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SCIENCE CURRICULUM

FRAMEWORK

SEVENTH GRADE

2005-2006

Brownsville ISD Seventh Grade Science Curriculum Guide, 2004-2005

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Table of Contents……………………………………………………………………….….1 Mission Statement and Belief Statement …………………………………………….…2 Acknowledgement………………………………………………………………………....3 Introduction…………………………………………………………………………………4 Student Participation in TEKS-Based Inquiry and the BISD Science Fair…………..5 Scope & Sequence……………………………………………………………………….6 Curriculum Framework First Six Weeks…………………………………………………………………….7-9 Second Six Weeks………………………………………………………………10-15 Third Six Weeks………………………………………………………………….16-21 Fourth Six Weeks………………………………………………………………...22-25 Fifth Six Weeks…………………………………………………………………...26-29 Sixth Six Weeks…………………………………………………………………..30-34 Appendix Texas Essential Knowledge and Skills Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science Integrated Physics and Chemistry Biology Seventh Grade Math Texas Assessment of Knowledge and Skills Objectives Fifth Grade Tenth Grade and Exit Level (10th and 11th Grade) National Science Education Standards Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources Texas Environmental Education Advisory Committee Contact Information Pre-AP and AP Science Scope and Sequence Grades 6-12 Required Exemplar Labs

T A B L E O F C O N T E N T S


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Brownsville Independent School District MISSION STATEMENT

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well-rounded graduates

who - have the ability to pursue a post-secondary education and/or career - possess a capability for independent learning and thinking with a

competitive edge in a multi-cultural, multi-lingual world by

- identifying and maximizing physical, financial, and human resources and

- unifying community and school commitment to excellence in education and equal educational opportunity.

Brownsville Independent School District BELIEF STATEMENT

Excellence is our common goal. Parental responsibility is an integral factor in student success. Belief in self is fundamental to success. Everyone deserves respect as a human being. Perseverance and hard work are essential for success. Change creates opportunities for growth. Truthfulness is important for effective communication. Public schools are an extension of the community. Sensitivity is essential for understanding the needs of others. Great achievements follow high expectations. Cooperation is necessary to get things done. Active listening is essential for effective communication. Successful students are active participants in the learning process.


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Acknowledgment The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

Besteiro Middle School Cummings Middle School Faulk Middle School Lucio Middle School Oliveira Middle School Perkins Middle School Stell Middle School Stillman Middle School Vela Middle School BUSP Secondary Science Mentors Secondary Science Curriculum Specialist


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Introduction Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses. In addition, this document includes sample activities and required “EXEMPLAR” labs to be taught in each course. EXEMPLAR labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs. Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre-AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students. The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to required Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit. This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.


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Student Participation in TEKS-Based Inquiry and the BISD Science Fairs

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student-based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place.

TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, eighth, and ninth grades. Participation at other grades or courses is highly recommended. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research-based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, (www.sciserv.org/isef). Individual campuses, teachers and students will be able to choose which projects to enter in the Science Fair, but all students will have the opportunity to complete an original investigation, whether they are enrolled in a fall or spring science course.


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*Required Lab as part of 40% TEKS Lab Requirement

Six-Weeks Unit

Themes

Chapter Correlations

Exemplar Lab(s)* and Unit

Content

Concepts TEKS

Processes TEKS

1st Six Weeks Systems

Properties, Patterns and

Models

Matter (Chap. 1) Elements (2)

Compounds (2) Acids/Bases (3)

Solutions (3)

“Speedy Solutions” Pages 92-93

“Antacid Test” Pages 106-107

Science Project(optional)

7.7 a, b, c 7.9 a

pre-AP add 8.10

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

2nd Six Weeks Systems

Constancy & Change


Models

History of Science Equilibrium of

Systems Motion and Forces (4)

Work and Machines(5)

Energy and Power (6)

“Walking the Line” “Frictional Forces”

Science Project

(optional)

7.6 a, b, c 7.5a

7.8 a, b (7.9)

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

3rd Six Weeks Systems

Constancy & Change


Models

Weathering and Soil Formation (7)

Erosion/ Deposition (8) Earth-Moon System (9)

Living Resources

“The Effect of Run-off on Water

Turbidity” “Streams in Action”

Pages 268-269 Science Project

(optional)

7.14 a, b, c 7.13 a, b (7.6, 7.7) Pre-AP

course add 8.12B

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

4th Six Weeks Systems

Constancy & Change

Form & Function

Bones, Muscles, and Skin (10)

Digestion (11) Circulation (12) Respiration and Excretion (13)

