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1 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
SCIENCE
Grade 7: Unit 1
Science Practices and Engineering Design
2 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Course Philosophy/Description
The students in the seventh grade Science course will develop a conceptual understanding of Science topics using hands-on instruction, interactive
notebooking, observations of and interactions with natural phenomena and the use of engineering and design processes to identify problems, plan, test
and revise possible solutions. In Life Science, students will explore how organisms exchange energy within and across ecosystems and the critical role
of all living and nonliving elements of an ecosystem to its overall health. In Physical Science, students will explore the unique properties of matter and
how these properties cause matter to interact to create unique substances. In Earth Science, students will explore how geologic events and systems have
shaped both Earth’s physical structures and life forms.
Teachers may choose from a variety of instructional approaches that are aligned with Teachers may choose from a variety of instructional approaches
that are aligned with 3 dimensional learning to achieve this goal. These approaches include: 3 dimensional learning to achieve this goal.
These approaches include:
3 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
ESL Framework
This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual language programs
use the home language and a second language for instruction. ESL teachers and general education or bilingual teachers may use this document to
collaborate on unit and lesson planning to decide who will address certain components of the SLO and language objective. ESL teachers may use the
appropriate leveled language objective to build lessons for ELLs which reflects what is covered in the general education program. In this way, whether
it is a pull-out or push-in model, all teachers are working on the same Student Learning Objective connected to the New Jersey Student Learning
Standards. The design of language objectives are based on the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium’s
English Language Development (ELD) standards with the New Jersey Student Learning Standards (NJSLS). WIDA’s ELD standards advance academic
language development across content areas ultimately leading to academic achievement for English learners. As English learners are progressing
through the six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately identify the
language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive demand required
to complete educational tasks. Even though listening and reading (receptive) skills differ from speaking and writing (expressive) skills across
proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student only has the linguistic ability to respond
in single words in English with significant support from their home language. However, they could complete a Venn diagram with single words which
demonstrates that they understand how the elements compare and contrast with each other or they could respond with the support of their home language
(L1) with assistance from a teacher, para-professional, peer or a technology program.
http://www.state.nj.us/education/modelcurriculum/ela/ELLOverview.pdf
4 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Grade Seven Pacing Chart
Please note that pacing is based upon 240 minutes per 6 day cycle.
Student Learning Objective Instruction
Unit 1 Course Introduction with Engineering and
Design Practices
10 days
Unit 2 FOSS Populations and Ecosystems 55 days
Unit 3 FOSS Chemical Interactions 60 days
Unit 4 FOSS Earth History 50 days
Review & Final Assessment 5 days
5 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Unit 1 Summary
This 2-week introductory unit covers the engineering design process, investigation and structure and function, while intentionally building a
classroom community to facilitate management and learning for the year. Students will be introduced to interactive notebooking in science as a
learning tool. Academic skills include team building, collaborating, modeling and prototyping.
Student Learning Objectives
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the
problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics
of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal
design can be achieved.
6 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Unit Sequence
Overarching Question: How do we talk and work together like engineers?
Concepts Formative Assessment
• Asking questions and defining problems in 6–8 builds on K–5
experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
• Modeling in 6–8 builds on K–5 experiences and progresses to
developing, using, and revising models to describe, test, and
predict more abstract phenomena and design systems.
• Planning and carrying out investigations in 6-8 builds on K-5
experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations
or solutions.
• Analyzing data in 6–8 builds on K–5 experiences and progresses
to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic
statistical techniques of data and error analysis.
• Mathematical and computational thinking in 6–8 builds on K–5
experiences and progresses to identifying patterns in large data
sets and using mathematical concepts to support explanations
and arguments.
• Constructing explanations and designing solutions in 6–8 builds
on K–5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple
Students who understand the concepts are able to:
• Ask questions that arise from careful observation of phenomena,
models, or unexpected results, to clarify and/or seek additional
information.
• Identify and/or clarify evidence and/or the premise(s) of an
argument.
• Determine relationships between independent and dependent
variables and relationships in models.
• Clarify and/or refine a model, an explanation, or an engineering
problem.
Use the Collaboration Team Rubric (in resource folder) to assist with
student self-assessment and goal setting.
7 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Unit Sequence
sources of evidence consistent with scientific ideas, principles,
and theories.
• Engaging in argument from evidence in 6–8 builds on K–5
experiences and progresses to constructing a convincing
argument that supports or refutes claims for either explanations
or solutions about the natural and designed world(s).
