Science
Regional Prioritized Curriculum
Grade 7/8
Physical Setting
(Split to be determined by individual districts)
Standard 4:Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.Key Idea 2:Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Background:
Students should develop an understanding of Earth as a set of closely coupled systems. The concept of systems provides a framework in which students can investigate three major
interacting components: lithosphere, hydrosphere, and atmosphere. Processes act within and among the three components on a wide range of time scales to bring
about continuous change in Earth’s crust, oceans, and atmosphere.
Vocabulary Note: It is understood that scientific vocabulary is an essential part of the study of science. Though not tested as in the past, students should be exposed to this vocabulary in a number of ways. Do not refrain from using this vocabulary in your daily classroom sessions, simply because it may not be tested directly. The assessment may not include the term nucleus, but will certainly ask questions regarding its function. Students need to be aware of the vocabulary to be familiar with for each unit.
Suggested Activities: Prepare and distribute vocabulary list for each unit
Ask students to keep vocabulary in their journals or notebooks with general descriptions or definitions
Add pictorial representations
Distribute concept maps for students to complete by filling in the missing terms
Have students eventually create their own concept maps linking terms
Vocabulary bingo
Play classroom “Jeopardy”
“Ticket to Leave” – before leaving the classroom must give you (verbally or written) definition for requested term
Guiding Questions:
How do the lithosphere, hydrosphere and atmosphere interact?
How have the lithosphere, hydrosphere and atmosphere changed over time?
How are rocks affected by changes in the lithosphere, hydrosphere and atmosphere?
Standard 4: Key Idea 2: Performance Indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere. /- Splitting water lab
- Create a graph showing % of atmospheric gases
- % of oxygen in atmosphere (See Prentice Hall Earth Science activity #13)
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
Ex. Assess landscape models for accuracy and understanding of concepts using a rubric.
2.1b As altitude increases, air pressure decreases. /
- Examine and discuss the changes in baking instructions on a cake mix
2.1e Rock is composed of minerals, Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid. /
- Observe rock samples & classify by physical characteristics. How else could they be classified that would be meaningful for a geologist?
2.1h The process of weathering breaks down rocks to from sediment. Soil consists of sediment, organic material, water, and air.
/- Steel wool as an example of weathering
- Weathering of chalk with water
- Niagara Falls-graph movement of receding rock levels and types of rocks found there.
- Visit or discuss Letchworth Gorge – water erosion
- Erosion of California Coast
- Study of formation of Howe’s Caverns
2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers.
/- Glacial Erosion Lab (See Life Science Enrichment Activities)
- Using stream table lab (See Exploring Earth Science Lab Manual)
- Reversing man’s affect – undamming rivers
- Create a landscape model incorporating a stream table & wind erosion
- Discuss relationship between erosions and gravity (quantitative & qualitative) based on data & observations of Niagara Falls
Standard 4: Key Idea 2: Performance Indicator 2.2:Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas / Time/Notes2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins.
2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers - the crust, mantle, outer core, and inner core - have distinct properties.
2.2c Folded, titled, faulted, and displaced rock layers suggest past crustal movement.
2.2d Continents fitting together like puzzle parts and fossil correlation’s provided initial evidence that continents were once together.2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a series of plates that “float” on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates.
2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates. Often resulting in earthquakes.
2.2h The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another. /
- Use Internet to determine locations of volcanoes & earthquakes. Using a map showing plates, plot locations found & compare w/ ring of fire
- Uplifting mountain lab using colored paper to show various rock layers.
- Copy of continents, cut out & piece together. Map fossil finds.
- Stress faulting (See Integrated Science Activity Book)
- Make a model of the earth’s interior, label and explain.
- Chart the reported earthquakes and volcanoes over the past several years and ask students to interpret the patterns formed worldwide.
- Have students create concept map of rock cycle (See Inspiration software for ideas)
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
validity of conclusions.
Ex. Assess concept maps for accuracy.
Standard 4: Key Idea 2: Performance Indicator 2.2:Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.2.2j Climate is the characteristic weather that prevails from season to season and year to year.
2.2k The uneven heating of Earth’s surface is the cause of weather.
2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location.
2.2m Most local weather condition changes are caused by movement of air masses.
2.2n The movement of air masses is determined by prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.
2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States. /
- View Weather.com and have groups plot change over the term and compare.
- Weather journal w/data of temp. & pressure at the school.
- ViewWeather.com and have groups plot change over the term and compare
- Weather journal w/data of temperature, barometric pressure, & wind direction at the school.
- Build barometers
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
Standard 4:Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 3:Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Background:
Objects in the universe are composed of matter. Matter is anything that takes up space and has mass. Matter is classified as a substance or a mixture of substances.
Knowledge of the structure of matter is essential to students’ understanding of the living and physical environments. Matter is composed of elements, which are made of small particles called atoms. All living and nonliving material is composed of these elements.
Guiding Questions:
How is the motion of particles of a substance affected by its phase?
How could beach sand be separated according to the principles of mixtures?
