SeventhGrade:Science 7thGrade

CoreIdea:PS1MatterandItsInteractions

PrerequisiteLearning:K.PS1.1-3,3.PS1.1-3,5.PS1.1-4 PercentofTime:18%(4weeks)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary

TeacherBackgroundKnowledge/Clarificat

ionStatement

7.PS1.1Developandusemodelstoillustratethestructureofatoms,includingthesubatomicparticleswiththeirrelativepositionsandcharges.ComponentIdea:StructureandPropertiesofMatterLearningTargets:

● Understandthatanatomisthesmallestunitofnon-livingthings● Identifythesubatomicparticlesofanatom,theirlocation,andtheir

charges● Modeldifferentelementsfromtheperiodictable,demonstratingthe

correctnumberofprotons,neutrons,andelectronsCrosscuttingConcepts:

● StructureandFunctions-Studentsbegintoattributeatomicstructureandinteractionsbetweenparticlestothepropertiesofamaterial.

Practices:

● Developingandusingmodels- Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

Phenomena:Askstudentstodrawwhattheparticlesinanobject(i.e.desk,plant)looklikeattheatomiclevel.ShowthemstaticelectricitywithstripsofaplasticbagQuestions:Whatisanatom?Whatsubstructuresarepresentinatoms?

atomsubatomicparticleprotonneutronelectronelectroncloudnucleusatomicnumberatomicmassmatter

Ultimately,understandingofthesub-structureofatomswillallowChemistryIstudentstounderstandcausesforintermolecularattractionsaswellasbondingandtheimplicationsofthesephenomena.Infifthgrade,studentsobservedsomeofthesephenomenaincludingdissolvingsolidsandphasechanges.Thisseventhgradestandardactsastheintermediatepointbetweenwhatstudentshavealreadyseen,andtheexplanationsthatcanoccurwhenthisfoundationissetinplace.RelevanthistoricalmodelsincludeThomson’splumpuddingmodeltoexplainthebehaviorofelectronsandionformationandtheworkofRutherfordandBohrtoexplainnuclear

SeventhGrade:ScienceWhatfunctiondoeseachstructurehaveinanatom?Whatistherelationshipbetweenthestructureanditsfunction?Describetheorganizationofsubstructuresandhowthespatialrelationshipmattersforbehaviorandfunction.

developmentsandstructuresdescriptionsofisotopes.Observationsofstaticchargeattractionsbetweeninvisibletape,paper,andfoilpresentanopportunityforstudentstoemployThomson’smodel.(Electronconfigurationsarebeyondthescopeofthisstandardandgradelevel.)

7.PS1.2 Compareandcontrastelementalmoleculesandcompoundmolecules.ComponentIdea:StructureandPropertiesofMatterLearningTargets:

● Defineelementandprovideexamplesofeachfromtheperiodictableofelements

● Defineanddifferentiatebetweenmonoatomicanddiatomicelements● Dissectthepartsofachemicalformula(symbol,subscripts)andwhatthey

represent● Understandthatelementsmaybepure,ormorethanoneelementmay

bebondedtogether● Differentiatebetweenmoleculesandcompoundsbasedontheirchemical

formulas(TiebacktoPS1.1)

Phenomena:Oxygenwebreathevs.CarbondioxideweexhaleNoticingdifferencebetweenhydrogenperoxide,water,oxygen,hydrogenQuestions:Howdoyou

elementperiodictablemoleculecompoundsubscriptelementsymboldiatomicmonoatomic

This standard may be the first instance where students begin to investigate chemical formulae and supports 7.PS1.3 and 7.PS1.4. Emphasis should include definitions of both monoatomic elements existing as atoms as well as diatomic elements which form true molecules. Students should also be able to differentiate between molecules of a diatomic element and compound molecules.

SeventhGrade:ScienceCrosscuttingConcepts:

● Scale,Proportion,andQuantity-Studentsdevelopmodelstoinvestigatescalesthatarebeyondnormalexperiences.

Practices:

● Analyzingandinterpretingdata-Studentsformexplanationsusingsources(includingstudent-developedinvestigations)whichshowcomprehensionofparsimony,utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.

classifymatterbasedonitscomposition?Whatwouldthediatomicandmonoatomicdiagramslooklike?Howareelements,compounds,andmoleculesrelated?Howaretheydifferent?Howarethepropertiesofacompounddifferentfromthepropertiesoftheelementsthatformthecompound?

atoms

SeventhGrade:Science7.PS1.3Classifymatteraspuresubstancesormixturesbasedoncomposition.

ComponentIdea:StructureandPropertiesofMatterLearningTargets:

● Differentiatebetweenpuresubstancesandmixtures● Analyzethechemicalcompositionofpuresubstancesvs.mixtures● Analyzethephysicalcharacteristicsofpuresubstancesvs.mixtures

CrosscuttingConcepts:

● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.

Practices:

● Engaginginargumentfromevidence-Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.

Phenomena:Seawatermixturethatcontainsdissolvedsubstancessuchascalciumcarbonateusedbystonycoralstobuildtheirskeletons.Ironfilingsandwater(lookagainafterafewdaysatrustthathasformed).Magnetseparatesmixtureofironandaluminumnails.Questions:Whatisonewayyoucouldclassifyorgroupsubstancesandmixtures?Howsimilarordifferentaresubstancesandmixturesatthe

mixturepuresubstancecompositionreactionphysicalpropertieschemicalformulasolution

Puresubstancesincludebothelementsandcompounds.Mixturesincludebothmixturesofelementsandcompounds.Thisstandardindirectlybuildsontheideathatchemicalshavespecificproperties.Whenelements/compoundsexistinamixture,eachofthepartsretainsitsuniquephysicalproperties.Intheeventofareactionwithinthismixture,apuresubstancecanresult(assumingperfectratiosofconstituentparts).Thisnewpuresubstancewillhaveanewsetofphysicalproperties(e.g.,boilingpoint,stateofmatteratroomtemperature,conductivity).

SeventhGrade:Sciencemicroscopicscale?Whatpatternscanbeseenbetweenphysicalandchemicalproperties?

7.PS1.4 AnalyzeandinterpretchemicalreactionstodetermineifthetotalnumberofatomsinthereactantsandproductssupporttheLawofConservationofMass. ComponentIdea:ChemicalReactionsLearningTargets:

● Identifythereactantsandproductsofchemicalequations● DemonstratetheLawofConservationofmassbybalancingequations

usingcoefficients(TiebacktoPS1.1.andPS1.2)CrosscuttingConcepts:

● EnergyandMatter-Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.

Practices:Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.

