7th Science Pacing Guide 15-16 Detailed

Curriculum Map for (Mapleton 7th Grade Science,)
Science
AND ELA
Content
Standards
Unit
Time
Title/
Frame/Pacing Topics
4 Weeks
Unit STANSTSTANDARDS
1
Science Inquiry
Science and Application
During the years
Skills
1. I
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
Essential
Questions
Order and
Organization
This theme
focuses on
helping
students use
scientific
inquiry to
discover
patterns,
trends,
structures and
relationships
that may be
described by
simple
principles.
These
principles are
related to the
properties or
interactions
within and
between
systems.
Resources/Materials
Instructional Resources/Materials/Activities
http://commoncorecoffey.weebly.com/
http://bigbearsciencefair.yolasite.com/
Science Text Books
Activities: Science Skills Activities, Science Fair

Projects
Assessment
Assessment
TRADITIONAL
ASSESSMENT
1.
Quizzes
2.
Science Notebooks
includes students
work on literacy
standards
3.
Unit Test
4.
Out of class work
research
TEACHER NOTES
http://commoncorecoffey.weebly.com/scie
nce-skills.html
AUTHENTIC ASSESSMENT
1.
Students will chose, research and complete a

Science Project. Refer to the teacher Science
Project website for additional information.
http://bigbearsciencefair.yolasite.com/ The
Grading rubric can be found at the previous
mentioned teacher website.
scientific
investigation;
Use appropriate
mathematics,
tools and
techniques to
May 25, 2015
Page 1
TEACHER
NOTES
This project
will count for a
big portion of
the grade for
the third
quarter.

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
predictions; and
Communicate
scientific
procedures and
explanations.
LITERACY
STANDARDS
RST 7 Integrate visual information
(e.g., in charts, graphs,
May 25, 2015
Page 2

photographs, videos, or
maps) with other
information in print and
digital texts.
RST 8 Distinguish among
fact, opinion, and
reasoned judgment
in a text.
RST 9 Analyze the
relationship between
a primary and
secondary source on
the same topic.
WHST 6 Use technology,
including the
Internet, to produce
and publish writing
and present the
relationships
between information
and ideas clearly and
efficiently.
May 25, 2015
Page 3

Time/Frame
Pacing
3 Weeks
Unit Title
and Topic
UNIT #2:
CYCLES
AND
PATTERNS
OF THE
EARTH,
MOON
AND SUN
Science and
ELA Content
Standard(s)
ESS.7.4 The
relative patterns
of motion and
positions of the
Earth, moon
and sun cause
solar and lunar
eclipses, tides
and
phases of the
moon.
ESS.7.4a The
moons orbit
and its change
of position
relative to the
Earth and sun
result in
different parts
of the moon
being visible
from Earth
(phases of the
moon).
ESS.7.4b A
solar eclipse is
when Earth
moves into the
shadow of the
moon (during a
new moon). A
lunar eclipse is
when the moon
moves into the
shadow of Earth
(during a full
moon).
ESS.7.4c
Gravitational
force between
the Earth and
the moon
causes daily
oceanic tides.
When the
May 25, 2015
Essential
Questions
SYNOPSIS:
Students will
investigate
how eclipses,
tides, and
phases of the
moon are
caused by the
relative
motion and
positions of
the Earth,
moon and
sun. Students
will use
models,
computer
simulations,
and data to do
their
investigations.
They will
create an
informational
text for
younger
children about
the cycles and
patterns of
Earth, moon
and sun; and
write a report
comparing the
influence of
moons
Instructional
Resources/Materials/Activities
Earth Science: Holt Rinehart Winston
Textbook
http://commoncorecoffey.weebly.com/s
un-earth-and-moon.html
Assessment
TRADITIONAL ASSESSMENT
1.
2.
3.
4.
TEACHER
NOTES
Quizzes
Science Notebooks includes
students work on literacy
standards
Unit Test
Out of class work research
2.
Students evaluate their goals
3.
Students create (childrens book,

collage, etc.) designed to teach a
concept from the unit to younger
children which includes diagrams,
pictures, or drawings with written
text. (ESS.7.4 a,b,c)
4.
Students use collected Internet

data to write about the
relationships between the moons
influence on our planet. prepare a
short report with visuals (e.g.,
poster, drawings, chart). (ESS.7.4c;
WHST 6)
Page 4
TEACHER
NOTES

gravitational
forces from the
sun and moon
align (at new
and full moons)
spring tides
occur. When the
gravitational
forces of the
sun and moon
are
perpendicular
(at first and last
quarter moons),
neap tides
occur.
gravity to
produce
cycles of tides
at different
locations
around the
world.
LITERACY
STANDARDS
RST 7
Integrate visual
information
(e.g., in charts,
graphs,
photographs,
videos, or
maps) with
other
information in
print and digital
texts.
RST 8
Distinguish
among fact,
opinion, and
reasoned
judgment in a
text.
RST 9 Analyze
the relationship
between a
primary and
secondary
source on the
same topic.
WHST 6 Use
technology,
including the
Internet, to
May 25, 2015
Page 5

produce and
publish writing
and present the
relationships
between
information and
ideas clearly
and efficiently
May 25, 2015
Page 6
Time
Frame/Pacing
4 Weeks
Unit
Title/
Topics
UNIT #3:
ENERGY
TRANSFER
AND
WAVES - -
Science AND
ELA Content
Standards
Content
Standard(s)
PS.7.2 Energy
can be
transformed or
transferred but
is never lost.
PS.7.2.a When
energy is
transferred from
one system to
another, the
quantity of
energy before
transfer equals
the quantity of
energy after
transfer.
PS.7.2.b When
energy is
transformed
from one form
to another, the
total amount of
energy remains
the same.
PS.7.3 Energy
can be
transferred
through a
variety of ways.
PS.7.3.a
Mechanical
energy can be
transferred
when objects
push or pull on
each other over
a distance.
PS.7.3.b
Electromagnetic
waves transfer
energy when
May 25, 2015
Essential
Questions
Students will
study the
behavior of
energy and
the different
methods by
which it may
be
transferred
or
transformed
- - but never
lost.
Students will
investigate
the law of
conservation
of energy.
Students will
design,
build, and
demonstrate
a musical
instrument,
or they will
create a plan
to improve
the sound
quality
within an
existing
space; or
they will
create a new
Resources/Materials
1. Teacher asks the students for a definition of kinetic energy (energy of

motion). Teacher holds up a golf ball and asks whether the ball has
any kinetic energy (no it is not moving). Teacher asks them to
come up with ways of giving the ball kinetic energy (throw it, drop it,
and hit it with another object). Teacher asks what all of the actions
have in common; students discuss possible answers in terms of the
action being described (energy being transferred); teacher records
comments on chart paper.
2. Teacher explains that energy can be transferred (moved) from one
object to another and transformed (changed) from one form to
another; students give examples for both. Students read an article,
A Model for the Principle of Energy Conservation (attached) and
discuss how the model applies to class work. Teacher introduces
the conservation of energy (attached Energy Conservation notes);
students record notes. Students analyze the relationship between
the primary and secondary source on the topic of energy
conservation. (PS 7.2, PS 7.2 a, b ; RST 9)
3. Students use computer simulations to explore the interaction
between kinetic and potential energy; students write in a paragraph
how kinetic and potential energy are related in a real-world example.
( PS 7.2, PS 7.2 a, b)
http://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Park
http://phet.colorado.edu/simulations/sims.php?sim=Pendulum_Lab
Assessment
TRADITIONAL
ASSESSMENT
1. Quizzes
2. Science Notebooks
includes
investigations and
demonstrations
3. Unit Test
4. 2- and 4-point response
questions
5. Students evaluate
their goals
6.
Students complete an
activity to show
understanding of how
energy transfer and
waves relate in the
real world with regard
to sound. (PS.7.3.a )
4. Teacher makes copies of article (attached - Mechanical Energy )which

explains mechanical energy; students read the article to determine
the central ideas of the source, complete directed reading guide and
summarize the article in their own words from new knowledge
gained. Teacher lectures about mechanical energy and students take
notes (PS.7.3.a, RST 2)
5. Students, working in pairs, use wind-up toys wound 2-3 times and
Page 7

they interact
with matter.
LITERACY
STANDARDS
RST 2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source distinct
from prior
knowledge or
opinions.
RST 9 Analyze
the relationship
between a
primary and
secondary
source on the
same topic.
WHST 7
Conduct short
research
projects to
answer a
question
(including a
self-generated
question),
drawing on
several sources
and generating
additional
related, focused
questions that
allow for
multiple
avenues of
exploration.
May 25, 2015
and more
efficient way
to conduct
sound for a
particular
purpose.
released. Students measure the distance the toy travels and repeats
the procedure the next time winding the toy 3-4 times. Students
record data, and compare the distances traveled and write 2
sentences which explain the relationship between the number of
times the toy was wound to the distance it traveled. (PS.7.3, PS.7.3.a)
6. Teacher asks students to consider how waves can show mechanical

energy and energy transfer; class discusses topic and teacher
records responses on chart paper. Student volunteers demonstrate
a wave using first a piece of rope and second, using a slinky (note
slinky may be placed on the table, on the floor, and/or suspended
from the ceiling). Students volunteer to do the demo while teacher
makes sure they are doing it correctly by asking questions of the
rest of the class. (Questions: What is needed to start the wave? Is
there a pattern created by the object making a wave? What pattern
does each make? Are the patterns alike? How are they different? )
With teachers supervision, students doing the demo may have to
change their initial attempt in order for the results to reveal the
intended outcome. Students record diagrams of what they see in
their notebooks and answer discussion questions after the
demonstration. (PS.7.3, PS.7.3.a)
Page 8