• Obtaining, evaluating, and communicating information in 6–8
builds on K–5 experiences and progresses to evaluating the merit
and validity of ideas and methods.
8 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Learning Objective
and Standard
Essential Questions Sample Activities Resources
1.Develop expository
writing through
notebooking.
WHST.6-8.1
How can we set up a science
interactive notebook?
Notebook Foldables - in resource
folder
Interactive Notebooking PPT - in
resource folder
Teacher Perspectives: The Value of Science
Notebooking
Notebook Rubric - in resource folder
5 Good Reasons to Notebook - in resource
folder
Notebooking Folder - in resource folder
Setting Up Your Science Notebooks
2.Define problems,
develop possible
solutions.
MS-ETS1-1
How can working together to
solve a problem benefit us?
A Triangle of Letters - in resource
folder
A variety of other tasks/games can be
used to have students work together to
solve a problem. It is not
recommended that you make games
or tasks competitive at this point.
Cooperative Problem Solving
Sneak a Peek
Collaboration Team Rubric - in resource
folder
Introducing Inquiry and the Nature of
Science
in resource folder
Poster: Brainstorming Guidelines
http://content.teachengineering.org/
content/documents/BrainstormingGuidelines
_Poster_11x17_and_24x36.pdf
Cup Stack Challenge - in resource folder
Number Cube pattern - in resource folder
9 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Learning Objective
and Standard
Essential Questions Sample Activities Resources
Name Cube Pattern- in resource folder
Please note that Number Cubes and Cup
Stack Challenge may have been used last
year in previous classes.
3. Test and improve
designs after a series of
interactions.
MS-ETS1-2
How can failure lead to
innovation?
Ready Set Design Uses simple,
inexpensive materials and is an
effective tool for problem solving,
creative thinking and team building.
The Engineering Process- in resource
folder
Group Roles- in resource folder
What’s Great about Engineering Videos
http://pbskids.org/designsquad/
parentseducators/workshop/engineering.html
4. Analyze qualitative
and quantitative data to
identify relationships in
the data.
MS-ETS1-3; MS-
ETS1-4
How can the engineering
process fix a problem?
Task Card: Building a plane- in
resource folder
Teacher Overview #1- in resource
folder
Data Table- in resource folder
Discover Engineering
http://www.discovere.org/
Students should not launch planes in any
direction. There should be a designated area
and time to launch. This is to avoid a paper
plane to the eye.
10 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Part B- Storyline: You are an aeronautical engineer investigating designs for aeronautical devices. Your team will develop a prototype and model
showing a slow landing device.
Essential Question: Is there evidence that failure leads to innovation?
Concepts Formative Assessment
• Asking questions and defining problems in 6–8 builds on K–5
experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
• Modeling in 6–8 builds on K–5 experiences and progresses to
developing, using, and revising models to describe, test, and
predict more abstract phenomena and design systems.
• Planning and carrying out investigations in 6-8 builds on K-5
experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations
or solutions.
• Analyzing data in 6–8 builds on K–5 experiences and
progresses to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic
statistical techniques of data and error analysis.
• Mathematical and computational thinking in 6–8 builds on K–5
experiences and progresses to identifying patterns in large data
sets and using mathematical concepts to support explanations
and arguments.
• Constructing explanations and designing solutions in 6–8 builds
on K–5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple
Students who understand the concepts are able to:
• Ask questions that arise from careful observation of phenomena,
models, or unexpected results, to clarify and/or seek additional
information.
• Identify and/or clarify evidence and/or the premise(s) of an
argument.
• Determine relationships between independent and dependent
variables and relationships in models.
• Clarify and/or refine a model, an explanation, or an engineering
problem.
11 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
sources of evidence consistent with scientific ideas, principles,
and theories.
• Engaging in argument from evidence in 6–8 builds on K–5
experiences and progresses to constructing a convincing
argument that supports or refutes claims for either explanations
or solutions about the natural and designed world(s).
Learning Objective and
Standard
Essential Questions Sample Activities Resources
1.Think critically and logically
to make relationships between
evidence and explanations
WHST.6-8.1
Guiding Question: How do
we talk and work together
like engineers?
Why do you think a hang-
glider or parachute works?