Phenomena:Glowstickbrokenandgivingofflight.Ballooninflatedwithcarbondioxidegasproducedasaresultofthechangewhenvinegarisaddedtobakingsoda.Questions:Ifmattercanbeneithercreatednordestroyed,howarenewsubstancesproducedduringachemicalreaction?

atomicnumberatomicmassreactantproductLawofConservationofMasscoefficientsubscriptchemicalreaction

Studentsareexpectedtobeabletointerpretchemicalformulaetodeterminethenumberandidentityofdifferentatomstakingpartinachemicalreaction.Treatmentofreactionsshouldincludethehandlingofpolyatomicionswhentheseionsarepresentinboththereactantsandproducts.Agradeleveldefinitionofpolyatomicionsisaliteralinterpretationofthenamethattheseareasetofatomsthatfunctionasasingleatom.Itisimportanttonotethatthecoefficientsproceedingasubstanceinareactionrepresentthenumberofatoms/molecules/formulaunitsormolesinabalancedreaction.Inhighschool,thesecoefficientswillbeusedtodeterminemole

SeventhGrade:ScienceWhatevidenceistherethatmatterisconservedinthiscycle?Howareatomsinmoleculesbeingrearrangedintodifferentmolecules?

ratios,sobeginningtousethetermmoleishelpful.Sincethewordmoleliterallytranslates,to“lump”thereisnoneedtodefineanactualamountinamole.(DiscussionofmolarmassandAvogadro’sNumberarebeyondthescopeofthisstandard.Quantitativeevaluationislimitedtodeterminingthenumberofeachtypeofelementorpolyatomicionsinareaction.)

7.PS1.5 Usetheperiodictableasamodeltoanalyzeandinterpretevidencerelatingtophysicalandchemicalpropertiestoidentifyasampleofmatter. ComponentIdea:ChemicalReactionsLearningTargets:

● Provideexamplesthephysicalpropertiesusedtoclassifyapuresubstanceorpurecompound

● Provideexamplesofchemicalpropertiesusedtoclassifypuresubstancesandpurecompounds

● Usetheperiodictabletoshowsimilaritiesanddifferencesbetweenphysicalpropertiesofelementsandchemicalpropertiesofelements

● Understandhowelementsontheperiodictablearearranged(TiebacktoPS1.3)CrosscuttingConcepts:

● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.

Phenomena:AluminumorCopperphysicalpropertiesandplacementonPeriodictable.SodiumandPotassiumsharethepropertyofreactivitywithwater.MagnettoseparateAl&FenailsQuestions:Canyouidentify

physicalpropertychemicalpropertymetalnonmetalmetalloidmalleableflammableductiledensity

Thepropertiesofapuresubstanceunderspecificconditionscanbeusedtoidentifythatsubstance.Examplesofsuchpropertiesmightinclude,meltingpoint,boilingpoint,abilitytoconductanelectricalcurrent,flammability,odor,pH,orinteractingwithmagnets.Thisstandardisintricatelyconnectedwith7.PS1.3aschangesfromamixtureintoapuresubstanceresultinachangetothesephysicalproperties.Forinstance,themixtureoftwoliquidswithdifferingpHscancreateanewsubstancewithauniquepH.Discussionsshouldincludebothpureelemental

SeventhGrade:SciencePractices:

● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindata,andevaluatemultipledatasetsforasinglephenomenon.

ametalbasedonitsproperties?Howcanyouidentifyunknownsubstances?Whataresomesimilaritiesanddifferencesamongphysicalandchemicalproperties?Whatpatternsdoyouobserveintheperiodictable?

conductivitymelting/boilingpoint

substancesandpurecompounds.Useoftheperiodictableshouldalsoincludesimilaritiesinphysicalandchemicalpropertiesofcompoundsformedfromametalandanon-metal(ioniccompounds),comparedwithcompoundsformedfromapairofnon-metals(molecularcompounds).

7.PS1.6Createandinterpretmodelsofsubstanceswhoseatomsrepresentthestatesofmatterwithrespecttotemperatureandpressure. ComponentIdea:StructureandPropertiesofMatterLearningTargets:

● Compareparticlemotionandattractioninsolids,liquids,gases● Providemodelsofthearrangementofatomsinsolids,liquids,andgases

duringchangesintemperature.● Providemodelsofthearrangementofatomsinsolids,liquids,andgases

duringchangesinpressure.● Boyle’sLaw● Charles’sLaw

CrosscuttingConcepts:

Phenomena:Comparisonofmoleculesofdifferentsubstancesasasolid,liquid,gas.Physicalchangeofwaterasitboils,orpaintasitdries.Blowupaballoonandmeasure

solidliquidgasattractionKelvinPascalvolumepressure

Thestateofmatterofasubstanceisdependentonthreefactors:theintermolecularattractionsbetweentheatoms/moleculesofthesubstance,theexternalpressureonthesubstance,andthetemperatureofthesubstance.Somesubstancessuchashydrogenandheliumatomsexistprimarilyasgasesduetoveryweakintermolecularattractions.Thiscontrastswithsubstancessuchasioniccompoundswhichhave

SeventhGrade:Science● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrom

patterns.Practices:

● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

circumference,freeze/coolitandmeasureitagain.Soapbubbleontopofwaterbottle,heathandsandwarmbottletomakebubblerise.WeatherballoonsexpandastheyriseinatmosphereQuestions:Howaremoleculesarrangedinasolidcomparedtoaliquidoragas?Howwilltemperaturechangeaffectdryice?Howdotemperatureandpressureaffectatomarrangement?

extremelystrongintermolecularattractionskeepingatomsinaveryorganizedcrystallatticepatternevenathightemperatures.Pressurecanbeseenasanexternalforcefromsurroundingmatterpushingtheparticlesclosertogether.Itislogicaltoincorporatetriplepointdiagramsintodiscussionsofthisstandard.(Studentsarenotexpectedtodifferentiatebetweenthetypesofintermolecularattractions,merelytorecognizetheirroleinsubstancesmovingbetweenstatesofmatter.)