“ Iron for Breakfast” Page 381

“As The Stomach Churns”

Pages 388-389

7.9 a, b 7.11 a, b (7.6, 7.8)

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B


Constancy & Change

Form & Function

Fighting Disease (14) Nervous System (15)

Endocrine (16) Genetics

“Body Cooling Rate of Animals”

“Two for the Price of One”

Page 548

7.9 a, b 7.11 a, b 7.10 a, c

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B


Constancy & Change

Ecosystems and Biomes (17)

Genetic Traits & Functions

Organisms & Environment (18)

Living Resources (19)

“The Garbage Problem”

“Change in a Tiny Community”

Page 584

7.10 b 7.5 b

7.12 a, b, c, d

(7.5, 7.8, 7.11)

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

SECONDARY SCIENCE SEVENTH GRADE SCOPE AND SEQUENCE


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Science--Seventh Grade

Time Frame: 1st Six Weeks (page 1 of 3) Unit Concepts: Unit Themes: Notes: Physical Sciences: Matter Elements Compounds Acids/Bases Solutions

Systems Properties, Patterns and Models

Concept and Process TEKS

7.7 a, b, c 7.9 a

7.1 – 7.4 Pre-AP course add 8.10A

Required Exemplar Labs “Speedy Solutions” 92-93 “Antacid Test” 106-107

and Suggested Instructional Activities Integrating Concepts & Processes

Suggested Resources (Use of additional & various

resources from multiple sources is necessary to meet

the TEKS)

(7.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A) identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood;

(B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and

(C) recognize that compounds are composed of elements.

Activity: The student will identify and demonstrate everyday examples of chemical phenomena:

• Use the scientific method to test hypotheses on chemical changes while using safe laboratory practices and making wise choices in the use and disposal of materials.

Activity: The student will describe the physical properties of elements and identify how they are used to position an element on the periodic table:

• Use the scientific method to test hypotheses on how specific elements will react under certain conditions while using safe laboratory practices and making wise choices in the use and disposal of materials.

• Research the invention of the

Periodic table, the scientists who contributed to its creation and evolution, and evaluate the impact the Periodic Table has had on science.

Prentice Hall Science Explorer Grade 7: Chapters 1, 2, 3 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities: 7.7A, 7.7B, 7.7C http://www.tenet.edu/ teks/science/teks/ snapshots/index.html?7th Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html


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Science--Seventh Grade Time Frame: 1st Six Weeks (page 2 of 3)

Concept and Process TEKS (reinforced TEKS in parentheses)

7.7 a, b, c (7.9 a) 7.1 – 7.4

Pre-AP course add 8.10A

Required Exemplar Labs “Speedy Solutions” 92-93 “Antacid Test” 106-107




the TEKS)

7.9A (identify the systems of the human organism and describe their functions.)

Scientific Processes 7.1, 7.2, 7.3, 7.4 (40% Course Requirement minimum) Ongoing / Integrated with Concepts throughout unit.

Activity: The student will be able to recognize that compounds are composed of elements:

• Create and use models of compounds to illustrate the elements that create it.

Science Project: (optional at 7th grade)

• Choose a limited subject, ask a question; identify or originate/define a problem to study.

• Review published materials

related to problem or question.

• Evaluate possible solutions and make hypothesis.

Exemplar Labs: “Speedy Solutions” TEKS 7.7-

Students will design experiments to determine how a chosen variable

affects the rate at which salt dissolves.

“Antacid Test” TEKS 7.9-Students will be able to design an experiment,

measure, and interpret data.

Prentice Hall Science Explorer Grade 7: Chapters 1, 2, 3 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities: 7.7A, 7.7B, 7.7C http://www.tenet.edu/ teks/science/teks/ snapshots/index.html?7th Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations


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Alignment and Correlations Charts Time Frame: 1st Six Weeks (page 3 of 3)

TEKS/TAKS Correlations*

7th Gr. TEKS 5th Grade TAKS

Correlation Prior Knowledge

TEKS Subsequent

Knowledge TEKS Exit level TAKS

Correlation 7.7 a 7.7 b 7.7 c

Objective 3 6.7 a, b 8.9 a, b, c, d Objective 4

Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b

8.1 a, b 8.2 a, b, c, d, e 8.3 a, b, c, d, e 8.4 a, b 8.5 a, b, c

Objective 1

*Refer to Appendix for complete TEKS and TAKS objectives.