The Quiet Brainstorm- in
resource folder
Introduce & practice the
Quiet Brainstorm with a
non-academic topic
Teacher Overview #2- in
resource folder
Task Card: Build a Lander-
in resource folder
Claims, Evidence, and Reasoning Rubric - in
resource folder
Scholastic reading Air-dropping Food
Videos: Air-Drop Supply
https://www.youtube.com/watch?v=KbhE_r46iuU
Video: British planes dropping aid
http://www.bbc.co.uk/newsround
/28740206
2. Develop a model and
prototype of a lander using the
engineering design process.
MS-ETS1-1
How can we create and
design a prototype that will
solve a problem?
Group Roles- in resource
folder
Describe main structural
features for the lander your
team might include. Use
evidence based on your
previous experience(s).
Readings:
Lockheed Martin WindTracer
system to improve airdrop accuracy
12 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Learning Objective and
Standard
Essential Questions Sample Activities Resources
Design Graphic Organizer-
in resource folder
Amazon delivery drones are just the first step to a
highway in the sky.
Talking to Text and Annotating - in resource
folder
3. Analyze and interpret data to
develop solutions to the
problem and improve the
prototype design.
MS-ETS1-2
How can we use data to
influence our redesign?
Resource Sheet :Formative
Assessment
Concept Map Template
Vocabulary- in resource folder
4.Redesign the lander prototype
with solutions
MS-ETS1-3
How can the engineering
design process help fix a
problem?
Construct an argument that
explains how failure leads to
innovation.
Construct a prototype that
meets all the dimension and
weight constraints.
Like an Engineer Rubric - in
resource folder
The Engineering Design Process
https://www.teachengineering.org
/K12Engineering/DesignProcess
Extension: The Principles of Flight
http://static.nsta.org/files/ss0010_24.pdf
13 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Vocabulary
Innovation
Evidence
Reasoning
Engineering Design
Prototype
Observation
Structure and Function
Inference
Cause and Effect
Collaboration
Systems
Claim
14 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Final Project
Lander development and testing meets the requirements for a final project for this unit.
15 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Field Trip Ideas
Teterboro Airport Museum
New York Hall of Science
16 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
What It Looks Like in the Classroom
Unit one will reinforce students’ previous experience with interactive science notebooking. Students will set up notebooks to provide documentation
of their thinking, which can be used to guide instruction. Students will have the opportunity to use various forms of expository writing-procedural
writing, narrative writing, descriptive writing, labeling, as well as to create visuals, graphs, tables, diagrams and charts. Students are introduced to
scientific argumentation with exercises on writing claims, using evidence to support your claim and explaining the reasoning behind their claim.
Instruction should result in students being able to use arguments based on empirical evidence and scientific reasoning to support an explanation.
Task one will answer the question “How do we talk and work together like engineers?” Students will assume responsibility for continual self-
improvement and develop a model and prototype of a paper airplane using the engineering design process. They will gather data by measuring the
tower prototype and identify a structural problem in the tower prototype and propose solutions.
Students will explore, through the development and use of models what it means to be an engineer. After the constraints and criteria have been
identified, students can them generate possible solutions. Multiple solutions could be generated. Using the evidence collected during their research,
as well as information they have learned as a part of their classroom experience, students can eliminate the solutions that seem least likely to be
successful and focus on those that are more likely to be successful. Students will also analyze and interpret data collected.
After students have identified the solutions that are most likely to be successful, they will evaluate their competing design solutions using a rubric,
checklist, or decision tree to assist them in selecting the design solution they will take into the next phase of the process. The final goal is for students
to identify the parts of each design solution that best fit their criteria and combine these parts into a design solution that is better than any of its
predecessors.
17 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Differentiated Instruction
Teacher Note: Teachers identify the modifications that they will use in the unit.
Restructure lesson using UDL principles (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA)
Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their
community.
Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
pictures, illustrations, graphs, charts, data tables, multimedia, modeling).
Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts
from the community helping with a project, journal articles, and biographies).
Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
(e.g. multiple representation and multimodal experiences).
Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to
demonstrate their understandings.
Use project-based science learning to connect science with observable phenomena.
Structure the learning around explaining or solving a social or community-based issue.
Provide ELL students with multiple literacy strategies.
Collaborate with after-school programs or clubs to extend learning opportunities.
18 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Interdisciplinary Connections
English Language Arts/Literacy
Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.1
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST.6-8.2
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.RI.6.8
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text,
using credible sources WHST.6-8.1
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content. WHST.6-8.2
Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.9
Mathematics
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and
overall shape. 6.SP.A.2
19 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Educational Technology Standards
8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1
Technology Operations and Concepts
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.