SeventhGrade:Science LifeScience

CoreIdea:LS1FromMoleculestoOrganisms:StructuresandProcesses

PrerequisiteLearning:K.LS1.1-3,1.LS1.1-3,2.LS1.1-3,3.LS1.1,5.LS1.1 PercentofTime:46%(10weeks)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary TeacherBackgroundKnowledge/Clarifica

tionStatement

7.LS1.1Developandconstructmodelsthatidentifyandexplainthestructureandfunctionofmajorcellorganellesastheycontributetothelifeactivitiesofthecellandorganism.ComponentIdea:StructureandFunctionLearningTargets:

● Identifythe3partsofthecelltheory● Identifyanddescribethestructureofcellorganelles● Identifyanddescribethefunctionofcellorganelles● Explainhowthestructureandfunctionofanorganellecontributestothe

lifeofanorganism● Explaintheinterdependenceoforganellesasasystemthatcontributesto

thelifeofanorganism.CrosscuttingConcepts:

● SystemsandSystemModels-Studentsdevelopmodelsforsystemswhichincludebothvisibleandinvisibleinputsandoutputsforthatsystem.

Practices:

● Developingandusingmodels- Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

Phenomena:Displayimageofplant,animal,bacteriaandaskwhatdothesethingshaveincommon?Showamicroscopicimageofbraincellsandtalkabouthowthosecellscontrolbalance,postureandmusclecoordinationthroughoutthebody.UseFranciscoRediandLouisPasteur’s

cellorganellenucleuschloroplastmitochondriacellwallcellmembranevacuolecytoplasmstructurefunctionmulticellular

Thefocusofthisstandardistounderstandthatcellularorganellesworkincoordinationwithoneanothertoformaworkingsystem.Justaslargemulticellularorganismsmustobtainfoodandwater,aswellasremovewaste,singlecells(includingthosewithinmulticellularorganisms)mustcarryoutthesesamefunctions.Organellesprovideawaytodistributetheseparticularresponsibilities,thusincreasingefficiency.Cellsandcellorganellesaremicroscopicinscaleandthereforemustbedemonstratedintheformofmodelsthatdemonstratetheirstructural,functional,proportionalrelationships.Examplesofmodelscouldbedrawnorrepresented

SeventhGrade:ScienceexperimentstonullifytheTheoryofSpontaneousGenerationoflivingthings.Questions:Howarecellslikeorganisms?Howdothepartsofacellororganismworktogether?Howdothedifferentorganellesofacellinteract?Whatcantheorganellesdotogetherthattheycannotdoalone?

unicellular

bytypesofcandyordriedbeansthatbearsimilaritiestothecellpartsspecifiedinappearanceaswellasfunction.Studentscancomparethemainpartsofthecelltothepartsofafactoryorschoolinfunction.Studentscouldconstructamodeldepictingthestructureandfunctionofthecellmembraneanditsroleinmaintaininghomeostasisintheorganism.Microscopesareagreatwaytoexaminetheirowncheekcells.(Theemphasisisonthefunctioninadditiontoidentificationoforganelles(nucleus,chloroplast,mitochondria,cellmembrane,cellwall,vacuole,andcytoplasm).Focusshouldbeoncauseandeffectoforganellesfunctionsbothindependentlyandincoordinationwithotherorganelles/environmentasaworkingsystem.)

SeventhGrade:Science7.LS1.2Conductaninvestigationtodemonstratehowthecellmembranemaintainshomeostasisthroughtheprocessofpassivetransport. ComponentIdea:StructureandFunctionLearningTargets:

● Describehowanorganismmaintainshomeostasisbyrespondingtoastimulusintheenvironment

● Describethemethodsthatmoleculesmoveinandoutofthecellthroughthecellmembrane(diffusionandosmosis)

● Explainthecauseofthemovementofmoleculesinandoutofthecell(TiebacktoLS1.1)CrosscuttingConcepts:

● StabilityandChange-Studentsmakeexplanationsofstabilityandchangediscussingmolecularcomponentsofasystem.

Practices:

● Planningandcarryingoutcontrolledinvestigations-Studentsbegintoinvestigateindependently,selectappropriateindependentvariablestoexploreadependentvariableandrecognizethevalueoffailureandrevisionintheexperimentalprocess.

Phenomena:EggOsmosisDemonstrationIodine&StarchdemoGummyBearOsmosis;Wiltedceleryplaceinwater.Questions:Whatthingsstaythesameinhomeostasis?Whatishappeningbetweenthecellandtheoutsideenvironment?Whatfacilitatesthemovementofmaterialsacrossthecellmembrane?

homeostasisstimuluspassivetransportdiffusionosmosisconcentrationsemi-permeableselectivelypermeablecellmembranehypertonichypotonicfacilitateddiffusion

Thefunctionofthisstandardistobuildanunderstandingfortheprocessesofpassivetransportwithinthecellmembrane.Itisnotnecessarytoelaborateonthevarietyofstructuresembeddedinthecellmembrane.Materialsmoveintothecellbasedontheconcentrationsofmaterialsinsidevs.outsideofthecell.Whenaccompaniedbyparticlediagrams,theclassicdiffusionintoandoutofaneggdemonstrationisasuitableinvestigation.Askingforavarietyofmodelstoshowunderstandingofsimplediffusioncanpushstudentstouncoverflawsinormorefullydeveloptheirownmentalmodels.

7.LS1.3Evaluateevidencethatcellshavestructuralsimilaritiesanddifferencesacrosskingdoms.ComponentIdea:StructureandFunction

Phenomena:MicroscopicimagesofcellsfromdifferentKingdomsand

prokaryoteeukaryoteunicellular

Taxonomicclassificationhasdevelopedashumancapacitytoorganizeandobservepatternswithinlifehasincreased.CarlLinnaeusdevelopedhis

SeventhGrade:ScienceLearningTargets:

● Understandthemethodbywhichorganismsareclassified(taxonomy)● Identifythe6Kingdomsoforganisms● Understandthatorganismsareclassifiedbytypeofcell,numberofcells,

andmodeofnutritionandphysicalcharacteristics(Prokaryote,Eukaryote,Unicellular,Multicellular,Autotroph,Heterotroph)

● Classifyorganismsintooneofthe6Kingdomsbasedontypeofcell,numberofcells,modeofnutrition,andphysicalcharacteristics

● CompareandcontrasttheorganellesoforganismsofdifferentKingdomsCrosscuttingConcepts:

● Pattern- Studentsrecognize,classify,andrecordpatternsindata,graphs,andcharts.

