Seventh Grade
Science Curriculum
Month / CPI # / Cumulative Progress Indicator (CPI) / Learning Activities / Assessment / Interdisciplinary connectionsSeptember/October / 5.1.8.D.3
5.1.8.C.2
5.2.8.A.1
5.1.8.D.3
5.2.8.A.5
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4 / · Demonstrate how to safely use tools, instruments & supplies
· Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.
· Explain that all matter is made of atoms, and give examples of common elements
· Identify unknown substances based on data regarding their physical and chemical properties
· Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
· Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.
· Use scientific principles and models to frame and synthesize scientific arguments and pose theories
· Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building & revising models and explanations.
· Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies
· Use qualitative and quantitative evidence to develop evidence-based arguments.
· Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. / · Book P- Nature of Science & Technology
Safety in the Science Lab,(77-81) will be used as a reference to introduce students to lab safety requirements.
· Activity/Model demonstrates the importance of wearing goggles
· Practice using eyewash; make diagram of room w/safety equipment
· Book K-Chemical Building Blocks, Chapter 1: Introduction to Matter
· PH/Discovery Channel School DVD set: The Work of Scientists—Video Field Trip
· Separations of Mixture activity, using filtration, magnetism, chromatography, and density
· Guided & Reading Worksheets (pub.
· “Solutions”
Book L (84-92) as resource for background information and research
· Mix your own paint, using the process used by Renaissance artists.
· Students will use funnels, filter paper, chromatography paper, magnets, overflow cups, rulers, and electronic scales, mortar/pestles, electrolysis equipment (below)
· Metal lab (34) Elements can be isolated from compounds
· Density Activity—Gummi Bear Lab, similar to p. 21
· Using Ratios, (12, 15); Calculating density, (19, 20); Analyze Data, (26)
· Go to PHSchool.com and input the webcode: cgd-6021
· Density activity—similar to (21)
(Gummi Bear Lab)
· lab testing metals (see above)
· Students will use metric rulers, electronic scales, overflow cups to determine density in Gummi Bear Lab
Use of Book P-Nature of Science & Technology for reference
· Students will graph results using technology
· Concept introduced (Gummi Bear Lab) Students will be asked the qualitative question—did the bear expand? Students will use quantitative data to determine amount of expansion.
· Gummi Bear Lab. Students will use two methods of determining density and decide which is most accurate and explain the differences. / · Safety contract signed by parent/guardian and student
· Test
· Teacher observation
· Discussion; section assessments; test
· Discussion/
Assessment
· Questions
On video
· Lab worksheet
· Peer and/or teacher review
· Teacher observation of
product produced
· Analysis/
conclusion
· Students will be asked to give explanation of what they observe…do further research and adjust their explanations.
· p. 38 Chap Assessment
· Check using pair/share
· Students will submit a lab report showing the data collected…as well as data analysis and conclusion
· Submitted with lab report
· Submitted with lab report
· Submitted with lab report / · 21st Century Life & Careers:
9.1.8.F.2
· Health/PE 2.1.8.D.1
Language Arts
RST.6-8.1,2,3
· 21st Century--9.3.8.B.7
· Language Arts
RST 6-8.1,2
· Interdisciplinary Unit: The Renaissance—
--Social Studies
--Language Arts (RST.6-8.3)
--Art 1.1.8.D.2
--PE
--Mathematics (7.RP.2)
--Spanish
--Computers/Tech 8.1.8.B.6,7
Language Arts—
RST.6-8.3
RST.6-8.7
· 21st Century
9.1.8.F.1
· Mathematics
· 7.G.4,6
· 7.NS.1,2,3
· Language Arts RST.6-8.3,8,7
· Mathematics
7.G.4,6
7.NS.1,2,3
· Language Arts-
RST.6-8.3
· Language Arts RST.6-8.1,6
November/December / 5.2.8.A.3
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.1
5.2.8.B.2
5.2.8.B.3
8.2.8.C.1
5.2.12.C.2
5.2.12.C.3 / · Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating & cooling.
· Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
· Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.
· Use scientific principles and models to frame and synthesize scientific arguments and pose theories
· Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building & revising models and explanations.
· Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies
· Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building & revising models
· Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail how it might be improved) by completing a design problem and reporting results in a multimedia presentation.
· Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.
· Explain the need for patents and the process of registering one.
· Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.
· Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product. / · Use Book K for background information, (48-54)
· Skills Lab “Melting Ice”, (54)
· Discover Activity, (62), “Graphing Gas Behavior”
· Analyzing Data—Tem/Changes of State (52)
· Math Skills (57)—Using Formulas to determine pressure
· Skills Lab “Melting Ice”, (54)
· Skills Lab, “It’s A Gas”(66)
· Skills Lab, “Melting Ice”(54)
· See “Math Skill” activities, above
· Students will use several processes to produce a type of Silly Putty. Students will then design an experiment to test a property against the property of the
original substance.
· Students will use technology to investigate the original Silly Putty’s design and properties.
· Students will be challenged to produce a product similar to Silly Putty using substances that can be found in the supermarket.
· Use technology to access information about patent/registration of trademark for the original Silly Putty. (Use www.uspto.gov)
· Discuss the use of rubber shortages during WWII. Compare to use of palm oil in foods at the expense of rain forests.