Pre-AP Course Curricular Requirements** Required Pre-AP Course TEKS Additions

(for students who will be enrolled in IPC during 8th grade) 8.10A Resources:

8th grade textbook Snapshot Activities: http://www.tenet.edu/teks/snapshots/index.html?8th

**Also see Appendix for Pre-AP/AP Alignment Chart

TEKS/National Science Education Standards Correlations*** Math Correlations

TEKS

National Science Education Standards Math Correlations

7.7 a, b, c 7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b

Physical Science Standard B Science as Inquiry Standard A Science in Personal and Social Perspectives Standard F Science as Inquiry Standard A Science and Technology Standard E Science in Personal and Social Perspectives Standard F Science as Inquiry Standard A Science and Technology Standard E Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science and Technology Standard E Science as Inquiry Standard A

7.2, 7.3 7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15


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***Refer to Appendix for complete TEKS Objectives and National Science Education Standards Science--Seventh Grade

Time Frame: 2nd Six Weeks (page 1 of 6) Unit Concepts: Unit Themes: Notes: Physical Sciences: History of Science Equilibrium of Systems Motion & Forces Work & Machines Energy & Power

Systems Properties, Patterns, Models Constancy & Change


7.6 a, b, c, 7.5 a, 7.8 a, b (7.9)

7.1 – 7.4

Required Exemplar Labs “Walking the Line” “Frictional Forces”,




the TEKS)

(7.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A) demonstrate basic relationships between force and motion using simple machines including pulleys and levers;

(B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force; and

(C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings.

Activity: The student will demonstrate the basic relationship between force and motion using simple machines including pulleys and levers:

• Use the scientific method to plan and implement an investigation in how pulleys or levers make work easier while using safe laboratory practices and making wise choices in the use of resources.

• Evaluate different types of exercise equipment that use simple machines.

Activity: The student will demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force:

• Use the scientific method to plan and implement an investigation of the principles of Newton’s First Law of Motion using safe laboratory practices and making wise choices in the use of resources.

Prentice Hall Science Explorer Grade 7: Chapters 4, 5, 6 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities: 7.6A, 7.6B, 7.6C, 7.5A, 7.8A, 7.8B http://www.tenet.edu/ teks/science/teks/ snapshots/index.html?7th Graphs, Charts and Tables Activities, “Do You See What I See?” http://www.tenet.edu/ teks/science/instruction/ tutorial.html

2nd Six Weeks Unit continued on next page


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Science--Seventh Grade Time Frame: 2nd Six Weeks (page 2 of 6)


7.6 a, b, c, 7.5 a, 7.8 a, b (7.9)

7.1 – 7.4





the TEKS)

Activity: The student will demonstrate an understanding of the relationship of forces to basic processes of living organisms including the flow of blood and the emergence of seedlings:

• Create or use a model of a circulatory system that demonstrates the force needed to circulate blood.

• Compare and contrast different fertilizers by planning and conducting an investigation while utilizing safe laboratory practices and making wise choices in the use of resources and disposal or recycling of materials and by analyzing labels.


(7.5) Science concepts. The student knows that an equilibrium of a system may change. The student is expected to:

(A) describe how systems may reach an equilibrium such as when a volcano erupts.

Note: The textbook uses action/reaction and forces in fluids as examples of how systems reach an equilibrium



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7.6 a, b, c, 7.5 a, 7.8 a, b (7.9)

7.1 – 7.4





the TEKS)

(7.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water; and

(B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis.

(7.9A) (identify the systems of the human organism and describe their functions)

Activity: The student will illustrate examples of potential and kinetic energy in everyday life:

• Evaluate data from graphs.

• Analyze and make inferences from direct and indirect evidence.

• Communicate valid conclusions based on data collected and analyzed.

Activity: The student will identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis:

• Plan and implement an investigation into photosynthesis while using safe laboratory practices and making wise choices in the use and disposal of materials.

• Communicate valid conclusions based on evidence collected and analyzed.




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7.6 a, b, c, 7.5 a, 7.8 a, b (7.9)

7.1 – 7.4





the TEKS)


Science Project: (continued from 1st 6 weeks)

• Create a plan for an experiment.

• Complete ISEF Required paperwork; before beginning experimentation; consult with project sponsors.

• Challenge and test hypothesis

through experimentation (data collection) and analysis.

• Evaluate the results of experiment

and reach conclusions based on data.

Exemplar Lab(s):

“Frictional Forces” TEKS 7.6 –understand the role of frictional force on motion and how to measure difference in force.

“Walking the Line” TEKS 7.6 –demonstrates that an object will remain at rest or move at a constant speed and in a straight line if it is not being subject to an unbalanced force.