Practices:● Engaginginargumentfromevidence- Studentspresentanargumentbasedon

empiricalevidence,models,andinvokescientificreasoning.

identifypresenceofanucleus.Showphotoofoceanlife,scientistsclassifynewlifeaccordingtowhatisalreadyknownbasedoncellstructureandotherfeatures.Questions:Howarecellssimilaranddifferentfromoneanother?Whataresimilaritiesanddifferencesbetween6Kingdoms?HowsimilaranddifferentareProkaryoticandEukaryoticatthemicroscopicscale?Howsimilarand

multicellularautotrophheterotrophArchaeaBacteriaProtistaFungiPlantaeAnimaliataxonomy

originalclassificationsystemconsistingoftwobiologicallysignificantfamilies:plantsandanimals.(Linnaeusalsoincludedanowdefunctsystemforclassificationofminerals.)Understandingoflifecyclesandthefieldsofmicroscopyhaveledtofurtherexpansionofthesekingdomstothesixcurrent,widely-accepted,kingdoms:Archaea,Bacteria,Protista,Fungi,Plantae,andAnimalia.CurrentrevisionstothesekingdomsbroughtonbyadvancesingenesequencinghaveraisedquestionsastothevalidityofKingdomProtistaduetothelackofsimilaritybetweenorganismswithinthiskingdom.Activitiesmayincludecomparingrealplantandanimalcellsforpresenceofanucleus,cellwall,structuralorientationofcells,andpresenceofchloroplastsusingacompoundlightmicroscope.Studentscanuseexamplesofprokaryoticandeukaryoticorganismsandpointoutthepresenceofthenucleusdistinguishestheeukaryotesfromtheprokaryotes.Students

SeventhGrade:SciencedifferentareProkaryoticandEukaryoticatthemacroscopicscale?Whataresomesimilaritiesanddifferencesamongunicellularandmulticellular?

shouldbeabletodifferentiateandclassifyorganismsintothesixcurrentkingdoms.Studentsshouldunderstandbasicphysicalcharacteristicsofeachkingdom,i.e.beingunicellularormulticellular,howfoodisobtained.(Focusisonstructuralandfunctionaldifferencesatacellularlevelbetweendomainsandkingdomsaswellastheintroductionofincreasinglymorecomplexcellstructurefromprokaryotictoeukaryoticorganisms.)

7.LS1.4 Diagramthehierarchicalorganizationofmulticellularorganismsfromcellstoorganism. ComponentIdea:StructureandFunctionLearningTargets:

● Definecell,tissue,organ,andorgansystem● Differentiatebetweencells,tissues,organs,andorgansystems● Explaintheinterconnectednessofcells,tissues,organsandorgansystems

CrosscuttingConcepts:

● Systemsandsystemmodels- Studentsevaluatethesub-systemsthatmaymakeupalargersystem.

Practices:

● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

Phenomena:Studentsareshowna3-Dimageofaplantand/oranimal’scell,tissue,organorsystem.Forexample,ananimal’seyeismadeofmillionsofcellsandmanylayersoftissues.Questions:Whatarethekeypartsofanorgansystem?

celltissueorganorgansystemorganismhierarchicalorganization

Priorto7.LS1,studentshavenotbeenintroducedtoCellTheory.7.LS1.3introducesstudentstothevariouskingdomsoflife.Thisstandardexaminesdeeperlevelsoforganizationwithinvarioustypesofmulticellularorganisms.Celltypesaredifferentiatedasaresultoftheirvaryingfunction.Thisstandardmaybedemonstratedbyhavingstudentscreaterepresentationsofthehierarchicalorganizationofmulticellularorganismsbuildingfromcellstoorganstoorgansystemsupthroughentireorganisms.

SeventhGrade:ScienceCantheorgansystembephysicallyisolatedinordertostudyit?Howdothepartsoftheorgansystemworktogether?Whatcantheorgansdotogetherasasystemthattheycannotdoalone?

Considerthefollowingexample:cardiacmusclecellingroupsformtissuesoftheheart,arteriesandveins,andthecirculatory/cardiovascularsystem.Effectivelycoveringthisstandardsetsafoundationforsuccessinhighschoolbiologywherestudentsmakeconnectionsbetweentheprevalenceofcertainorganellesindifferentcelltypesbasedonthefunctionofthosecells.

7.LS1.5Explainthatthebodyisasystemcomprisedorsubsystemsthatmaintainequilibriumandsupportlifethroughdigestion,respiration,excretion,circulation,sensation(nervousandintegumentary)andlocomotion(musculoskeletal). ComponentIdea:StructureandFunctionLearningTargets:

● Defineandprovideexamplesofhomeostasis● Explainthefunctionofthemajorbodysystems:digestion,respiration,

excretion,circulation,nervous,integumentary,andmusculoskeletal.● Identifythemajororgansofeachbodysystem

Phenomena:Discusswhythebodyshiversincoldenvironment,sweatsafterworkout.Snakeswarminginthesun.Digestionof

bodysystemequilibriumhomeostasisdigestiverespiratoryexcretory

Studentshavealreadystudiedbothinternalandexternalstructuresandhowthesestructuressupportessentiallifefunctions.Itisveryimportanttoseethisstandardasacontinuationofdiscussionsofstructure.Itmaybehelpfulbyaddressingthebodysystemasananalogtoanecosystem:Thebodyconsistsofanumberof

SeventhGrade:Science● Explainhowtheinterdependenceofmajororgansystemsworkto

maintainequilibriumandsupportlifeinanorganism(TiebacktoLS1.1,LS1.4)CrosscuttingConcepts:

● Systemsandsystemmodels- Studentsevaluatethesub-systemsthatmaymakeupalargersystem.

Practices:Constructingexplanationsanddesigningsolutions-Studentsformexplanationsusingsource(includingstudentdevelopedinvestigations)whichshowcomprehensionofparsimony(beingconcise),utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.

foodQuestions:Whatbodysystemsarerequiredtosuccessfullyrunamile?Whichbodysystemsworktogethertodigestfood,andhowaretheyorganized?Howdotherespiratoryandcirculatorysystemsworktogether?Drawapicturethatshowshowtheorgansworktogethertomakeupanorgansystem?

circulatorynervousintegumentarymuscularskeletalinterdependence

individualpieceswithinterconnectedfunctions.Systemsoforgansincreasetheefficiencyofthesefunctions.Interdependencebetweenthesystemsmightbeaddressedbyconsideringeffectsofexerciseonthevariousbodysystems.Energydemandsareheightened,requiringincreasedinputsfromtherespiratoryandcirculatorysystemstosupportthatactivityofthemusculoskeletalsystem.(Lymphatic,endocrine,immune,andreproductivesystemsaregreatforenrichment,butbeyondthescopeofthisstandard.)