Time
Frame/Pacing
Unit Title/
Topics
3 Weeks
Energy
Transformation
in Living
Things
Science AND
ELA Content
Standards
LS.7.1 Matter is
transferred
continuously
between one
organism to
another and
between
organisms and
their physical
environments.
LS.7.1.aPlants
use the energy of
light to make
sugars out of
carbon dioxide
and water
(photosynthesis).
These materials
can be used and
immediately
stored for later
use.
LS.7.1.b
Organisms that
eat plants break
down plant
structures to
produce the
materials and
energy they need
to survive. Then
they are
consumed by
other organisms.
LS.7.1.c Energy
can transform
from one form to
another in living
things. Animals
get energy from
oxidizing food,
releasing some
of its energy as
heat.
May 25, 2015
Essential
Questions
Resources/Materials
1. Teacher draws Energy Transfer illustration to introduce

Students will
photosynthesis cell respiration cycle; students copy drawing
distinguish
with labels in their notebooks. Teacher refers to equations to
between
explain what is meant by reactants and products. Teacher asks
photosynthesis
what materials in both processes are the same; students see
that CO2 and H2O are the reactants in photosynthesis but they
and cell
are the products of cell respiration; and that C6H12O6 andO2 are
respiration and
the reactants of cell respiration but they are the products of
find out how
photosynthesis. Teacher explains the arrows following the O2
the two
andCO2 as gases being released. LS.7.1, LS.7.1. a -d
processes are
2. Teacher explains the balanced equation in terms of number of
molecules involved for the production of one molecule of
used to
glucose; students identify the molecules in each equation and
capture energy
the atoms in each molecule. Teacher may spend some time
and transform
making sure students recognize the differences between atoms
it into a usable
and molecules. Students create a chart (see attached) which
compares the reactants and products of both
form for living
processes.LS.7.1.d
things.
3. Teacher lectures about photosynthesis (using equation);
Students will
students copy notes from board. Teacher checks for
conduct lab
understanding throughout the lecture by asking questions.
investigations
Students view and discuss photosynthesis cartoons (attached)
and explain what they represent. Teacher introduces
to determine
photosynthesis lab for next day. LS.7.1. a
how the
. Teacher introduces a lab for students to find out if oxygen is a byreactants and
product of the photosynthesis. This can be done as demo while
products are
students are working on something else or as a group activity.
See Photosynthesis Lab 2.LS.7.1. a; RST 3
involved in
9. Students view website to read how feeding and breathing are
each process
connected in order to understand how the process of cell
and can be
respiration plays such an important role in releasing the energy
used to
of food for use in the body. Class discusses the article and
compare the
summarizes key points. Students provide an accurate
summary of the text distinct from prior knowledge or
two processes.
opinions. LS.7.1.b , LS.7.1.c; RST 2, WHST 10
Students will
www.saburchill.com/chapters/summary02.html
create a food
10. Teacher asks students why cell respiration must occur in all
pyramid to
living things - plants and animals; students look at equation on
board to find where the energy is held and released in the
track how
process. (Because it is held in the bonds which hold the atoms
energy is
of the glucose molecule togetherand when it is burned in the
transferred
mitochondria it is released, students wont see it in the equation
Assessment
TEACHER ASSESSMENT
1. Tests,Quizzes
2. Science Notebooks includes
students work on literacy
standards, lab data sheets, lecture
notes
7. Students evaluate their goals
8. Students create a model of energy
flow in an energy pyramid. Each step

needs to be justified and explained
thoroughly. Students are to quantify
the amount of energy that enters the
system, makes it to each of the next
trophic levels, and leaves the system
as waste. Students must refer to their
calculations when they write a
description of the energy transfers
involved at each trophic level. LS.7.1
a-d; WHST 10
Page 9

LS.7.1.d The total
amount of matter
and energy
remains
constant, even
though its form
and location
change.
LITERACY
STANDARDS
RST 2
Determine the
central ideas or
conclusions of a
text; provide an
accurate
summary of the
text distinct from
prior knowledge
or opinions.
RST3
Follow
precisely a
multistep
procedure when
carrying out
experiments,
taking
measurements,
or performing
technical tasks.
but they should be made aware of where it is in both places

from producers
because it represents the energy transfer.)Teacher continues
to consumers
questioning without giving them the answer to see if they can
and show the
figure it out. LS.7.1.b, LS.7.1.c
efficiency of
11. Teacher assign students to read in Interactive Reading Guide,
page. 56 and complete questions about cellular respiration;
the energy
students work individually to complete assignment. LS.7.1.b,
transfer from
LS.7.1.c
one trophic
12. Teacher lectures about cell respiration; students copy notes.
level to the
Teacher checks for understanding during the lecture by asking
next
questions about the material being presented. LS.7.1.b, LS.7.1.c
13. Teacher introduces cell respiration lab; students conduct lab to
observe how organisms (yeast) use sugar to get energy.
LS.7.1.b, LS.7.1.c; RST 3
14. Teacher introduces the energy pyramid (see text Environmental
Science pgs. 10,11); students read and discuss how a food
web compares to a food pyramid. Students interpret graph
(pg.25) to explain what is wrong with this pictures using
questions 1-4 and writing answers. LS.7.1, LS.7.1.d; WHST 10
15. Teacher introduces conservation of matter and energy and
poses question for students to discuss in small groups How is
energy from the sun converted by plants and animals to a usable
form of energy and is never lost? Students draw a diagram to
represent these energy transfers including energy matter
energy at each trophic level. LS.7.1.d
WHST10 Write
routinely over
extended time
frames (time for
reflection and
revision) and
shorter time
frames (a single
sitting or a day
or
two) for
a range of
disciplinespecific tasks,
purposes, and
audiences.
May 25, 2015
Page 10

Time
Frame/Pacing
Unit Title/
Topics
4 Weeks
Currents
and
Climates
Science AND
ELA Content
Standards
PS.7.3.c Thermal
energy can be
transferred
through
radiation,
convection and
conduction.
ESS.7.2
Thermal-energy
transfers in the
ocean and the
atmosphere
contribute to the
formation of
currents, which
influence
global climate
patterns.
a. The sun is the
major source of
energy for wind,
air and ocean
currents and the
hydrologic cycle.
b. As thermal
energy transfers
occur in the
atmosphere and
ocean, currents
form.
c. Large bodies
of water can
influence
weather and
climate. The jet
stream is an
example of an
atmospheric
current and the
Gulf Stream is an
example of an
oceanic current.
d. Ocean
currents are
May 25, 2015
Essential
Questions
Resources/Materials
Students will
investigate
how oceans
and the
atmosphere
are two
systems
complexly
linked to one
another that
are
responsible for
Earth's
weather and
climate.
Students will
learn how the
oceans help to
regulate
temperature in
the lower part
of the
atmosphere
and the
atmosphere is
in a large part
responsible for
the circulation
of ocean water
through
currents.
Students will
create a
narrative to
1. Teacher introduces three ways that heat is transferred; students

watch a teacher-selected video which shows demonstrations of
conduction, convection and radiation. Teacher asks students to
explain each type of thermal energy transfer observed in terms
of what makes them different . (PS 7.3c )
2. Teacher compares the following examples that provide the
transfer of heat energy: microwave oven (low frequency
radiation), convection oven (fan distributes heat from gas or
electric, boiling water circulates in pan), stovetop (conduction
from source to pan to food); students compare and contrast the
type of thermal energy transfer involved with each example.
Teacher explains how heat from the sun is absorbed and
transferred by the Earths land and ocean surfaces and
distributed around the Earth; students observe teacher demo of
ocean heat transfer and complete activity questions in small
groups. (PS 7.3c; ESS 7.2a) Teacher demo website:
http://www.discoveryeducation.com/.../understandingoceans.cfm
Assessment
TEACHER CLASSROOM ASSESSMENT