Copies of Exemplar Labs, “Frictional Forces” and “Walking the Line” located in Appendix



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Science--Seventh Grade Alignment and Correlations Charts

Time Frame: 2nd Six Weeks (page 5 of 6)




TEKS Subsequent


Correlation 7.6 a, b, c Objective 3 6.6 a, b, c 8.7 a, b Objectives 4, 5 7.5 a Objectives 2 and 5 7.8 a, b Objectives 3, 5 Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b



Objective 1



(for students who will be enrolled in IPC during 8th grade) None for 2nd 6 weeks. **Also see Appendix for Pre-AP/AP Alignment Chart



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Science--Seventh Grade Alignment and Correlations Charts (continued)

Time Frame: 2nd Six Weeks (page 6 of 6)


TEKS


7.6 a, b 7.6 c 7.5 a 7.8 a 7.8 b

Physical Science Standard B Physical Science Standard B Life Science Standard C Life Science Standard C Physical Science Standard B Earth and Space Science Standard D Physical Science Standard B Life Science Standard C

7.2, 7.3, 7.4, 7.5, 7.9

7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b

Science as Inquiry Standard A Science in Personal and Social Perspectives Standard F Science as Inquiry Standard A Science and Technology Standard E Science in Personal and Social Perspectives Standard F Science as Inquiry Standard A Science and Technology Standard E Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science and Technology Standard E Science as Inquiry Standard A

7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15

***Refer to Appendix for complete TEKS Objectives and National Science Education Standards


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Science--Seventh Grade Time Frame: 3rd Six Weeks (page 1 of 6) Unit Concepts: Unit Themes: Notes: Earth & Environmental Sciences: Weathering/Soil Formation Erosion/Deposition Earth/Moon System Living Resources

Systems Properties, Patterns and Models Constancy & Change


7.14 a, b, c, 7.13 a, b

(7.6, 7.7) 7.1 – 7.4

Pre-AP course add 8.12B

Required Exemplar Labs “The Effect of Run-off on Water

Turbidity” “Streams in Action” p 268-269




the TEKS)

(7.14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:

(A) describe and predict the impact of different catastrophic events on the Earth;

(B) analyze effects of regional erosion, deposition and weathering; and

(C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.

Activity: The student will describe and predict the impact of different catastrophic events on the Earth :

• Predict the impact of natural catastrophic events on the Earth such as hurricanes, earthquakes, and tornadoes using information from direct and indirect evidence.

• Create a model to demonstrate the impact of natural catastrophic events on the Earth such as hurricanes, earthquakes, and tornadoes.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9, 19 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities 7.14A, 7.14B, 7.14C, 7.13A, 7.13B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vista, “A Time for All Seasons”: http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html


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Science--Seventh Grade Time Frame: 3rd Six Weeks (page 2 of 6)


7.14 a, b, c, 7.13 a, b

(7.6, 7.7) 7.1 – 7.4







the TEKS)

Activity: The student will analyze effects of regional erosion, deposition, and weathering:

• Create and use stream tables to analyze and demonstrate the effect of erosion, deposition and weathering on a stream system.

• Plan and conduct an investigation on how erosion, deposition and weathering change different environments over time such as beaches, mountains, and valleys while using safe laboratory practices and making wise choices in the use of resources.

• Communicate valid conclusions based on evidence collected and analyzed.

Activity: The student will make inferences and draw conclusions about effects of human activity on Earth’s renewable, non-renewable, and inexhaustible resources:

• Analyze, review and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9, 19 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities 7.14A, 7.14B, 7.14C, 7.13A, 7.13B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vista, “A Time for All Seasons”: http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html FOSS: Landforms

3rd Six Weeks Unit continued on next page


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7.14 a, b, c, 7.13 a, b

(7.6, 7.7) 7.1 – 7.4


Required Exemplar Labs “The Effect of Run-off on Water Turbidity”, “Streams in Action”




the TEKS)

(7.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day; and

(B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon.

Activity: The student will identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and length of a day:

• Create and use a model to demonstrate how and why the seasons occur.

• Create and use a model to demonstrate how and why day length changes.

• Compare and contrast the different hypotheses and theories relating to seasons and day length.

• Evaluate how the changing theories about the Earth-Sun relationship affected society.

• Compare and contrast the hypotheses and theories of the ancient astronomers such as Aristarchus, Aristotle, and Ptolemy.