7.LS1.6Developanargumentbasedonempiricalevidenceandscientificreasoningtoexplainhowbehavioralandstructuraladaptationsinanimalsandplantsaffecttheprobabilityofsurvivalandreproductivesuccess.ComponentIdea:Growthanddevelopmentoforganisms

Phenomena:PepperedMothexperimentBirdsand

adaptationbehavioraladaptation

Asageneralconcept,3.LS1.1asksstudentstoconsiderinternalandexternalstructuresthatcancontributetoreproductivesuccessandsurvival.This

SeventhGrade:ScienceLearningTargets:

● Defineadaptation● Differentiatebetweenstructuralandbehavioraladaptations● Provideexamplesofstructuralandbehavioraladaptationsinplantsand

animalsthataffectreproductivesuccessandsurvivalrate(besuretoincludeavarietyofexamples)

● Explainhowanorganism’sadaptationaffectsitssurvivalrateandreproductivesuccess

(TiebacktoLS1.7,LS3.1)CrosscuttingConcepts:

● CauseandEffect-Studentscaninferandidentifycauseandeffectrelationshipsfrompattern.

Practices:Engaginginargumentfromevidence- Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.

Worms(coloredtoothpickexperiment)Questions:Howdoesanorganism’sadaptationstotheenvironmentpromotereproductivesuccess?Giveexamplesofstructuralandbehavioraladaptationsinplantsandanimals.Howcanyoutestwhetheranorganism’sadaptationaffectsitssurvivalrate?Canflowersbemaleorfemale?Howcanasmallchangeinananimal’sadaptationhave

structuraladaptationempiricalevidenceprobability

standardconveysthesameideabutwithgreatercomplexity.Thirdgraderepresentedastudent’sfirstencounterwiththeideathatorganismshaveanyinvisibleinternalstructure,thereforeexampleswereverysimpleandisolated.Whilethestructuresaddressedinpriorstandardsplayedaroleinmeetingthegeneralneedsoflivingorganisms,thisstandardfocusesspecificallyonadaptationsconnectedtoreproductivesuccesses.Examplesofreproductiveadaptationsinplantsmightinclude:brightflowers,nectar,hardshells,andpollenorseeds.Animalbehaviorsassociatedwithreproductivesuccessshouldalsobediscussed.Thesebehaviorsmayincludenestbuilding,herding,andvocalization.Someplantsarereliantonanimalsaspartoftheirreproductivestrategythroughinteractionssuchasseedscarification.(Studentsshouldnotbeledtomemorizeasmanyexamplesaspossible.Incontrast,studentsshouldbeprovidedopportunitiestoutilizedeductivereasoningtocreatetheir

SeventhGrade:Scienceabigeffectonsurvivalrates?

explanations.)

7.LS1.7Evaluateandcommunicateevidencethatcomparesandcontraststheadvantagesanddisadvantagesofsexualandasexualreproduction. ComponentIdea:GrowthandDevelopmentofOrganismsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)

● Definesexualandasexualreproduction● Provideexamplesoforganismsthatreproducesexuallyandasexuallyin

bothplantsandanimals● Differentiatebetweenthegeneticmaterialinoffspringoforganismsthat

reproducesexuallyandasexually● Compareandcontrasttheadvantagesanddisadvantagesofsexualand

asexualreproductionCrosscuttingConcepts:

● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrompatterns.

Practices:Obtaining,evaluating,andcommunicatinginformation- (Observe)Studentscanevaluatetext,media,andvisualdisplaysofinformationwiththeintentofclarifyingclaimsandreconcilingexplanations.Studentscancommunicatescientificinformationinwritingutilizingembeddedtables,charts,figures,graphs.

Phenomena:Givestudentsscenariosthatshowabenefitandconsequenceofbothsexualandasexualandseeiftheycanclassifyandexplain(ex.PotatoBlight,parthenogenesis,vegetativepropagationexamples,differentvarietiesofsamespecies)Questions:Whatdifferencesandsimilaritiesbetweensexualandasexualreproduction?Howdoessexualandasexualreproductionaffectreproduction

asexualreproductionsexualreproductiongenesDNAparentoffspringgeneticmaterialgametezygotevariationvegetativepropagationparthenogenesisbuddingbinaryfission

Discussionsofthisstandardshouldfocusontheincreasetobiodiversityandvariationwithinaspeciesthatoccursasaresultofsexualreproduction.However,asexualreproductionoccursatamorerapidrateanddoesnotrequireamate.Studentsshouldexaminethebenefitsandchallengesassociatedwitheachreproductivestrategy.Regardlessofstrategyitisimportanttonotethatbothprocessestransfergeneticinformationtooffspring,whichservestoexplainpatternsintheappearanceofoffspringandparentsorwithinaspeciesasexploredinearliergrades.

SeventhGrade:Sciencerates?complexityoftheorganism?differencesingeneticinformation?Whenwouldasexualreproductionbemoreadvantageoustothesurvivalofaspeciesthatsexualreproduction?

biodiversity

7.LS1.8Constructanexplanationdemonstratingthatthefunctionofmitosisformulticellularorganismsisforgrowthandrepairthroughtheproductionofgeneticallyidenticaldaughtercells.ComponentIdea:GrowthandDevelopmentofOrganismsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)

● Explaintheneedforcellstodivide● Identifyandexplainthemainstagesofthecellcyclebasedonthe

movementanddivisionofDNA.● Describethestagesofmitosisbasedonchromosomalmovement● Explaintheoutcomeofcelldivisioninregardstothedivisionofgenetic

material

Phenomena:Howdoesaskinnedknee“heal”itself?Humanskincelldivisionproducingtwonewcellsthatareidenticaltooriginal.Timelapseofmitosis,andaskwhatishappening?

cellcyclemitosisdaughtercellidenticalgrowthrepairdevelopmentinterphaseprophase

Inordertogroworheal,bothmulticellularorganismsusetheprocessofmitosis.Theresultofmitosisisasetofcellsidenticaltotheparentcell.Inlatergrades,studentswillexplorehowinteractionswiththesecellswiththeirsurroundingsresultinvariationamongsttheseotherwiseidenticalcells.Themass/matterthataccountsforthegrowthofplantsisobtainedfromtheairduringtheprocessofphotosynthesis.Animals

SeventhGrade:Science(TiebacktoLS1.1,LS1.4)CrosscuttingConcepts:

● EnergyandMatter- Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.

Practices:

● Constructingexplanationsanddesigningsolutions-Studentsformexplanationsusingsource(includingstudentdevelopedinvestigations)whichshowcomprehensionofparsimony,utilizequantitativeandqualitativemodelstomakepredictions,andcansupportorcauserevisionsofaparticularconclusion.