1. Quizzes
2. Science Notebooks includes students
work on labs, activities, literacy standards
3. Unit Test
4. Lab Practical
5. Out of class work research
TEACHER NOTES
1. Unit Test
3. Teacher asks students how much of our Earth is water and

land; students write down what they think and why. Students
use equipment provided (e.g., Earth ball, globe, world map) for
activity to randomly show whether they will land on water or land
(by catching the Earth ball, spinning the globe, or pointing with
eyes closed to a map). Teacher records numbers of land or water
to determine a ratio of 3:1 water to land. Class discusses why
the ratio is so significant to our planet in terms of differences
between water and land and the effects of the energy they
transfer around the globe. (ESS.7.2)
4. Teacher introduces activity by asking question: what heats

faster land or water and
how do they know; students conduct lab activity (or teacher
does demo) and record
data. While students are taking temperature readings of the
water and sand, students
read textbook (Water on the Earth Chapter 3) pages 80-83 and
answer the following
question Imagine that you are stranded on a desert island. You
stuff a distress
message into a bottle and throw it into the ocean. How can you
predict where your
Page 11

influenced by
factors other
than thermal
energy, such as
water density,
mineral content
(such as
salinity), ocean
floor topography
and Earths
rotation. All of
these factors
delineate global
climate patterns
on Earth.
LITERACY
STANDARDS
RST - 5 Analyze
the structure an
author uses to
organize a text,
including how
the major
sections
contribute to the
whole
and to an
understanding of
the topic.
RST- 8
Distinguish
among facts,
reasoned
judgment based
on research
findings, and
speculation in a
text.
WHST- 7
Conduct short
research
projects to
answer a
question
(including a selfgenerated
question),
drawing on
May 25, 2015
explain the
adventures of
a water
molecule in its
various forms
as it travels as
a part of the
atmosphere
and oceans
and is
influenced by
Earths energy.
bottle may land? Before the end of the class period, students
record temperature data
from the lab activity. (ESS 7.2a; ESS 7.2b)
5. Students work in small groups to interpret data and draw

conclusions from previous lab activity. Teacher leads
discussion about how the activity demonstrates, even at this
small scale, water heats up much more slowly that land;
students take notes on the results of this differential heating.
(ESS 7.2a; ESS 7.2b)
6. Students volunteer to read their predictions (which they wrote
in T-L#4) about where their message in a bottle may land;
class discusses the predictions. Teacher extends concepts
learned in lab activity and explains how thermal- energy
transfers in the ocean and the atmosphere contribute to the
formation of currents, which influence global ocean
movements and climate patterns; students take notes. Teacher
describes and illustrates how wind contribute to the different
current directions; students are given a world map on which
they label the major oceans and draw two different colored
arrows (for warm and cold water) to show the direction of the
surface currents and label the currents affecting the US. (ESS
7.2b )
7. Teacher shows video of the Coriolis effect, that describes how
the rotation of the earth controls the circular direction of wind
and water currents; students discuss the effects Students
watch an animation of Coriolis effect over Earths surface and
discuss how it relates to the northern and southern
hemispheres. (ESS 7.2d )
Video: http://www.youtube.com/watch?v=aeY9tY9vKgs (show
first 3 min. only)
Animation: http://www.classzone.com/books/earthscience/terc/content/visualization
8. Teacher introduces lab demo or student activity in which
students will identify the forces that cause deep ocean
currents. In this experiment, students will conduct an
investigation to explain the role temperature plays in deep
ocean currents. Teacher describes how the global oceanic
conveyer belt (shown in a simplified illustration), plays a major
role in the distribution of the planet's heat and salinity through
deep sea circulation; students do introductory activity
(textbook online) Maps and Currents, pages 1-6. (ESS 7.2; ESS
7.2d)
Page 12

several sources
and generating
additional
related, focused
questions that
allow for multiple
avenues of
exploration.
9. Teacher assigns reading about deep currents, text pgs. 83-85;

students answer questions in directed reading guide. Teacher
shows video about the Earths great ocean conveyor belts and
discusses how belts are responsible for the transfer of thermal
in the oceans; students relate how changes in temperature and
density affect the circulation. (ESS 7.2a,b,c) Video
http://www.youtube.com/watch?v=3niR-Ky4SM
10. Teacher introduces lab activity or demo in which students
investigate the role
temperature plays in deep ocean currents; students record
observations and draw a
conclusion about the effect of temperature in the formation and
travel of deep ocean
currents. Teacher asks students to consider what could cause
the oceans global
conveyor belt to stop and what effects would it cause; students
hypothesize a reason for each. (ESS 7.2a,b,c)
11. Teacher explains the jigsaw activity to follow: students are
assigned to one of 4 groups which are each given an activity to
do; then one student from each group jigsaws with the
members of the other groups to share out the activity. The
activity topics are:
Water Density and Salinity, Coriolis effect, Ocean floor
Topography, Currents and Climate
Students are asked to consider: What-If temperatures
continue to rise and icebergs melt? Students write questions
about prompt before demonstrations from groups (jigsaw).
Students record observations and synthesis for each activity.
Students refer to conclusions from the activities to write how
the delicate balance of the Earths ocean currents and climates
could be upset by the what-if situation given early in the
lesson. (ESS 7.2d)
12. Teacher introduces thermal energy transfer in the atmosphere
through the hydrologic cycle; students read text (Weather and
Climate) pg. 5 to understand how atmospheric pressure,
temperature and composition, and altitude are interrelated.
Teachers uses map of global wind patterns to relate how the
Earths air is moved in predictable patterns to produce due to
the uneven heating of the Earths surface and the Coriolis
effect; students label diagram with the names of the wind
belts. (ESS 7.2 a, b)
May 25, 2015
Page 13

