.1.6 Conclude that the good Understand how the cycling of matter health of humans require: (water and gases) in and out of the monitoring the atmosphere, atmosphere relates to Earth’s maintaining air quality and atmosphere, weather and climate and stewardship the effects of the atmosphere on

humans..

Learning Targets: (The Learner Will) Recommended Resources:

; Conclude that the health of humans, the

environment, plants and animals all depend on

Prentice Hall Chapter 2.4, 2.5 and 2.6 people being good stewards.

; Identify the source of air pollution as point source or

nonpoint source pollution.

; Understand the health hazards associated with

decreased air quality.

; Identify the best ways to improve the air quality for

future generations.

Essential Terminology: Online (only links specific to this Air quality, environment, particulates, ozone, acid rain, global standard):

warming, fossil fuel, carbon dioxide, smog, prevailing wind,

point source, nonpoint source pollution, pollution, EPA, EPA Web site

radon, pollen, mold spores, greenhouse effect, acid rain

Discovery Education Science: “Arbor Day”

Essential Questions:

How do people positively influence the atmosphere and air quality?

How do people negatively influence the atmosphere and air quality?

Why is it important for people to take care of the atmosphere?

What are point and nonpoint source pollutions?

What are the health risks associated with poor air quality?

How can we improve air quality for future generations?

Activating Strategy:

Prentice Hall Discover Lab, Chapter 2.4: “What’s on the Jar?”