How are different elements used in our everyday life?
How is a human’s growth affected by physical and chemical changes?
Where does dry ice go?
Standard 4: Key Idea 3: Performance Indicator 3.1:Observe and describe properties of materials, such as density, conductivity, and solubility.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.3.1c The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. /
- “Alka-Seltzer” dissolved at different temperatures and times.
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling, and evaporation. /
- Sand, salt, iron and water separation lab
- Separate tea from tea leaves by decantation
- Using principles of mixtures, separate a mixture into its parts.
3.1h Density can be described as the amount of matter that is in a given amount of space, If two objects have equal volume, but one has more mass, the one with more mass is denser.
3.1i Buoyancy is determined by comparative densities. /
- Investigate density of different kinds of soda (diet vs. regular)
- Measure density of different sizes and shapes of same metal and compare.
Standard 4: Key Idea 3: Performance Indicator 3.2:Distinguish between chemical and physical changes.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
3.2b Mixtures are physical combinations of materials and can be separated by physical means.
/- Mixture lab – homogeneous v heterogeneous
- Chromatography lab (separating ink or chlorophyll)
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
Ex. Assess atom models for accuracy.
3.2d Substances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.
/- Steel wool lab (rusting)
Burn sugar to carbon dioxide and water
Given a set of substances, and their characteristics, categorize them as metal, nonmetal or noble gas
- Neutralization reaction
- Test samples of starch, baking soda and salt with water, vinegar & iodine. Summarize data and observations regarding chemical reactions
- Metal/nonmetal—conductivity & malleability
3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products.
/- Models of atoms forming molecules—any atoms left?
- Take mass of contents of 2 beakers, combine and take mass again
- Measure sublimation of dry ice with flask & balloon over neck
- Create a model of an atom forming molecules
- Review balancing simple equations
Standard 4: Key Idea 3: Performance Indicator 3.3:Develop mental models to explain common chemical reactions and changes in states of matter.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
3.3c Interactions among atoms result and/ or molecules result in chemical reactions.
/- Compare the rate of decomposition of peroxide both with and without a catalyst
- Rusting Lab
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
3.3d Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns.
/Observe formation of crystals
- Create molecular models
Create hand warmers
- Create cold pack
3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances that we encounter. Few elements are found in their pure form.
/- Periodic table Bingo
- Identify elements found in common compounds.
3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).
/- Video “Periodic Table”
- Alien Periodic Table activity (See Prentice Hall resources)
Standard 4:Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 4:Energy exists in many forms, and when these forms change energy is conserved.
Background:
An underlying principle of all energy use is the Law of Conservation of Energy. Simply stated, energy cannot be created or destroyed.
Energy can be transformed, one form to another. These transformations produce heat energy. Heat is a calculated value that includes the temperature of the material, the mass of the material, and the type of the material. It should be noted that temperature is not a measurement of heat.
Guiding Questions:
How are the different forms of energy interrelated?
How do you use energy in your life?
How is energy involved in making ice cream?
What happens to energy when it changes from one form to another?
How do the different parts of the electromagnetic spectrum affect our lives?
Standard 4: Key Idea 4 Performance Indicator 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy, in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations.
/- Angel chimes – demo heat to mechanical energy
Create a Rube Goldberg machine showing transfer of energy and identify energy changes
- Describe energy changes in everyday life. Have students journal them over the course of a week or weekend.
- Working in small groups have students design and construct devices to transform /transfer energy. Develop a rubric with students to evaluate their devices.
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
Ex. Assess student comments in discussions for understanding.
4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
/- Make a demo of a Radiometer
- Motion from solar panels
- Palm glass – hold in palm and watch move to other side of tube
- Observe energy changes by creating a model to show energy transfer.
- Vegetable battery or create a vegetable powered car
- Take 2-3 different size rubber bands and stretch them 50 times. Place against lip. What do you feel? Repeat. Anything different? Record results and discuss.
4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.
/- Gravitational Potential Energy with cars
Potential & Kinetic Energy - car & ramp-raising ramp yields greater PE which translates to greater KE as car travels farther
State relationships between kinetic and potential energy and observe results
Standard 4: Key Idea 4: Performance Indicator 4.2:Observe and describe heating and cooling events.Essential Knowledge/Skills
(Major Understandings) / Classroom Ideas / Assessment Ideas /Time/Notes
4.2b Heat can be transferred through matter by the collisions of atoms and /or molecules (by conduction) or through space by (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.4.2e Temperature affects the solubility of some substances in water. /
- Temperature & change of state lab (ice melting in hand)
- Interpret data from experiments, and record data describing heat energy.
- Have students develop experiments to explore solubility of sugar cubes at different temperature.
- Teacher observations
- Student responses
- Journal entries
- Student demonstrations
- Lab reports/summaries
- Teacher-developed and student-developed rubrics for performance tasks and projects
Standard 4: Key Idea 4: Performance Indicator 4.3:Observe and describe energy changes as related to chemical reactions.
Essential Knowledge/Skills