Time
Frame/Pacing
Unit Title/
Topics
3 Weeks
The
Atmosphere
Science
AND ELA
Content
Standards
Essential
Questions
ESS.7.3 The
atmosphere
has different
properties at
different
elevations and
contains a
mixture of
gases that
cycle through
the
lithosphere,
biosphere,
hydrosphere
and
atmosphere.
Students
investigate
the
properties of
air to
understand
the
atmospheres
composition,
its extent and
arrangement,
and its
transfer of
energy.
Students
relate how
the gases of
our
atmosphere
and the
systems
which impact
the
atmosphere
are vital to
our lives.
They
determine
how
atmospheric
changes
occur all the
time, but
ESS.7.3.a The
atmosphere is
held to the
Earth by the
force of
gravity. There
are defined
layers of the
atmosphere
that have
specific
properties,
such as
temperature,
chemical
composition
and physical
characteristics.
ESS.7.3.b
Gases in the
atmosphere
include
nitrogen,
oxygen, water
vapor, carbon
dioxide and
other trace
gases.
May 25, 2015
Resources/Materials
1.
Assessment
Teacher discusses lab experience why air has pressure, how much pressure it has and how
air pressure can be changed; students do a quick write to explain the science behind the
experiment. Students read text (Weather and Climate) pgs. 4-5 about the composition of the
atmosphere and how it is affected by altitude; teacher discusses reading assignment and asks
related questions. Students watch 2 videos of how hot air balloons work and investigate how
the balloon changes shape and size as it ascends/descends and how factors of the
atmosphere are involved (i.e., pressure, volume, density) using an interactive site. (ESS.7.3,
ESS.7.b)
videos: http://pbs.org/dragonflytv/show/balloon.html and
http://www.youtube.com/watch?v=77Ej_AyugxE
interactive site: http://kids.earth.nasa.gov/archive/air_pressure/balloon.html or another
site: http://www.classzone.com/books/earth_science/terc/navigation/visualization.cfm
(enter key code 1901)
TEACHER CLASSROOM
ASSESSMENT
1. Quizzes
2. Science Notebooks includes
students work on labs, activities,
literacy standards
3. Unit Test
4. Lab Practical
TEACHER NOTES
2. Teacher discusses concepts related to lab experiences (2 and 3) that air has weight and
takes up space; students do a quick write to explain the science behind the
experiments. (ESS.7.3)
1. Unit Test
3. Teacher discusses concepts related to lab experience (4) that air has volume (can be
stretched); students do a quick write to explain the science behind the experiment. Teacher
hands out different examples of gas laws in action in everyday life; students work in small
groups to explain reason(s) that the real-world things work the way they do. Groups present
their ideas and class discusses the examples. (ESS.7.3)
4. Teacher reviews the composition of the atmosphere (text pg.4); class discusses the
teachers questions. Teacher demonstrates a separation column to show how different
fluid (gas/liquid) substances can be separated by their densities; students write their
predictions where the fluids will arrange themselves into layers. Students discuss;
How is a separation column used to represent the atmosphere? How is gravity
involved? (ESS.7.3.b)
5.
Teacher explains oral group reading activity using Jigsaw Oral Reading/Discussion model for
textbook (Weather and Climate) sections pgs. 5-9 (Sample Jigsaw Reading
Activity);students are assigned sections of the text which they read to each other in their
group; discuss main points of pages assigned; and record what should be shared with others.
Groups jigsaw and share out with the others. (ESS.7.3, ESS.7.3a, ESS.7.3b; RST-4)
6. Teacher discusses how the vertical structure of the atmosphere and altitude affects
relationships (direct or inverse) with temperature and pressure; students refer to text
(Weather and Climate) pg. 6-9. Students conduct interactive lab (this can be done with
the whole class on the board or individually in the computer lat) to measure temperature
and pressure readings as the hot air balloon rises and determine the relationships
among the variables. Students write statements to explain concepts revealed from the
graphed data. (ESS.7.3, ESS.7.3a)
interactive site:http://aspire.cosmic-ray.org/labs/atmosphere/atm_measure2.html
Page 14
LITERACY
STANDARDS
RST- 4
Determine the
meaning of
symbols, key
terms, and
other domainspecific words
and phrases as
they are used
in a specific
scientific or
technical
context
relevant to
grades 68
texts and
topics.
RST- 6
Analyze the
authors
purpose in
providing an
explanation,
describing a
procedure, or
discussing an
experiment in a
text. WHST- 8
Gather relevant
information
from multiple
print and
digital sources,
using search
terms
effectively;
assess the
credibility and
accuracy of
each source;
and quote or
paraphrase the
data and
conclusions of
others while
avoiding
plagiarism and
May 25, 2015
realize if we
alter or
change our
atmosphere
too greatly it
may
drastically
impact our
environment.
Students
analyze
present
evidence
which
suggests that
no other
planet has
the exact
mixture of
gases or the
heat and
water
conditions
necessary to
sustain life
as we know
it.
7. Teacher shows two videos and a model to demonstrate and answer the question, How
high does the atmosphere go? - - students observe a model that shows the relative extent
of the four layers of the atmosphere (troposphere, stratosphere, mesosphere,
thermosphere) and make a labeled diagram (drawn to scale) in their notes, using the relative
measurements provided in the chart and discuss the website questions. (ESS.7.3.a)
Video: A Journey Through the Atmosphere: http://www.youtube.com/watch?v+3CerJbZdm0
Video: Record breaking skydive done in 2012
Website: How High Des the Atmosphere Go? http://www.ucar.edu/learn/l_l_2_2t.htm (omit
activity Part1 - 1.3)
8.
Teacher lectures using information and visuals at website: Introduction of the Earths
Atmosphere to provide an overview of its properties; students take notes, then work in
small groups (5) to answer one the following questions in a share-out with the rest of the
class:
What are the basic properties of the atmosphere (its thickness relative to the
Earth and its chemical composition)?
What determines the different layers of the atmosphere?
How does the atmosphere interact with land and oceans?
How is heat transferred throughout the Earth system?
How does solar energy influence the atmosphere?

website visuals : http://www.ucar.edu/learn/1_1_1.htm - Introduction to the Atmosphere
(*skip section on details of the troposphere; it will be covered later in the unit).
9. Students read article: Layers of the Atmosphere; class creates a comparison matrix of
the identifiable layers of the atmosphere using the information given about temperature
changes, chemical composition, movement, and density which occur from the ground
up. (See notes about how to use the comparison matrix.) ESS.7.3, ESS.7.3a, ESS.7.3b
article:http://oceanservice.noaa.gov/education/yos/resource/JetStream/atmos/layers.htm
image: showing man-made and natural phenomena in each layer of the atmospherehttp://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html
10.
Teacher gives students a writing prompt: Skydiving, that exciting extreme adventure
sport to which thrill seekers are drawn like moths to a flame, takes a bit of preparation.
Like most extreme sports, skydiving from altitudes higher than 15,000 feet above sea
level present participants with changes that can make skydiving more hazardous. High
altitude skydives can be conducted within acceptable safety limits; but without such
precautions, they may result in disaster. Being prepared with the facts helps the
skydiver face this sport in complete readiness. Find 5 important facts about oxygen,
pressure, temperature, wind and air speed that an experienced free-fall skydiver
absolutely must know about the atmosphere at high altitudes. Explain how the free-fall
skydiver overcomes these atmospheric challenges with proper training, adequate
equipment, and/or well-planned procedures. (ESS.7.3, ESS.7.3a, ESS.7.3b; WHST-8)
Page 15

following a
standard
format for
citation.
Teachers: To avoid plagiarism, give students an index card to properly credit the
information they use. http://citationmachine.net/index2.php
11.
Teacher explains how greenhouse gases and other air pollutants that are released into
the atmosphere have been causing big changes like global warming, ozone holes, and
acid rain over the past century; students read article Greenhouse Effect and Global
Warming and draw a diagram to illustrate the relationships among the factors
involved.
article: http://www.clean-air-kids.org.uk/globalwarming.html (ESS.7.3, ESS.7.3a,
ESS.7.3b)
12.
Students use interactive lab to investigate how the Earths atmosphere has the ability
to absorb heat from the Sun and "hold onto" or re-radiate that heat which is called the
greenhouse effect. Teacher demonstrates What Is a Greenhouse?; students write
how they could "change" the greenhouse demonstration to have a temperature range
in between the two that were tested. (ESS.7.3, ESS.7.3a, ESS.7.3b)
interactive lab: http://aspire.cosmic-ray.org/labs/atmosphere/atm_measure2.html
lab demo: http://www.ucar.edu/learn/1_3_2_12t.htm What Is a Greenhouse?
13. Teacher introduces On the Trail of the Missing Ozone, a comic book which addresses
the causes, effects and solutions to ozone depletion; students take turns reading story
aloud. Students make a public service announcement poster about ozone depletion.
(ESS.7.3, ESS.7.3a, ESS.7.3b; RST- 6)
comic book: www.epa.gov/ozone/science/missoz/index.html
14. Teacher provides preparatory lesson for students Authentic Assessment. Teacher
discusses the "Goldilocks Principle." using the website information in tables 1 and 2 to
engage the class in a discussion of the greenhouse effect. After discussing the
atmospheres of Earth and the other planets, students analyze models (graphics, demo
of jellybean atmosphere) of the atmospheric similarities and differences between the
three "sister" planets. Students use this understanding in their authentic assessment
as they demonstrate their understanding of the scope and importance of the
greenhouse effect on earth. (ESS.7.3, ESS.7.3a, ESS.7.3b)
website: http://aspire.cosmic-ray.org.labs/atmosphere/atm_measure2.html
Note: The Goldilocks principle states that something must fall within certain margins, as
opposed to reaching extremes. When the effects of the principle are observed, it is
known as the Goldilocks effect. The Goldilocks principle is derived from a children's
story "The Three Bears" in which a little girl named Goldilocks finds a house owned by
three bears. Each bear has their own preference of food, beds, etc. After testing each of
the three items, Goldilocks determines that one of them is always too much in one
extreme (too hot, too large, etc.), one is too much in the opposite extreme (too cold, too
small, etc.), and one is "just right".[1]
Goldilocks fairytale: http://macibolt.hu/pag/goldilock.html
May 25, 2015
Page 16

Time
Frame/Pacing
Unit Title/
Topics
Science
AND ELA
Content
Standards
Essential
Questions
Resources/Materials
4 Weeks
Biogeochemical
Cycles
ESS.7.1 The
hydrologic
cycle illustrates
the changing
states of water
as it moves
through the
lithosphere,
biosphere,
hydrosphere
and
atmosphere.
ESS.7.1.a
Thermal energy
is transferred
as water
changes state
throughout the
cycle. The
cycling of water
in the
atmosphere is
an important
part of weather
patterns on
Earth.
ESS.7.1.b The
rate at which
water flows
through soil
and rock is
dependent
upon the
porosity and
permeability of
the soil or rock.
Note:
Contamination
can occur
within any step
of the
hydrologic
cycle. Ground
water is easily
contaminated
as pollution
In this unit,
students will
learn how
water and
elements of the
biogeochemica
l cycles are
distributed
through the
atmosphere,
biosphere,
hydrosphere
and lithosphere
and how
human
activities are
affecting these
cycles.
Students will
investigate the
reasons that
Earth's water
resources,
including
rivers, lakes,
oceans, and
underground
aquifers, are
under stress in
many regions.
Students will
understand
that humans
need water for
drinking,
sanitation,
agriculture, and
industry; and
contaminated
water can
spread
Students conduct the following activities to review components of the hydrologic cycle: 1.
Properties of water, 2. changes of state, 3. relationship of water to weather, 4. effects of
water on Earths surface. (ESS.7.1, ESS.7.1a)
May 25, 2015
Assessment