Activity: The student will relate the Earth’s movement and the moon’s orbit to the observed cyclical phases of the moon:

• Create and use a model to demonstrate the cyclical phases of the moon.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9, 19 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities 7.14A, 7.14B, 7.14C, 7.13A, 7.13B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vista, “A Time for All Seasons”: http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html FOSS: Landforms



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7.14 a, b, c, 7.13 a, b

(7.6, 7.7) 7.1 – 7.4







the TEKS)

(7.6) (The student knows that there is a relationship between force and motion.) (7.7) (The student knows that substances have physical and chemical properties.) Scientific Processes 7.1, 7.2, 7.3, 7.4 (40% Course Requirement minimum) Ongoing / Integrated with Concepts throughout unit.

Science Project: (continued)

• Prepare report and exhibit. Exemplar Labs: “The Effect of Run-off on Water Turbidity” TEKS 7.14—model storm water run-off and its effects on local waterways, use data from the model to plot and interpret a graph. “Streams in Action” TEKS 7.14 –model water in a stream, observe differences in how time and angle of slope affect how a stream erodes the land, and predict how increasing the angle of slope will affect how a stream will erode the land.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9, 19 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities 7.14A, 7.14B, 7.14C, 7.13A, 7.13B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vista, “A Time for All Seasons”: http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html


Copies of Exemplar Labs, “The Effect of Run-off on Water Turbidity” is located in Appendix.



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Time Frame: 3rd Six Weeks (page 5 of 6)




TEKS Subsequent


Correlation 7.14 a, b, c Objective 4 8.14 a, b, c Objective 5 7.13 a, b Objective 4 6.13 a, b 8.13 a, b, c Objective 5 Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b



Objective 1



(for students who will be enrolled in IPC during 8th grade) 8.12 B Resources:

8th grade textbook Snapshot Activities: http://www.tenet.edu/teks/snapshots/index.html?8th

**Also see Appendix for Pre-AP/AP Alignment Chart



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Time Frame: 3rd Six Weeks (page 6 of 6)


TEKS


7.14 a, c 7.14 b, 7.13 a, b

Earth and Space Science Standard D Science in Personal and Social Perspectives Standard F Earth and Space Science Standard D

7.9, 7.5, 7.6

7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b


7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15



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Science--Seventh Grade Time Frame: 4th Six Weeks (page 1 of 4) Unit Concepts: Unit Themes: Notes: Life Science, Living Systems: Bones/Muscles/Skin Food/Digestion Circulation Respiration/Excretion

Systems Form & Function Constancy & Change


7.9 a, b 7.11 a, b

(7.6, 7.8) 7.1 – 7.4

Required Exemplar Labs “Iron for Breakfast” p 381 and “As the

Stomach Churns” p 388-389 and

Suggested Instructional Activities Integrating Concepts & Processes



the TEKS)

(7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) identify the systems of the human organism and describe their functions; and

(B) describe how organisms maintain stable internal conditions while living in changing external environments.

Activity: The students will identify the systems of the human organism and describe their functions:

• Create and use models of the organ systems that demonstrate their functions.

• Research the organ systems.

• Analyze, review and critique scientific explanations relating to human organ systems, including hypotheses and theories, as to their strengths and weaknesses, using scientific evidence and information.

• Develop a time line of scientific discoveries and advancements in human biology.

• Evaluate how advancements in understanding human biology have affected scientific thought and society.

Prentice Hall Science Explorer Grade 7: Chapters 10, 11, 12, 13 FOSS: “Diversity of Life” Snapshot Activities 7.9A, 7.9B, 7.11A, 7.11B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vistas, “Systems, Gut Reactions”: http://www. tenet.edu/teks/science/ instruction/vistas/index. html?md

4th Six Weeks Unit continued on next page


24

Science--Seventh Grade Time Frame: 4th Six Weeks (page 2 of 4)


7.9 a, b 7.11 a, b

(7.6, 7.8) 7.1 – 7.4






the TEKS)

(7.11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli; and

(B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.

Activity: The student will describe how organisms maintain stable internal conditions while living in changing external environments:

• Plan and implement an investigation into the responses of earthworms to changing external environments.

• Research how individuals species of animals respond to seasonal changes in their habitat and communicate conclusions.

Activity: The student will determine the importance of responses to internal and external stimuli:

• Collect and chart data by observing and measuring responses of a plant to deprivation of water or light.

Exemplar Labs: “Iron for Breakfast” TEKS 7.11- observe

how breakfast cereals react when a magnet is used to test for iron, predict the results of the test based on the information contained in the food label for the cereal , and interpret data to determine whether

the cereals are fortified with iron.