Starfishregeneratingdamagedarms.Questions:Inwhattypesofcellsdoesthisoccur?Whenisitnecessaryforcellstodivide?Whatstagesdocellsundergoinordertodivide?Howdoeschromosomalmovementchangethroughtheprocessofmitosis?Wheredonewcellscomefrom?Howdoesyourbodyhealitself?

metaphaseanaphasetelophasecytokinesischromosomeDNAreplication

obtainthismatterbyeatingeitherplantsorotheranimals.(Aspartofthisparticularcomponentidea,thefocusofthisstandardshouldbeontheprocessofcellgrowth,andnotontheinheritanceofDNAascoveredinLS3.)

SeventhGrade:Science7.LS1.9Constructascientificexplanationbasedoncompiledevidencefortheprocessesofphotosynthesisofcellularrespiration,andanaerobicrespirationinthecyclingofmatterandflowofenergyintoandoutoforganisms.ComponentIdea:OrganizationforMatterandEnergyflowinOrganismsLearningTargets:

● Describetheexchangeofgasesbetweenplantsandanimals● Understandthatwater,oxygen,carbondioxide,andglucosearemadeof

chemicalsandhavechemicalformulas● Identifythereactantsandproductsofphotosynthesis● Identifythereactantsandproductsofcellularrespiration● Explaintherearrangingofatomsintheprocessesofphotosynthesisand

cellularrespiration● Explaintheprocessofanaerobicrespiration

(TiebacktoLS1.1,PS1.1,PS1.2,PS1.4)CrosscuttingConcepts:

● Systemsandsystemmodels- Studentsdevelopmodelsforsystemswhichincludebothvisibleandinvisibleinputsandoutputsforthatsystem.

Practices:

● Planningandcarryingoutcontrolledinvestigations-Studentsbegintoinvestigateindependently,selectappropriateindependentvariablestoexploreadependentvariableandrecognizethevalueoffailureandrevisionintheexperimentalprocess.

Phenomena:Bodyusinganaerobicrespirationduringhardexercise,thusproducinglacticacidandachingmuscles.Fermentationwithyeast,elodeaphotosynthesis/respirationwithplantsinajarwithacandle.Questions:HowdoestheenergyanathleteusecomefromtheSun?HowisATPutilizedandmadeinorganisms?Howdoorganismsobtainandusethematterand

photosynthesiscellularrespirationaerobicrespirationanaerobicrespirationinterdependencereactantproductConservationofMatterwater(H2O)carbondioxide(CO2)glucose/sugar(C6H12O6)ATP/chemicalenergysunlight/lightenergy

Studentsshouldcarryoutinvestigationstogenerateevidencefortherequirementsofpathwaysutilizedtoobtainenergyandmatter.Evidencecanbeobtainedbyobservingstomataontheundersideofplantleaves,observingchangestowaterpH(duetodissolvedgases)asaresultofphotosynthesisinplantssuchasElodea,observingbyproductsofrespiration.Thefocusshouldbeontheinterconnectednessofplantsandanimalsinthecyclingofmatter.Processesinsideoforganismsrearrangeatomsofthefoodmaterialsandreleasestoredchemicalenergy.(Thisstandardshouldnotfocusonmemorizingtheequationforphotosynthesis.)

SeventhGrade:Scienceenergytheyneedtogrowandlive?Howdoplantsreceivetheenergytheyneedtogrowandlivewithouteatingfood?

fermentationheterotrophautotrophchloroplastmitochondria

SeventhGrade:Science

LifeScienceCoreIdea:LS2Ecosystems:Interactions,Energy,andDynamics

PrerequisiteLearning:1.LS2.1-3,2.LS2.1-2,3.LS2.1,4.LS2.1-5,6.LS2.1-7 PercentofTime:4.5%(1week)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary TeacherBackgroundKnowledge/Clarificatio

nStatement

7.LS2.1Developamodeltodepictthecyclingofmatter,includingcarbonandoxygen,includingtheflowofenergyamongbioticandabioticpartsofanecosystem.ComponentIdea:CyclesofMatterandEnergyTransferinEcosystemsLearningTargets:

● Explaintheexchangeofgasesbetweenplantsandanimals● Provideexamplesoftheexchangeandcyclingofmatterbetweenbioticand

abioticfactorsintheenvironment(orbiotictobiotic,orabiotictobiotic)thatdemonstratethatthesameatomsarereusedinnature

(TiebacktoLS1.9)CrosscuttingConcepts:

● EnergyandMatter- Studentsdemonstrateconservationofmassinphysicalandchemicalchanges.

Practices:

● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

Phenomena:Alivingforestwithanimals,plants,wateranddecayingmaterial,usingandreusingmatterandstartingcyclingofmatteragain.Questions:Howaregasesexchangedbetweenplantsandanimals?Howisthisrelationshipbeneficialtoeachorganism?

bioticabioticphotosynthesiscellularrespirationConservationofMatterdecomposerfoodchainfoodweb

Standard7.LS1.9providesanopportunitytogatherevidenceforthecyclingofmatterbetweenlivingorganisms.While7.LS2.1certainlydrawsonthissameevidence,discussionsshouldbeexpandedtoincludeabioticfactorsaswell.Thismightincludedecompositionorcombustionreleasingmatterfromnon-livingsystems,suchaswaterways,andpermittingitsreincorporationintolivingsystems.Decomposerscanbreakdownfecalmaterialfromlivingorganisms,makingthosematerialsavailableonceagain.Thesameatomsareusedoverandoveragainbylivingsystems;newatomsarenotcreated.

SeventhGrade:Science LifeScience

CoreIdea:LS3Heredity:InheritanceandVariationofTraits

PrerequisiteLearning:K.LS3.1,2.LS3.1,5.LS3.1-2 PercentofTime:18%(4weeks)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary TeacherBackgroundKnowledge/Clarificati

onStatement

7.LS3.1Hypothesizethattheimpactofstructuralchangestogenes(i.e.,mutations)locatedonchromosomesmayresultinharmful,beneficial,orneutraleffectstothestructureandfunctionoftheorganism. ComponentIdea:VariationofTraitsLearningTargets:

● ExplainthatDNAistheblueprintforlife● ExplainhowDNAcontainchromosomesthatcodeforgenes

○ TiebacktoLS1.1,NucleuscontainsDNAthatcodesforproteinsthatcarryoutcellfunctionorserveasbuildingblocksforlife.

● Explainhowandwhenmutationsform,andprovideexamples● Explainhowamutationcouldbeharmful,helpful,orneutralinhelpingan

organismsurvivebyprovidingexamples○ Differentiatebetweenstructuralandfunctionaltraits

(TiebacktoLS1.7,LS1.6)CrosscuttingConcepts:

● CauseandEffect-Studentsbegintounderstandtherelationshipbetweengenesandvariationoftraitsandpredicttheimpactofthischange.