1. Quizzes
1. Students take Water Properties True/False Quiz; class discusses answers to quiz
questions and talk about where each property could be observed in the real-world.
Students receive a copy of Water Properties: Facts and Figures About Water and
discuss how these properties are relevant to water on Earth (e.g., adhesion and
cohesion, capillary action, compressibility, density and weight, dissolved oxygen,
electrical conductivity, hardness, heat capacity, pH, rainbows water and light,
sediment, surface tension, temperature, turbidity, vapor pressure, solvent). (ESS.7.1)
Quiz - http://ga.water.usgs.gov/edu/sc3.html
Water Properties - http://ga.water.usgs.gov/edu/water-facts.html
3. Unit Test
4. Lab Practical
TEACHER NOTES
1. Unit Test
2. Teacher discusses the processes which keep the amount of water on Earth nearly
constant and continually recycled through time (i.e., evaporation, condensation,
precipitation, transpiration) and how energy is involved. Changing State of Water
Activity - Students do interactive activity (see website) or observe results of a mini
water cycle activity (attached) which show what happens to the action of the water
molecules as the temperature increases/decreases and how energy determines when
it changes from one state to another. (ESS.7.1, ESS.7.1a)
Website - http://www.sciencekids.co.nz/gamesactivities/statematerials.html
3. Teacher asks how the water cycle relates to weather and emphasizes the relationship
among water, energy and weather; students watch a youtube video which shows a first
person viewpoint of a drop of water going through the water cycle. Teacher use water
cycle demonstration (attached) or diagram (see website) to discuss the processes
which keep the amount of water on Earth nearly constant and continually recycled
through time and emphasizes how thermal energy is transferred as water changes
state throughout the cycle; students record notes or label a diagram. (ESS.7.1,
ESS.7.1a) Video Google If Water Had Eyes (2:44)
Website http://ga.water.usgs.gov/edu/watercycle-kids.html (kid version diagram) or
http://ga.water.usgs.gov/edu/watercycleguess.html (7th grade version
diagram)
(optional) Water Cycle Game www.nps.gov/wica/.../Hydrology-Water_Cycle_Game2.pdf (type in address, then select YCLE AME) Teacher challenges students to use
their understanding of the water cycle to explain related phenomenon. Students
participate in a water cycle game to collect and analyze data while simulating water
molecules moving through the hydrologic cycle. (ESS.7.1, ESS.7.1a)
4. Class discusses the following statement in terms of how waters solid and liquid forms
Page 17

present in the
soil or spilled
on the ground
surface moves
into the ground
water and
impacts
numerous
water sources.
ESS.7.3.c
Biogeochemical
cycles illustrate
the movement
of specific
elements or
molecules
(such as carbon
or nitrogen)
through the
lithosphere,
biosphere,
hydrosphere
and
atmosphere.
LS.7.2.d
Disruptions, deliberate
or inadvertent, to the
physical (abiotic) or
biological (biotic)
components of an
ecosystem
impact the composition
of an ecosystem
TERACLiteracy
STANDARDS
WHST .1
Write
arguments
focused on
disciplinespecific
content..
a. Introduce
claim(s) about a
topic or issue,
acknowledge
and distinguish
the claim(s)
from alternate
or opposing
claims, and
organize the
May 25, 2015
illnesses and
disease.
Students will
realize how
clean water is
both an
environmental
and a public
health issue
and will focus
on the
Mahoning River
restoration
project to
increase their
awareness of a
local water
problem.
create impressive forces: According to National Geographic, "Water is nature's most

versatile tool." Students read article How Water Changes Earths Surface and
contribute to a class discussion to explain in their own words how water changes
Earth's surface and give examples that they have seen near their home or school (or in
a photo, magazine picture, drawing). (ESS.7.1)
Article -http://mmsdamickhj.files.wordpress.com/2010/11/how-water-changes-earthssurface.pdf
5. Students watch video Freshwater: Why Care About Water? (2:29) and discuss the
importance of water and how humans can make a difference. Teacher writes statement
on board - There is the same amount of water on Earth today as there was when the
dinosaurs roamed. So why is there a water problem on Earth? Students offer possible
reasons; teacher refers to website bar graphs and tables of the Distribution of Water on
Earth. In small groups, students write a summary which explains why we should care
about water based on its location and how it is being used. (ESS.7.1)
Video -http://video.nationalgeographic.com/video/environment/freshwater/envfreshwater-whycare/
Website http://ga.water/usgs.gov/edu/watercycle.html
OR
Teacher conducts demonstration of the distribution of water on Earth (attached);
students complete handout questions after the demonstration and discuss in class.
(ESS.7.1)
6. Teacher gives class a list of places where is water flowing on the Earths
surface or contained underground (see attached notes); students work in small
groups to answer the following questions and jigsaw the information they
share: why is it there; where did it come from (its source or recharge); how long
does it stay there(residence time); what happens to some of it?; Students read
text, Water On Earth Chapter 1 The Flow of Fresh Water, text pages or
attached notes for the information they need to answer questions:
Text reading Section 1 The Active River, pages 5-8, The Water Cycle, River
Systems (tributary, watershed, divide, channel)
Text reading Section 3 Water Underground, pages 16-19 The Location of
Groundwater, Aquifers, Springs and Wells (water table, aquifer, porosity,
permeability, recharge zone, artesian spring)
see attached notes.
website http://ga.water.usgs.gov/edu (click on Water Topics: Surface Water
or
Groundwater and Water Basics for both)
(ESS.7.1, ESS.7.1b)
7. Teacher asks students where they get their water supply and introduces local
watersheds in Mahoning County (Meander Creek, Mill Creek) by referring to
projected maps (see website); students find these locations on the map which
are near their neighborhood or school. Teacher asks why watersheds are vital
to wildlife, humans, the environment and the economy and discusses the
impact the small watershed has on the larger watershed downstream. Students
look at AWARE's website which offers information about the purpose served by
Page 18

reasons and
evidence
logically.
b. Support
claim(s) with
logical
reasoning and
relevant,
accurate data
and evidence
that
demonstrate an
understanding
of the topic or
text, using
credible
sources.
c. Use words,
phrases, and
clauses to
create cohesion
and clarify the
relationships
among claim(s),
counterclaims,
reasons, and
evidence.
d. Establish and
maintain a
formal style.
e. Provide a
concluding
statement or
section that
follows from
and supports
the argument
presented.
WHST .8 Gather
relevant information
from multiple print
and digital sources,
using search terms
effectively; assess
the credibility and
accuracy of each
source; and quote
or paraphrase the
data and
conclusions of
others while
avoiding plagiarism
and following a
May 25, 2015
storms sewers and the pollutants of concern. Students design a poster, public
service announcement, or details of a local/community activity to heighten
citizen storm water awareness. The theme should encourage efforts that will
help eliminate dumping of litter and other household hazardous materials into
storm drains and ditches which can help keep the local waterways and drinking
water clean. (ESS.7.1b; LS.7.2.d)
websitehttp://www.watershed.cboss.com/Storm%20Drain%20Brochure1.pdf
8. Teacher shows The Habitable Planet: Water Resources (show to 7:00) and class
discusses the interactions between surface water and ground water.
(optional)Teacher demonstrates or students conduct lab activity Aquifer in a
Cup (attached).Teacher uses animated visuals (hyperlinks) to show specific
interactions between surface water and ground water in several different
situations; students are given copies of the visuals and add arrows and labels
as they are being discussed. (ESS.7.1b)
Video- http://www.learner.org/courses/envsci/unit/text.php?unit=8&secNum=1
Animated visuals - http://www.learner.org/courses/envsci/unit/unit_vis.php?
unit=8
9. Teacher shows a PPT: Porosity, Permeability and Capillarity to introduce factors
(particles sizes and shapes, packing, sorting) which determine the relative rates
that water passes through different ground materials; students answer
teachers questions while viewing the slides. Students conduct lab activity
Controls on the Conductivity of Water Through the Ground Water System to
understand how water moves through the subsurface, which is also critical to
understanding how much water can be extracted from the ground and how to
protect it from pollution. (ESS.7.1b)
PPT
http://classrooms.hydeparkschools.org/Webpages/JRonda/files/permeability_poros
ity_capillarity%20notes.ppt
Lab http://faculty.salisbury.edu/~bjzaprowski/ESSA%20lab%20book/Groundwater
%20experiments.pdf.
10. Teacher assigns reading a part of text Section 4 Using Water Wisely, pages 21-27 to 4
different groups - Water Pollution, Health of a Water System, Cleaning Polluted Water,
Where Water Goes; students read aloud in their groups and discuss questions in
each part. Groups jigsaw and share with each other the information they read.
(LS.7.2.d)
(optional labs) Text: Skills Practice Labs - Clean Up Your Act, pages 108-111; Text: Skills
Practice Labs Investigating an Oil Spill, pages 112-113
11. Teacher asks class what they know or have heard about the Mahoning River and
records comments; students look at map of Youngstown to locate the Mahoning River.
Page 19