“As the Stomach Churns” TEKS 7.11-predict the conditions necessary for

protein to be digested in the stomach, conduct controlled experiments to test their predictions, observe reactions that

occur, and interpret data and draw conclusions.

Prentice Hall Science Explorer Grade 7: Chapters 10, 11, 12, 13 FOSS: “Diversity of Life” Snapshot Activities 7.9A, 7.9B, 7.11A, 7.11B http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?7th Vistas, “Systems, Gut Reactions”: http://www. tenet.edu/teks/science/ instruction/vistas/index. html?md


25

Science--Seventh Grade Time Frame: 4th Six Weeks (page 3 of 4)


7.9 a, b 7.11 a, b

(7.6, 7.8) 7.1 – 7.4






the TEKS)

(7.6) (The student knows that there is a relationship between force and motion.)

(7.8) (The student knows that complex interactions occur between matter and energy.) Scientific Processes 7.1, 7.2, 7.3, 7.4 (40% Course Requirement minimum) Ongoing / Integrated with Concepts throughout unit.




26


Time Frame: 4th Six Weeks (page 4 of 4)




TEKS Subsequent


Correlation 7.9 a, b Objective 2 6.10 a, b, c 8.6 a, b Objectives 2 and 3 7.11 a, b Objective 2 6.12 a, b, c Objective 3 Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b



Objective 1



(for students who will be enrolled in IPC during 8th grade) None for the 4th six weeks **Also see Appendix for Pre-AP/AP Alignment Chart


TEKS


7.9 a, b 7.11 a, b

Life Science Standard C 7.9

7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b


7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15



27

Science--Seventh Grade Time Frame: 5th Six Weeks (page 1 of 4) Unit Concepts: Unit Themes: Notes: Life Science, Living Systems: Fighting Disease Nervous System Endocrine System Genetics

Systems Form & Function Constancy & Change


7.9 a, b 7.11 a, b, 7.10 a, c

7.1 – 7.4

Required Exemplar Labs “Body Cooling Rate of Animals”

“Two for the Price of One” p 548 and



resources from multiple sources is necessary to meet the TEKS)

(7.9) and (7.11)

Continued from 4th six weeks

(7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) identify the systems of the human organism and describe their functions; and

(B) describe how organisms maintain stable internal conditions while living in changing external environments.

Exemplar Labs: “Body Cooling Rate of Animals” TEKS 7.9-model cooling rate of

different sizes of animals, determine effect of skin surface area on cooling

rate of animals.

“Two for the Price of One” TEKS 7.10-observe a form of

asexual reproduction in plants and infer that the baby spider plant has become an independent organism.

Prentice Hall Science Explorer Grade 7: Chapters 14, 15, 16 FOSS: “Human Brain & Senses” Snapshot Activities 7.9A, 7.9B, 7.11A, 7.11B, 7.10A, 7.10C http://www.tenet.edu/ teks/snapshots/index. html?7th Vistas, “Constancy & Change, Growing Up Fast” http://www.tenet/ edu/teks/science/instruction/vistas/index.html?md



28

Science--Seventh Grade Time Frame: 5th Six Weeks (page 2 of 4) Concept and Process TEKS (reinforced TEKS in parentheses)

7.9 a, b 7.11 a, b, 7.10 a, c

7.1 – 7.4






(7.11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli; and

(B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.




29

Science--Seventh Grade Time Frame: 5th Six Weeks (page 3 of 4) Concept and Process TEKS (reinforced TEKS in parentheses)

7.9 a, b 7.11 a, b, 7.10 a, c

7.1 – 7.4






(7.10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring;

(C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.


Activity: The student will predict that the genetic material of organisms will change the traits of species through generations:

• Analyze data from Punnett Squares to predict trends and recognize patterns.

• Predict what traits are dominant or recessive based on data observed and collected.

• Evaluate the impact of genetic research on scientific thought, society and the environment.



.