● StructureandFunction- Studentsbegintoattributeatomicstructureand

Phenomena:Dandelionsinayardmaybegeneticallyidentical.Differentcoloredbeetlesshowvariation.Questions:Whatistherelationshipbetweenproteinsandmutations?Howcanyouhaveadifferenthaircolorthan

MutationMitosisMeiosisDNAchromosomegeneproteinsallele

Tofullydevelopthisstandard,studentsmustbeinformedoftheroleofDNAintheproductionofproteinsandtheroleoftheseproteinsindeterminingaphenotype.Studentscanexamineorresearchaparticularchromosomeorgeneonthatchromosometoshowthatitmakesaproteintoexhibitatrait.Thisisoftenbestaccomplishedusingamonogenetictrait.Forexample,tyrosinaseandcanbeexploredwithrespecttoitsroleintheproductionofmelaninwhereamutationtothatproteincanresultinthealbinismcondition.Anexamplemightalsoshowahumankaryotypewithgenesdisplayedassectionsofachromosome.(Theprocessesoftranscriptionand

SeventhGrade:Scienceinteractionsbetweenparticlestothepropertiesofamaterial.

Practices:

● Obtaining,evaluating,andcommunicatinginformation-(Observe)Studentscanevaluatetext,media,andvisualdisplaysofinformationwiththeintentofclarifyingclaimsandreconcilingexplanations.Studentscancommunicatescientificinformationinwritingutilizingembeddedtables,charts,figures,graphs.

eitherofyourparents?Ifmutationisnotbeneficialtoanorganism,howwillthatbereflectedinthepopulation?

translationareabovethisstandard.)

7.LS3.2Distinguishbetweenmitosisandmeiosisandcomparetheresultingdaughtercells.ComponentIdea:VariationofTraitsLearningTargets:(Priortobeginningthisstandard,remindstudentsofthecelltheory:allcellscomefrompre-existingcells)

● Identifyanddescribethestepsofmeiosis● Compareandcontrastthepathwayofgeneticmaterialbetweenmitosisand

meiosis● Compareandcontrasttheresultingdaughtercellsofmitosisandmeiosis

(TiebacktoLS1.8)CrosscuttingConcepts:

● CauseandEffect- Studentsinferandidentifycauseandeffectrelationshipsfrompatterns.

Practices:

● Developingandusingmodels-Studentscreatemodelswhichareresponsiveandincorporatefeaturesthatarenotvisibleinthenaturalworld,buthaveimplicationsonthebehaviorofthemodeledsystemsandcanidentifylimitationsoftheirmodels.

Phenomena:TotieintoStarWarspopularculture,providetheexampleoftheCloneArmyTrooperstoSkywalkerfamily(DarthVaderandLuke)Questions:Whydosiblingslooksimilarbutnotidentical?Iscanceramutation?Describechromosomalmovementinmitosisandmeiosis.Explaingenetic

mitosismeiosisgenesdaughtercellsparentcellsbodycellssexcells

Theprocessofsexualreproductionproducesonesetofgeneticinformationforanoffspring(withtwocopiesofmostgenes)whereeachparenthascontributedhalfofthegeneticinformation(onecopyofeachgene).Thefocusofthisstandardisnotonthememorizationofthespecificnamesofphasesofcellreproduction,butondevelopinganunderstandingofhowdaughtercellscomparebetweeneachprocess.Thestagesofeitherprocessmaybeusedinsupportduringinstruction.Forexample,studentscouldtraceasinglechromosomethroughtheprocess,noticingthateachofthenewsexcellsproducedaregeneticallydifferentfromtheparentcellbasedontwodivisionsandhalftheDNA.(Thisstandarddoesnotanticipatethatstudentswillmemorizethenamesofthephasesofmitosis/meiosis.)

SeventhGrade:Sciencediversityinmitosisvs.meiosis.

7.LS3.3Predicttheprobabilityofindividualdominantandrecessiveallelestobetransmittedfromeachparenttooffspringduringsexualreproductionandrepresentthegenotypicandphenotypicpatternsusingratios.ComponentIdea:VariationofTraitsLearningTargets:

● Understandtheconnectionbetweenchromosomes,genes,andinheritedtraits

● Differentiatebetweendominantandrecessivealleles,andhowtheyareexpressedinoffspring

● Givenagenotypeorphenotype,predicttheprobabilityofexpressedtraitsinoffspringbyusingaPunnettsquare

● RepresentgenotypicandphenotypicpatternsusingratiosCrosscuttingConcepts:

● Pattern- Studentsrecognize,classify,andrecordpatternsformacroscopicphenomenabasedonmicroscopicstructure.

Practices:

● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.

Phenomena:Whydoesachildhavesimilarfeaturesofbothoftheparents?Showapictureofanparentsandoffspringthatlookremarkablydifferentortwooffspringthatlookremarkablydifferentfromthesameparents.Questions:Ifbothofmyparentshavebrowneyes,whyaremyeyesblue?

Punnettsquarephenotypegenotypedominantrecessiveallelehereditytraitgeneticsgenepurebredhybridhomozygousheterozygousprobability

Itisimperativethatthisstandardisnotmerelyanexerciseofprobability,butconfirms7.LS3.1and7.LS3.2.Anallelemaybeconsidereddominantifasinglecopyofthatallele(fromoneparent)producessufficientamountsofagivenproteintoproducetherelatedphenotype.Forexample,asinglecopyofthetyrosinasegenecanproduceenoughofthetyrosinaseenzymetoresultintheproductionofmelaninbymelanocytes.Otherpossibleexamplesmightincludepeaplantflowercolor,seedshape,seedsize,orvisiblyacquiredtraits.(Thisstandarddoesnotincludetheideaofcodominance,incompletedominance,polygenicinheritance,orgeneticlinkage.)

SeventhGrade:Science EarthandSpaceScience

CoreIdea:ESS3EarthandHumanActivity

PrerequisiteLearning:K.ESS3.1-3,3.ESS3.1-2,4.ESS3.1-2,6.ESS3.1-3 PercentofTime:9%(2weeks)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary TeacherBackgroundKnowledge/Clarificati

onStatement

7.ESS3.1Graphicallyrepresentthecompositionoftheatmosphereasamixtureofgasesanddiscussthepotentialforatmosphericchange.ComponentIdea:GlobalClimateChangeLearningTargets:(TeachconcurrentlywithESS3.2)

● DemonstratethechemicalmakeupofEarth’satmosphericgasesusingagraph

● Usingevidence,demonstratehowhumanshaveaffectedthecompositionofEarth’satmosphere(examples:fossilfuels,greenhousegases,nitrogen)

CrosscuttingConcepts:

● StabilityandChange- Studentsmakeexplanationsofstabilityandchangediscussingmolecularcomponentsofasystem.