standard format for
citation.
WHST .4Produce
clear and coherent
writing in which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
In small groups students read and record information on chart paper about an
assigned section of an article The Mahoning River Watershed; questions include: a.
whats included in the Mahoning River watershed and how do streams form; b. what is
the importance of the streamside forest and wildlife living there; c. what are the rivers
large and small reservoirs created by dams and their recreation facilities; d. what is
the cause of the heavy duty pollution; e. what are the cleanup approaches of the river;
f. what are the ongoing point and non-point sources of its pollution; g. where does the
Mahoning River flow which causes further problems? Groups share their information
with the rest of the class. (ESS.7.1b; LS.7.2.d) article http://www.ysu.edu/mahoning_river/basic_info.htm
12. Teacher uses website to show real-time local streamflow data for Mahoning River and
explains that providing these data in real-time informs the user of stream conditions
for decisions regarding drinking water, water treatment, regulatory programs,
recreation, and public safety. Students visit site for streamflow data of the Mahoning
River which they record for a designated period of time and summarize data through
the time period. (ESS.7.1b; LS.7.2.d)
Website http://ga.water.usgs.gov/edu enter code USGS 03098600 for Mahoning
River below West Ave at Youngstown OH
13. Teacher makes transition from the hydrologic cycle to other cycles and writes on
board What is a BioGeoChemical Cycle? and tells them to look at the parts of the
word for clues; students offer ideas. Teacher shares introductory paragraphs to BGC
Cycles and discusses website information, All About Carbon Dioxide before showing
video on the carbon cycle (see website); students record in their notes where the
carbon comes from and where it goes and how it is used. Class discusses how the
movement of carbon should remain in balance but what is happening to cause an
imbalance and the effect that it is having on our planet; students refer to website
section - Be Part of the Solution and select from options for What We Can Do to help
stop global climate change. Students select an option and write how they intend to
contribute to this effort and make a difference. (ESS.7.3.c)
website and video http://www.epa.gov/climatechange/kids/basics/today/carbondioxide.html
14. Teacher introduces the Carbon Cycle Game; students are carbon atoms which
for millions of years have been underground in fossil fuels but have recently
been released into the atmosphere as humans burn fuels; students travel the
carbon cycle and go to all the places the carbon is stored and get extra points
May 25, 2015
Page 20

for answering carbon challenge questions as they travel along the map.
(ESS.7.3.c)
game websitehttp://www.windows2universe.org/earth/climate/carbon_cycle.html
(optional) Students read article Carbon Footprint Definition for Kids (attached)
and discuss what a carbon footprint is and how each person contributes to
making a carbon footprint. Students use website calculator to find out how
much CO2 their lifestyle emits in a year and the impact they are having on their
environment. Students write about ways they and their family can reduce their
carbon footprints and why it is important to do so. (ESS.7.3.c)
15. Teacher shows video of the nitrogen cycle; students watch video and record in
their notes where the nitrogen comes from, where it goes and how it is used.
Class discusses nitrogen cycle information. (ESS.7.3.c)
video: http://www.youtube.com/watch?v=zxW9AMQ2_Kc (3:18)
16. Teacher introduces Traveling Nitrogen Game (see website); in this classroom activity,
students play the role of nitrogen atoms traveling through the nitrogen cycle to gain
understanding of the varied pathways through the cycle and the relevance of nitrogen
to living things. (ESS.7.3.c)
Website -http://www.windows2universe.org/php/teacher_resources/activity.php
May 25, 2015
Page 21

Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
7th Science
3 Weeks
Unit 8
Biomes
STANDARDS
LS.7.2 In any
particular
biome, the
number, growth
and survival of
organisms and
populations
depend on
biotic and
abiotic factors.
LS.7.2a Biomes
are regional
ecosystems
characterized
by distinct
types of
organisms that
have developed
under specific
soil and
climatic
conditions.
LS.7.2b The
variety of
physical
(abiotic)
conditions that
exists on Earth
gives rise to
diverse
environments
(biomes) and
allows for the
existence of a
wide variety of
organisms
(biodiversity).
LS.7.2c
Ecosystems are
May 25, 2015
Essential
Questions
Resources/Materials
Students make
distinctions
among the
variety of
biomes that
exist on Earth
in terms of the
plants and
animals that
live there and
the conditions
which support
and maintain
their survival in
that particular
region.
Students
explore how
the abiotic and
biotic factors
interact to
sustain the
diversity and
productivity of
the biome over
time. They also
consider how
changes in
these factors
can interfere
and cause
populations to
fluctuate over
time. Student
teams research
information to
create a biome
travel poster
and compare
their biome to
another biome.
Students
recognize that
Teacher explains that scientists have recognized that life can be organized
into several different levels of function and complexity. Teacher shows visual
(I. Levels of Organization) and a PPT (Levels of Organization of Living
Things) to address the questions: How do we establish hierarchy? How do
ecosystems and biomes relate to one another? How does a biome compare
to an ecosystem, community, population? Students use examples of plants and
animals that live around them to summarize the levels of organization
(include organism, population, community, ecosystem, biome). (LS.7.2a)
visual - http://www.goldiesroom.org/Note
%20Packets/22%20Ecology/00%20Ecology--WHOLE. htm; PPThttp://isite.lps.org/dcarpen/web/documents/Chapter2Notes09.pdf
2. Teacher provides list of the major categories of biomes they will study and
explains that the biomes often have different types of animals and plants, or
fauna and flora, which have adapted to the environment. Students view
website on biomes and create a graphic organizer to display the major
categories with a few examples of fauna and flora found in each. (LS.7.2a)
Website click on World
Biomes :http://www.fi.edu/tfi/units/life/habitat/habitat.html
3. Teacher tells students that sometimes, the same animals and plants can live
in more than one biome. Teacher asks students: Could a polar bear live in a
desert? Why or why not?
What animal could live in a desert? Why? Students discuss questions and
watch video: Attention to Adaptations (7:24); students record examples of
different types of adaptations and how it enables the organism to survive in
its particular environment. Class discusses the video. (LS.7.2a, LS.7.2b)
Assessment

1. Quizzes
3. Unit Test
4. Lab Practical
TEACHER NOTES
1. Unit Test
video - http://www.youtube.com/watch?v=PSnHzlv-Ddw
4. Teacher introduces abiotic and biotic factors (attached); students watch the
video (1:24) and find out about the abiotic and biotic factors in a plant's
ecosystem and what effect these factors have on the plants. Students in
small groups list other examples for each abiotic and biotic factor; class
discussion follows. (LS.7.2b)
video http://videos.howstuffworks.com/discovery/30707-assignmentdiscovery-abiotic-and-biotic-factors-video.htm (1:20)
5. Teacher explains that change is a fundamental factor in determining whether
a plant or animal species survives, moves out of an environment or goes
extinct. Changes come in the form of both abiotic and biotic factors and
unfavorable factors may have dire consequences for a species; students
read assigned parts of an article: How Unfavorable Abiotic and Biotic
Factors Affect a Species; students share out with the rest of the class.
Students read another article (attached) on their same topic and compare the
information provided in both articles.
(LS.7.2c; RST 9; WHST 9)
Page 22