30






TEKS Subsequent


Correlation 7.9 a, b Objective 2 6.10 a, b, c 8.6 a, b Objectives 2 and 3 7.11 a, b Objective 2 6.12 a, b, c Objective 3 7.10 a, c Objective 2 6.11 a, b, c 8.11 a, b, c Objectives 2 & 3 Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b



Objective 1

*Refer to Appendix for complete TEKS and TAKS objectives. Pre-AP Course Curricular Requirements**

Required Pre-AP Course TEKS Additions (for students who will be enrolled in IPC during 8th grade)

None for the 5th six weeks **Also see Appendix for Pre-AP/AP Alignment Chart


TEKS


7.9 a, b 7.11 a, b 7.10 a, c

Life Science Standard C 7.9, 7.3

7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b


7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15



31

Science--Seventh Grade Time Frame: 6th Six Weeks (page 1 of 5) Unit Concepts: Unit Themes: Notes: Life and Environmental Sciences: Ecosystems & Biomes Genetic Traits & Function Relationships Between Organisms & the Environment

Systems Constancy and Change

Concept and Process TEKS (reinforced TEKS in parentheses) 7.10 b, 7.5 b, 7.12 a, b, c, d

(7.5, 7.8, 7.11) 7.1 – 7.4

Required Exemplar Labs “The Garbage Problem”

“Change in A Tiny Community” p 584 and




(7.10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(B) compare traits of organisms of different species that enhance their survival and reproduction.

(7.5) Science concepts. The student knows that an equilibrium of a system may change. The student is expected to:

(B) observe and describe the role of ecological succession in maintaining an equilibrium in an ecosystem.

Activity: The student will demonstrate an understanding of the conditions for a system to reach equilibrium and the conditions for an ecosystem to maintain equilibrium through ecological succession:

• Create and use a model to represent an ecosystem and identify its limitations.

• Collect and analyze information through observation.

• Research and evaluate the impact of man on the equilibrium of specific ecosystems.

Prentice Hall Science Explorer Grade 7: Chapters 17, 18 FOSS: Diversity of Life Snapshot Activities 7.10B, 7.12A, 7.12B, 7.12C, 7.12D http://www.tenet.edu/ teks/snapshots/index. html?7th Vista: “Buccaneer Park” http://www.tenet. edu.teks/science/instruction/vistas/index.html?md



32

Science--Seventh Grade Time Frame: 6th Six Weeks (page 2 of 5) Concept and Process TEKS (reinforced TEKS in parentheses) 7.10 b, 7.5 b, 7.12 a, b, c, d

(7.5, 7.8, 7.11) 7.1 – 7.4






(7.12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A) identify components of an ecosystem;

(B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources;

(C) describe how different environments support different varieties of organisms; and

(D) observe and describe the role of ecological succession in ecosystems.

Activity: The student will identify the biotic and abiotic component of an ecosystem:

• Collect data on a school yard ecosystem using safe field practices and making wise choices in the use and conservation of resources.

• Create a map of a school yard ecosystem and communicating valid conclusions about data collected.

• Design and create a model of a compost system to test hypotheses on different variables that affect the rate of decomposition such as the amount of light, water, or the presence of decomposers.

Activity: The student will observe and describe how organisms including producers, consumers, and decomposers live together in en environment and use existing resources:

• Create an aquatic ecosystem in a bottle and observe how the fish and plant or algae survive without any outside assistance.

Prentice Hall Science Explorer Grade 7: Chapters 17, 18 FOSS: Diversity of Life Snapshot Activities 7.10B, 7.12A, 7.12B, 7.12C, 7.12D http://www.tenet.edu/ teks/snapshots/index. html?7th Vista: “Buccaneer Park” http://www.tenet. edu.teks/science/instruction/vistas/index.html?md



33

Science--Seventh Grade Time Frame: 6th Six Weeks (page 3 of 5) Concept and Process TEKS (reinforced TEKS in parentheses) 7.10 b, 7.5 b, 7.12 a, b, c, d

(7.5, 7.8, 7.11) 7.1 – 7.4






(7.5) (The student knows that an equilibrium of a system may change.)

(7.8) (The student knows that complex interactions occur between matter and energy.) (7.11) (The student knows that the responses of organisms are caused by internal or external stimuli.)


Activity: The student will describe how different environments support different varieties of organisms:

• Create a chart to compare and contrast the organisms that live in different biomes.

Activity: The student will observe and describe the role of ecological succession in ecosystems by:

• Researching how an environment recovers after a fire, flood, tornado, hurricane, etc. (for example, how the area around Mt. St. Helen’s has recovered).

Exemplar Labs: “The Garbage Problem” TEKS 7.14—graphically represent data in a scatter plot, extrapolate from given set of data, develop understanding of amount of trash generated per person in U.S.A, design a plan to address garbage problem. “Change in A Tiny Community” TEKS 7.12- Make and observe a model of a microscopic community, compare and contrast the types of organisms and the sizes of populations present in the community at intervals, and conclude that the predominance of various populations changed during the observation period.