· Discuss how the development of polymers during WWI and WWII contributed to the need to use rubber, silk, etc. / · Tests; chapter assessments
· Analysis & Conclusion
· Graph submitted for evaluation
· Class discussion/teacher observation—use of Promethean Board
· Section assessment (61/Q3)
· Ch. Review (70)
· Lab analysis & conclusion
· Analyze & Conclude section of lab report / · Language Arts reading for understanding
RST.6-8.10
· 21st Century
9.1.8.F.1
· Mathematics--
7.RP.2d
· Language Arts-
Mat
· Math 7.EE.1,3
· Language Arts— RST.6-8.6,7,8
· Mathematics—using formulas
7.NS.1c,d
· 21st Century
9.1.8.F.1
· Social Studies—6.1.12.C.11.b
· Language Arts Research
· Language Arts writing to report RST 6-8.1-10
· 21st Century
9.1.8.F.1
· 21st Century
9.1.8.F.1
· Language Arts--debate
RST.6-8.2
· Social Studies 6.1.12.C.11.b).
· LAL RST.6-8.1-10
December/January / 5.2.8.A.2
5.2.8.A.6
5.1.8.A.1
5.1.8.A.2 / · Analyze and explain the implications of the statement “all substances are composed of elements”
· Determine whether a substance is a metal or nonmetal through student-designed investigations.
· Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
· Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories. / · Use Book K, (74-87)
· Create professional documents (e.g., flyer) using advanced features of a word processing program. This brochure will be about one element. The brochure will be used by other students
· Book K (88,89) use for background research
· Students will design a lab similar to p.96 in text to determine if objects provided are metal/non-metal
· Students will collaboratively re-create Mendeleev’s periodic table using a similar format (cards)
· Analyzing data using a graph to determine melting points in a group of elements (91) / · Guided/Reading Study Sheets; section/chapter assessments; Chapter Test
· Analysis and Conclusion section of lab report
· Collaborative project will be displayed; Individual cards checked for accuracy
· teacher observation / · Language Arts—RST.6-8.4,5,10
· Integrate Technology (8.1.8.A.1)
· 21st Century
9.1.8.F.1
World Language
7.1.NM.B.5
· Mathematics-
7RP.d
January/Feb / 5.2.8.A.2
5.1.8.A.1
5.1.8.A.2
5.1.8.B.2
5.1.8.B.3
5.1.8.A.3
5.1.8.C.1
5.1.8.C.1
5.1.8.D.2 / · Analyze and explain the implications of the statement “all substances are composed of elements”
· Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
· Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories
· Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies
· Use qualitative and quantitative evidence to develop evidence-based arguments.
· Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
· Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations
· Monitor one’s own thinking as understandings of scientific concepts are refined.
· Engage is multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.
Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model building. / · Use Book L as background and research resource (4-39)
· Discover School Video Trip—Atoms & Bonding (TG18)
· Lab—using the property of electrical conductivity to identify ionic compounds (28)
· Math—Analyzing Data (33) Comparing Molecular and Ionic Compounds
· See above
· Students will use qualitative evidence to determine type of compound
· Ionic Compound Lab (28) see above
· Ionic Compound Lab (28) see above…students will use electrical conductivity set-ups
· Ionic Compound Lab (28) see above. Students will see that white crystalline structures can differ in properties
· Ionic Compound Lab (28) see above
· Skills Lab: Comparing Atoms Sizes(21)
· See labs, above / · Chapter assessment
· Test
· Video Assessment, included on video
· Analysis & Conclusion submitted
· Pair/share peer evaluation
· Data/observation tables
· Lab report
· Data table; analysis & conclusion are included with lab report (see above)
· Teacher/student
conversation about student understanding of using electricity and water; crystalline solids; etc.
· See above
· See above / · Language Arts— (RST.6-8.4,5,10)
· Integration of 21st Century Life & Careers (9.1.8.F.1; 9.1.8.F.2; 9.1.8.F.3
· Language Arts- (RST.6-8.2)
· Mathematics- (7RP.2d)
· Mathematics- (7.NS.1d)
· Mathematics— (7RP.2d)
· Mathematics— (7RP.2d)
· Language Arts- (RST.6-8.1,2,7,8)
· Mathematics— (7RP.2d)
· Math 7.G1,2
February/March / 5.2.8.B.1
5.2.8.B.2
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3 / · Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of the products.
· Compare/contrast the physical properties of reactants with products after a chemical reaction.
· Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
· Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories
· Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
· Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations
· Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies
· Use qualitative and quantitative evidence to develop evidence-based arguments.
· Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations
· Monitor one’s own thinking as understandings of scientific concepts are refined.
· Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.
· Generate new and productive questions to evaluate and refine core explanations.
· Engage is multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.
· Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model building.
· Demonstrate how to safely use tools, instruments & supplies. / · Use Text L (56-63) as a background & research resource
· Guided reading & study sheets (pub)
· Video, Chemical Reactions shows a demonstration of the concept
· Online Active Art (60) cgp-2022 on Promethean Bd.
· Discovery School Video Field Trip: Chemical Reactions (Fireworks)—includes history of fireworks (China)
Use Text L (56-73) as a background & research resource
· Web quest--Fireworks
· Lab (54)
Observing Chemical Reactions
Students will be able to observe evidence of chemical changes, predict how substances will react when they are combined, draw conclusions about whether or not chemical reactions have occurred.
· Rate of Reaction Labs
(student designed)
Students will calculate the time it takes for a reaction to occur, interpret data to determine how temperature affects the rate of a reaction
· Design/chroreograph dance to illustrate a type of reaction (single/double replacement; synthesis; decomp)
· Text (52) Analyzing Data—Energy of Chemical Reactions
· See also Endo/Exo thermic lab using computer-based technology
· Analyzing Data: Balancing Equations (61)—use Active Art Web Cod: cgp-2022 (see above)
· See previous labs
· See previous labs
Students will use PASCO thermometer probes; traditional thermometers, timers