dynamic in
nature; the
number and
types of
species
fluctuate over
time depending
on abiotic and
biotic factors.
LITERACY
STANDARDS
RST.1 Cite
specific textual
evidence to
support
analysis of
science and
technical texts.
RST. 9
Compare and
contrast the
information
gained from
experiments,
simulations,
video, or
multimedia
sources with
that gained
from reading a
text on the
same topic.
WHST.9 Draw
evidence from
informational
texts to support
analysis,
reflection and
research
May 25, 2015
individual
environmental
tolerances of
species and the
environmental
conditions in
which they live
are what
influence the
distribution of
plants and
animals around
the world.
6. Teacher describes a comparison matrix activity (4th grade level - attached) which
includes some land biomes (desert, tundra, taiga, deciduous forest, grassland,
tropical rain forest) and the criteria that are used to describe them (i.e., plants,
animals, climate); students work in small groups to select the correct descriptors
for the criteria they are assigned (attached) and contribute this information for the
rest of the class to complete their own matrix. (LS.7.2a)
7. Students discuss places that the biomes are located on the globe and how the
location influences their attributes; students use color-coding to identify the biomes on
a world map. After recognizing the different biomes on the map, teacher writes two
statements on the board and asks students to discuss why two factors would control
the distribution of organisms around the world. Biomes correspond to latitude and
humidity. Biodiversity generally increases away from the poles towards the equator
and increases with humidity. (LS.7.2a, LS.7.2b)
world map http://www.teachersdomain.org/asset/tdc02_img_biomemap/
8. Teacher assigns a biome for each group to research; groups find their
assigned biome on a world map. Teacher asks if the same biome is found at the
same latitude all over the world; students use color coding on the map to find
other locations of the same biome worldwide and compare the latitudes. Teacher
asks if there is more than one kind of biome at similar latitudes; students
compare their biome to other biomes at the same approximate latitude and
determine what factors would be responsible for the differences. Students
summarize their results.
world map http://www.teachersdomain.org/asset/tdc02_img_biomemap/
list of cities by latitude http://en.wikipedia.org/wiki/List_of_cities_by_latitude
9. Teacher explains the Biome project in which groups of 3-4 students research
one assigned biome and present the information about the biome on a travel
poster; each member of the group is responsible for providing information for
their assigned criteria about the biome. Students collect information by
completing in-class tasks which include website inter-actives, videos, PPTs, and
various resources online. Groups present and explain their posters to the class.
All the posters are reviewed by the class in a walk-thru; students record notes
about each biome in a comparison matrix. Groups then compare and contrast
their biome to another selected biome based on the criteria collected; this is
described in a short written report. At the completion of the project each
student is expected to answer five questions about the biomes (pulled from a
fishbowl) using information from his/her own comparison matrix.
Page 23

Time
Frame/Pacing
Unit Title/
Topics
7th Science
3 Weeks
Chemistry
Science AND
ELA Content
Standards
STANDARDS
PS.7.1 The
properties of
matter are
determined by
the
arrangement of
atoms.
PS.7.1 a.
Elements can
be organized
into families
with similar
properties,
such as highly
reactive metals,
less-reactive
metals, highly
reactive
nonmetals and
some gases
that are almost
completely
nonreactive.
PS.7.1 b.
Substances are
classified
according to
their properties,
such as metals
and acids.
PS.7.1 c. When
substances
interact to form
new
substances, the
properties of
the new
substances
may be very
May 25, 2015
Essential
Questions
Resources/Materials
Students learn
concepts
related to the
Periodic Table
which is a tool
to help them
understand the
world of
chemical
reactions.
Students
consider how
properties of
elements are
used to
position
elements with
similar
properties in
families on the
periodic table
and to provide
clues for how
the elements
will react.
Students
realize that any
new compound
formed in a
reaction will
exhibit
properties
different from
those of the
substance
forming it, but
its mass does
not change.
Students
adopt an
element which
they research
and describe in
1. Teacher writes the following question on the board - If there are only about
100 types of elements in the world, why are there so many different kinds of
matter? (Ans: Elements can combine in many different ways to form many
different types of matter.) Students receive copy of definitions and they watch
PPT which compares elements, molecules, compounds and mixtures;
students write sentences using the terms correctly as they apply them to
common household products. (PS.7.1c partial)
(optional if needed) Teacher shows animation about elements, compounds and
mixtures which illustrates how the substances are/are not combined; students
give examples of other kinds of elements, compounds and mixtures in the real
world. (PS.7.1c partial)
Animation- http://www.chem/purdue.edu/gchelp/atoms/elements.html
2. Teacher explains the lab activity on conservation of mass; teacher
demonstrates or students conduct an investigation to find out if substances
either lose or gain mass after a chemical reaction with Alka-Seltzer and water.
Students record measurements and observations during procedure and
complete lab activity sheet. They should conclude: For any change in a
closed system, the number and type of atoms stay the same, even if the
atoms get rearranged. Therefore, the mass remains the same. (PS.7.1c)
(Note: In the ODE Content Elaboration for Gr.7 Physical Science it states that
the distinction between mass and weight is introduced at the middle school
level. Therefore, it is appropriate to refer to these measures as units of mass
in grams.)
Assessment

1. Quizzes
3. Unit Test
4. Lab Practical
TEACHER NOTES
1. Unit Test
3. Teacher discusses two properties of substances (acids, bases) and the pH

which is used to measure the acidity and alkalinity of a compound; student
record properties of the acids/bases presented in a chart. Teacher assigns
lab groups and discusses the procedures for determining not only whether a
common substance is an acid or a base but its degree of acidity and
alkalinity; students make predictions (acid or base) about the test
substances and give reasons for their prediction before testing. Students
test substances and record acid/base values for each substance on a
vertical line (0 top, neutral center, 14 bottom) which coincides with the visual
presented in the beginning of the lesson. After testing, class uses pH Panel
interactive to determine the correctness of their predictions and tests.
Note - Test substances include lemon juice, baking soda, aspirin, ammonia,
antacid tablet/milk of magnesia, lava soap, borax, water, lemon soap,
vinegar, tonic water, liquid plummer (mix solids with distilled water before
testing). (PS.7.1b)
Interactive http://www.miamisci.org/ph/phbaking.html
4. Teacher asks students what are the properties of metals and non metals and
discusses webpage about them. Students create a comparison chart using a
Page 24

different from
those of the
old, but the
amount of mass
does not
change.
Note 1: This is
the conceptual
introduction of
the Periodic
Table of
Elements.
Note 2: Acids
and bases are
included in this
topic; further
detail will be
provided in the
Model
Curriculum.
Note 3: It is
important to
emphasize that
most changes
in the
properties of
matter have
some
combination of
chemical and
physical
change (at
different levels).
LITERACY
STANDARDS
RST.1 Cite
specific textual
evidence to
support
analysis of
science and
technical texts.
RST.4
May 25, 2015
an
advertisement
or a book in
terms of its
properties and
its association
with other
elements on
the periodic
table
list of properties combined for both metals and non-metals which they cut
out and paste in the correct column. (PS.7.1b)
webpage http://www.windows2universe.org/earth/geology/metals.htm
Website http://www.tutorvista.com/content/science/science-ii/metals-nc
(may have to Google)
5. Teacher explains that substances in a mixture are separated by the
differences in their physical properties, such as their particle size. The more
different the properties are, the easier it is to separate the substances;
teacher gives the following example: You have to shake up the salad
dressing because oil and water dont mix. Teacher then asks students to
think of other examples. Teacher explains that there are many other ways
that substances of a mixture can be separated; students are assigned to
different stations where they conduct an activity on the separation of
mixtures using magnetism, distillation, chromatography, sedimentation, filtration.
Groups explain their procedure and how the process and the properties of
the substances they used made it possible to get their results. Students
record vocabulary and write a sentence to describe each process. (PS.7.1c
partial)
6. To review previous knowledge (Gr.6), teacher shows the class a periodic table
(on website listed below) which includes illustrations for uses of the
elements and element classes; teacher asks what is listed on the table
(elements). Students read article about the periodic table and discuss.
Teacher uses PPT or worksheet (pdf-email) to review subatomic particles of
atoms electrons, protons, and neutrons. (PS.7.1, PS.7.1a)
website http://elements.wlonk.com/elements_pics_simple_11x8.5pdf (may
have to google)
PPT- http://www.elearningdev.wcape.school.za/.../29/103/267/Atomic_structure.ppt (may have to
Google)
7. Teacher introduces the video (2:31) which explores how the periodic table of
elements took shape; students learn how the periodic table developed its
current form when Mendeleev organized the elements by families with similar
properties as well as by relative weight. They learn how Mendeleev was able
to predict elements that had not yet been discovered, and how the periodic
table has accommodated dozens of new elements that have since been
discovered. Teacher assigns specific look-for questions to different
students; after the video students answer look-fors and class discusses
questions (attached). (PS.7.1a, PS.7.1b)
video - http://www.pbs.org/wgbh/nova/education/physics/developingperiodic-table.html
(optional)Teacher introduces activity by asking, What Was Mendeleev
Thinking? How did he figure out the positions of the elements on the
periodic table? Students figure out a classification theme using 21 cards of
elements and arranging them according to their properties. Their first try
Page 25