Prentice Hall Science Explorer Grade 7: Chapters 17, 18 Snapshot Activities 7.10B, 7.12A, 7.12B, 7.12C, 7.12D http://www.tenet.edu/ teks/snapshots/index. html?7th Vista: “Buccaneer Park” http://www.tenet. edu.teks/science/instruction/vistas/index.html?md FOSS: Diversity of Life


Copy of Exemplar Lab, “The Garbage Problem” located in Appendix.


34


Alignment and Correlations Charts Time Frame: 6th Six Weeks (page 4 of 5)




TEKS Subsequent


Correlation 7.10 b Objective 2 6.11 a 8.11 b Objectives 2 and 3 7.5 b Objective 2 7.12 c Objective 3 7.12 a, b, c, d Objective 2 6.8 b, c 8.6 a, b, c Objectives 2 & 3 Processes: 7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1

6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b


Objective 1



(for students who will be enrolled in IPC during 8th grade) None for the 6th six weeks **Also see Appendix for Pre-AP/AP Alignment Chart



35



TEKS/National Science Education Standards Correlations***

Math Correlations

TEKS National Science Education Standards Math Correlations

7.10 b 7.5 b 7.12 a, b, c, d

Life Science Standard C 7.3, 7.4, 7.10, 7.12, 7.9

7.1 a, b 7.2 a, b, c, d 7.2 e 7.3 a 7.3 b, c 7.3 d, e 7.4 a 7.4 b


7.1, 7.3, 7.4, 7.5, 7.7, 7.8, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15



36

APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science Integrated Physics and Chemistry Biology Seventh Grade Math Texas Assessment of Knowledge and Skills Objectives Fifth Grade Tenth Grade and Exit Level (10th and 11th Grade) National Science Education Standards Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources Texas Environmental Education Advisory Committee Contact Information Pre-AP and AP Science Scope and Sequence Grades 6-12 Required Exemplar Labs (with teacher notes) “Frictional Forces” “The Effect of Run-off on Water Turbidity” “The Garbage Problem” “Body Cooling Rate of Animals”


37

Seventh Grade Exemplar Labs

Number TEKS Exemplar Lab Source 1. 7.7

1st six weeks

“Speedy Solutions”

Science Explorer grade 7 Prentice Hall. © 2002. Pages 92-93.

2. 7.9 1st six weeks

“Antacid Test” Science Explorer grade 7 Prentice Hall. © 2002. Pages 106-107.

3. 7.6 2nd Six Weeks

“Walking The Line” Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. © 2001. Activity 1, p.1-7.

4. 7.6 2nd Six Weeks

“Frictional Forces” Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. © 2001. Activity 8, p. 67-71.

5. 7.14A 3rd Six Weeks

“The Effect of Run-Off On Water Turbidity”

Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. © 2001. Activity 17, p. 157-163.

6. 7.14 3th Six Weeks

“Streams in Action” Science Explorer grade 7 Prentice Hall. © 2002. Pages 268-269.


“Iron For Breakfast” Science Explorer grade 7 Prentice Hall. © 2002. 1.


“As The Stomach Churns” Science Explorer grade 7 Prentice Hall. © 2002. Pages 388-389.


“Body Cooling Rate of Animals”

Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. © 2001. Activity 18, p. 167-173.


“Two For The Price of One” Science Explorer grade 7 Prentice Hall. © 2002. Page 548.


“The Garbage Problem ” Explorations: Biology with the TI 83 Plus. Texas Instruments. © 2001. Activity 1, p.1-9.


“Change in A Tiny Community”

Science Explorer grade 7 Prentice Hall. © 2002. Page 584.

Note: Although directions may be given for the TI-73 graphing calculator, the activity will work using the TI-83 model with minor modifications. These labs are provided in “cookbook” format. They may be modified by the teacher to be inquiry formatted as appropriate. It is the responsibility of the campus to provide the probeware, calculators, and other equipment required for by the labs for all students. This may require campus departments to plan ahead and share resources, and may require departments to make wise decisions when purchasing instructional supplies and equipment.


38

National Science Education Content

Standards For Grades 5-8

Content Standard

A: Science As Inquiry

Abilities to do scientific inquiry Understandings about scientific inquiry

B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy

C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms

D: Earth and Space Science

Structure of the earth system Earth’s history Earth in the solar system

E: Science and Technology

Abilities of technological design Understandings about science and technology

F: Science in Personal and Social Perspectives

Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society

G: History and Nature of Science

Science as a human endeavor Nature of science History of science

science curriculum framework files/ms_files/frameworks science 7th...acknowledgement ... integrated...

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