Practices:

● Analyzingandinterpretingdata-Studentsshouldcreateandanalyzegraphicalpresentationsofdatatoidentifylinearandnon-linearrelationships,considerstatisticalfeatureswithindataandevaluatemultipledatasetsforasinglephenomenon.

Phenomena:Showpiegraphsoftimeswhenthecompositionoftheatmospherevariedfromitscurrentcomposition.(refertoNASAwebsiteforgraphs)andaskstudentstopostulatecausesforfluctuationsinthisdataovertime?Questions:Whatisaircomposedof,

NitrogenOxygenCarbonDioxideArgonMethaneGreenhousegasesFossilfuelsozoneatmosphere

Theatmosphereis~78%nitrogen,~21%oxygen,~1%argon,watervapor,carbondioxide,andothertracegases.StudentsshouldexamineboththemajorandtracegasesmakingupEarth’satmosphere.Discussionsregardingthepotentialforatmosphericchangeshouldcenteronhownaturalbiogeochemicalcyclesandhumanimpactsdetermineitscomposition.Discussionofatmosphericchangeshouldincludeidentificationofgreenhousegasesandthemechanismbywhichthesegasesaffectclimatechange.(Emphasisisnotbasedonmemorizationofatmosphericcomposition.)

SeventhGrade:Scienceandhowisitbeingalteredhumanactivity?Whataregreenhousegases?Howdohumanactivitiesaffectearth’sclimate?WhatistheevidenceforGlobalWarming?WhataresomeimpactsofGlobalWarming?

7.ESS3.2Engageinascientificargumentthroughgraphingandtranslatingdataregardinghumanactivityandclimate. ComponentIdea:GlobalClimateChangeLearningTargets:(TeachconcurrentlywithESS3.1)

● Provideexamplesofhowhumanactivityhasimpactedclimate○ Carbondioxideintheatmosphere,temperaturechangeonEarth,

greenhousegaspresenceovertime,useofrenewableandnonrenewableresources,sealevelchangesovertime

● Usingevidence,demonstratetheimpacthumanshavehadonclimate

Phenomena:Photothatshowssmog.Humanactivitiesthatinvolveburningfuelscancauseairpollution.Photoshowingmeltedwaterpouringoff

greenhousegaseselectromagneticradiation(UVrays)CFCsclimatechange

Theabilitytocomprehendhumanimpactsontheatmosphereandclimatedependsonbothtranslatinghistoricalandpresent-daydataaswellasinterpretingdatageneratedthroughmodels.Datasetscanincludelevelsofcarbondioxideintheatmosphere,thetemperatureoftheearth,levelsofenergyuse,efficiencyofenergyuse,glaciallandareas,ocean

SeventhGrade:ScienceCrosscuttingConcepts:

● Pattern-Studentsrecognize,classify,andrecordpatternsindata,graphs,andcharts. Practices:

● Engaginginargumentfromevidence-Studentspresentanargumentbasedonempiricalevidence,models,andinvokescientificreasoning.

iceberg,orsatelliteimageofArcticorMountKilimanjarofrom1970’sversuspresent.Questions:Howhavehumanactivitiesaffectedtheglobalclimate?Engagestudentsingeneratingquestionsaboutthephenomenonofglobalclimatechange.

globalwarminggreenhouseeffectfossilfuelsdeforestation

waterlevels,areasofpolarice,andareasofforestedland.Humanactivitiesincludethereleaseofgreenhousegases.Extensionofthisdiscussionshouldaddresstheuseofscientificunderstandingandengineeringtodrivefuturedecisionmaking.

SeventhGrade:Science

Engineering,Technology,andtheApplicationofScienceCoreIdea:ETS2LinksamongEngineering,Technology,Science,andSociety

PrerequisiteLearning:K.ETS2.1,1.ETS2.1,2.ETS2.1-2,3.ET2.1,4.ETS2.1-3,5.ETS2.1-3 PercentofTime:4.5%(1week)

StandardandLearningTarget PhenomenaPromptsandEssentialQuestions

Vocabulary TeacherBackgroundKnowledge/Clarificatio

nStatement

7.ETS2.1Examineaproblemfromthemedicalfieldpertainingtobiomaterialsanddesignasolutiontakingintoconsiderationthecriteria,constraints,andrelevantscientificprinciplesoftheproblemthatmaylimitpossiblesolutions.ComponentIdea:InterdependenceofScience,Technology,Engineering,andMathLearningTargets:

● Definebiomaterials● Provideexamplesofscientificadvancesindevelopingbiomaterials,

highlightingbenefitsandconstraintsoftheuseofmaterials● Analyzeengineeringdesignsolutionsthatcanbeemployedtohelppeople

withhumangeneticdisordersormutations(TieinwithLS1.5)CrosscuttingConcepts:

● Scale,Proportion,andQuantity-Studentsrecognizethatphenomenaarenotnecessarilyobservableatallscales.

Practices:

● Constructingexplanationsanddesigningsolutions- Studentscandesignaswellastestdevicesmeanttomeetspecificdesigncriteria,withtheobjectiveofincreasingtheeffectivenessofmultiplesolutions.

Phenomena:Photographthatshowstherelationshipbetweenathleteandprosthetic.Cheeseproductionandfermentation.Selectivebreedingorgeneticengineering.Questions:Whatarethecostsandbenefits(environmental,financial,andsocialimpacts)of

biomaterialsbioengineering

Fieldssuchasmaterialsciencesdependheavilyontheadvancementofscientificunderstanding.Theon-goingadvancementofthesefieldsispushedbyprogressinscience.Thedevelopmentofnewbiomaterialsalsorequiresconsiderationforthelongtermeffectsofmedicalmaterialsthatmaybeusedinternally,suchasheartvalves.Findingsolutionsformaterialuseinthebodyisdifficult.Bioengineersmustconsiderstrength,flexibility,durability,andchemicalinactivitydependingonitsrole.Studentsshouldthinkaboutchemicalandphysicalpropertiesofmaterialsandchemicalreactivitywhileengineeringdesignsolutionsthatcanbeemployedtohelppeoplewithhumangeneticdisordersormutations.

SeventhGrade:Scienceusingbiomaterials?Canneededbodypartsbegrowninalabfortransplantintohumans?Cangenesbeselectedinalabtocreatetheidealbaby?IsthegeneeditingtoolCRISPRanethicalpractice?