Determine the
meaning of
symbols, key
terms, and
other domainspecific words
and phrases as
they are used in
a specific
scientific or
technical
context relevant
to grades 68
texts and
topics.
WHST.9 Draw
evidence from
informational
texts to support
analysis
reflection, and
research.
May 25, 2015
may result in anywhere from 3-10 groups, but in the second try they should
have exactly 7 groups (families) which they use to fill in the grid and predict
the properties of the undiscovered elements. Then the class must come to a
decision as to which classification is the best and why. (PS.7.1, PS.7.1a)
8. Teacher discusses structure and organization of the periodic table with
students as they read parts of the article at a time; students color their copy
of a blank Periodic table to show different periods and families referred to in
the article and create a key of the colors and what they represent. (Note
families of elements are called groups at this source.) (PS.7.1a, PS.7.1b)
Article - http://www.chem4kids.com/files/elem_pertable.html (if projection is
preferred to show color).
9. Teacher explains that the Periodic table can be divided into nine families of
elements each having similar properties. The families include: alkali metals,
alkaline metals, transition metals, other metals, metalloids, halogens, noble gases,
rare earth. Class is divided into eight groups which are given a family name;
students refer to Periodic Table shown in T-L #3 to find the properties of their
family based on the uses of the elements which are illustrated or consult other
outside sources. Groups introduce their family using your own method (e.g.,
poster, drawing, sock puppets, song, poem PowerPoint, skit, and cartoon) by
describing five of their properties and mention how these properties make them
unique. (PS.7.1a, PS.7.1b)
Page 26

Time
Frame/Pacing
Unit Title/
Topics
7th Science
2 Weeks
Electrical
Energy
Science AND
ELA Content
Standards
PS.7.3 Energy can
be transferred
through a variety of
ways.
PS.7.3.d
Electrical energy
transfers when an
electrical source is
connected in a
complete electrical
circuit to an
electrical device.
Note 1: Energy
transfers should be
experiential and
observable.
Note 2:
Electricity can be
measured through
current, voltage and
resistance.
LITERACY
STANDARDS
RST.10 By the
end of grade 8, read
and comprehend
science/technical
texts in the grades
68 text complexity
band independently
and proficiently.
WHST.5 With
some guidance and
support from peers
and adults, develop
and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new
approach, focusing
on how well purpose
May 25, 2015
Essential
Questions
Students
compare how
charges can be
transferred
between
everyday
objects to
produce static
electricity and
how charges
can travel
through a
copper wire to
produce
current
electricity.
Students
investigate the
relationship
among current,
voltage and
resistance of a
circuit. Student
build their own
series and
parallel circuits
to understand
that different
circuit designs
result in
different
electrical
behaviors,
current flow
and operational
differences.
Students
conduct a
short-term
energy audit of
appliances at
home to
Resources/Materials
Assessment
1. Teacher describes set-up and demonstrates Lemon Clock (see text pg. 17)
and asks how this clock works without batteries or a power source; class
discusses possible reasons. Teacher explains circuit involved in Lemon
Clock; Teacher explains the role of copper, zinc, and the voltmeter in the
apparatus; students ask questions about the demonstration to clarify what
they have observed. Students name other circuits and how the circuit can be
broken (unplugging, taking out a bulb, in Lemon Clock taking out the probe).
TEACHER ASSESSMENT
Unit Test
1. 2-and 4-point questions
2. Assignments / worksheets / notebooks/ lab
activities
3. Quizzes
4.PSA poster
Teacher asks students to think about the examples/demo of static electricity

and current electricity for a minute... Did you notice that they don't all have
wires! Teacher explains that electricity doesn't exist only in things with wires.
The reason is that there are two kinds of electricity: static and current which
the class compares in a T-chart. (PS.7.3, PS.7.3a)
Authentic Assessment
1. Students evaluate their goals for the Unit.
2. Students in small groups are assigned to read a page in text Electricity and
Magnetism (pages 12-19) and write bullet points on chart paper which are
shared and posted for duration of unit. (PS.7.3, PS.7.3a)
3. Teacher uses chosen method of instruction (e.g., lecture, power point, video)
to introduce electric circuits; students take notes and label their diagrams
using related vocabulary. Teacher emphasizes that the energy source does
not create the charges; it transfers energy to the charges already in the
circuit. (PS.7.3, PS.7.3a)
4. Class conducts whiteboard activities (electricity basics, simple circuits,
components, conductors/insulators) at interactive website; each student
completes a worksheet during the activities. (PS.7.3, PS.7.3a)
interactive - http://www.learningcircuits.co.uk/flashmain.htm.
2. (proposed) Students investigate the amount of

electricity that they use in their home and
design a plan to reduce the consumption.
They will:
Conduct an energy audit/survey of electrical
appliances in their home, in terms of the
energy used and the costs involved.
Determine the amount of energy used by
different appliances.
Make simple calculations and conversions
relating to energy use.
Design and implement a specific strategy or
conservation plan that will lead not only to a
reduction in the amount of electricity that
you use, but also to a lower monthly cost.
5. Teacher asks: what determines the size/kind of a battery something needs?

Could you start your car with a AA battery - Why/or why not? What does the
AA, AAA, C, D label on a battery tell us? What do volts tell us? Class reads
article (attached) and take a look at a guide to types of household batteries
(AAA, AA, C, D, and 9V sizes) and which kind of battery is best for which
purpose? (PS.7.3a)
Battery guide - http://michaelbluejay.com/batteries
6. Teacher previews interactive simulation (showing the apparatus to be used)
which illustrates the "water-flow model" of electricity, a commonly-used
analogy to help learners understand the flow of current through an electric
circuit and discusses the role of each of the parts of the apparatus. Students
control the flow rate to increase or decrease the amount of water running
Page 27

and audience have
been addressed.
quantify their
energy usage
and write a
plan to reduce
energy
consumption.
through the pipe; the water pump is analogous to a battery in a circuit; coiled
water piping is analogous to the resistor in an electric circuit. Teacher asks
questions about the cause and effects which are observed (see last paragraph
on information handout). (PS.7.3, PS.7.3a)
interactive
http://www.magnet.fsu.edu/education/tutorials/java/currentflow/index.html
7. Teacher introduces series circuits; students read pg. 26 in textbook

(Electricity and Magnetism). Student work in small groups/pairs using the
provided materials (light bulbs, wires or Christmas light strands cut in short
segments of a single bulb or a few together in a line, alligator clips, Dbatteries) to make the light bulb light; teacher facilitates as the students try
various combinations and ways to connect the wires, battery, and light bulb
together. Students answer the question What did you do that made your
circuit work? by drawing a diagram using symbols for components and write
an instruction sheet on how-to-make a circuit. (PS.7.3a)
8. Teacher demonstrates what happens to the circuit using three different
amounts of bulbs and writes questions on board: a.) what happens to the
brightness when more bulbs are in a circuit;
b.) if one bulb is removed what happens and why; c.) when you shut off
lights in one room, what happens to the light in other rooms and why?
Students write questions and record answers from discussion. Class does
interactive wire experiment to investigate how resistance of the circuit is
affected by the length of wire and its thickness; students summarize the
effects of both.
interactive - http://www.hyperstaffs.info/science/work/physics/child/main/html.
(PS.7.3a)
9. Teacher reviews series circuit design, then introduces parallel circuits;
students read pg. 27 in textbook (Electricity and Magnetism). Students follow
activity directions (website) and use materials to build parallel circuits and
complete student worksheet. Teacher assists and asks questions as students
work on activity. At the end of the activity teacher asks class the following: How
is your parallel circuit wired and why? What happens when 1 bulb is burned out
or is loose? Is that the same in a series circuit why or why not? (PS.7.3,
PS.7.3a)
activity website -http://www.tryengineering.org/lesson_detail.php?lesson=21
May 25, 2015
Page 28
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Curriculum Map for (Mapleton 7th Grade Science,)

of grades 5-8, all

Activities: Science Skills Activities, Science Fair

Students will chose, research and complete a

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Students evaluate their goals

Students create (childrens book,

Students use collected Internet

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

1. Teacher asks the students for a definition of kinetic energy (energy of

4. Teacher makes copies of article (attached - Mechanical Energy )which

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

6. Teacher asks students to consider how waves can show mechanical

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

1. Teacher draws Energy Transfer illustration to introduce

flow in an energy pyramid. Each step

Curriculum Map for (Mapleton 7th Grade Science,)

but they should be made aware of where it is in both places

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

1. Teacher introduces three ways that heat is transferred; students

TEACHER CLASSROOM ASSESSMENT

3. Teacher asks students how much of our Earth is water and

4. Teacher introduces activity by asking question: what heats

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

5. Students work in small groups to interpret data and draw

Curriculum Map for (Mapleton 7th Grade Science,)

9. Teacher assigns reading about deep currents, text pgs. 83-85;

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

What determines the different layers of the atmosphere?

How does the atmosphere interact with land and oceans?

How is heat transferred throughout the Earth system?

How does solar energy influence the atmosphere?

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

TEACHER CLASSROOM ASSESSMENT

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015

create impressive forces: According to National Geographic, "Water is nature's most

Curriculum Map for (Mapleton 7th Grade Science,)

May 25, 2015