Example Create a brochure to advertise your levee design.
Creativity and Innovation
Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
Example: Publish a blog regarding hurricane preparedness.
Communication and Collaboration
Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue,
and propose possible solutions.
Example: Use empatico.org to collaborate with students from other countries who have experienced hurricanes.
Digital Citizenship
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Example: Use Diigo.com to have a monitored and appropriate online conversation about an article.
Research and Information Literacy
Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
Example: Use NOAA or AMS websites to gather data about hurricane frequency, location, etc.
20 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Critical Thinking, Problem Solving, Decision Making
Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other
cultures about a current event or contemporary figure.
Example: Utilize Voicethread to create a narrative account of a hurricane event.
21 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a
member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of
their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in
ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum
expectation and in participating in activities that serve the greater good.
Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can impact
the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity,
whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and
others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate
ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the
audience for their communication and prepare accordingly to ensure the desired outcome.
Example: Students can develop and present well supported arguments via short presentations, during group work and gallery walks.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative
impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and
regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can impact
the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.
CRP6. Demonstrate creativity and innovation.
22 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Career Ready Practices
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive
manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern
which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to
their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
Example: Engineering tasks provide many opportunities for students to use creative and innovative approaches.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the
workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take
action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the
options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the
actions of others.
Example: Gather evidence to support a claim and identify reasoning that is being applied.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to
accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous
technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or
mitigate these risks.
Example: Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and subject
appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used to
generate multimedia content.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether
formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the
engagement and contribution of all team members. They plan and facilitate effective team meetings.
Example: Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc.
23 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
6- Reaching
● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the
specified grade level ● Oral or written communication in English comparable to proficient English peers
5- Bridging
● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories,
essays or reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level
material.
4- Expanding
● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication,
but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support
3- Developing
● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain
much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2- Beginning
● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when
presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support
1- Entering
● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no
questions, or statements with sensory, graphic or interactive support
24 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
25 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
26 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Culturally Relevant Pedagogy Examples
Everyone has a Voice: Create a classroom environment where students know that their contributions are expected and valued.
Example: Norms for sharing are established that communicate a growth mindset for mathematics. All students are capable of expressing mathematical
thinking and contributing to the classroom community. Students learn new ways of looking at problem solving by working with and listening to each other.
Run Problem Based Learning Scenarios: Encourage scientifically productive discourse among students by presenting problems that are relevant to them,
the school and /or the community.
Example: Using a Place Based Education (PBE) model, students explore science concepts while determining ways to address problems that are pertinent to
their neighborhood, school or culture.
Encourage Student Leadership: Create an avenue for students to propose problem solving strategies and potential projects.
Example: Students can deepen their understanding of engineering criteria and constraints by creating design challenges together and deciding if the
problems fit the necessary criteria. This experience will allow students to discuss and explore their current level of understanding by applying the concepts to
relevant real-life experiences.
Present New Concepts Using Student Vocabulary: Use student diction to capture attention and build understanding before using academic terms.
Example: Teach science vocabulary in various modalities for students to remember. Use multi-modal activities, analogies, realia, visual cues, graphic
representations, gestures, pictures and cognates. Directly explain and model the idea of vocabulary words having multiple meanings. Students can create the
Word Wall with their definitions and examples to foster ownership.
27 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
APPENDIX F
Science and Engineering Practices in the NGSS
Science and Engineering Practices
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Engaging in Argument from Evidence
Use an oral and written
argument supported by empirical
evidence and scientific reasoning to
support or refute an explanation or a
model for a phenomenon or a solution
to a problem.
Constructing Explanations and
Designing Solutions
Construct a scientific
explanation based on valid and
reliable evidence obtained from
sources (including the students’ own
experiments) and the assumption that
ETS1.A: Defining and Delimiting
Engineering Problems
The more precisely a design task’s
criteria and constraints can be defined,
the more likely it is that the designed
solution will be successful.
Specification of constraints includes
consideration of scientific principles
and other relevant knowledge that are
likely to limit possible solutions. (MS-
ETS1-1)
ETS1.B: Developing Possible Solutions
A solution needs to be tested, and then
modified on the basis of the test results,
Cause and Effect
Cause and effect relationships may be used to predict
phenomena in natural systems.
Phenomena may have more than one cause, and some
cause and effect relationships in systems can only be
described using probability.
Structure and Function
Complex and microscopic structures and systems can
be visualized, modeled, and used to describe how their
function depends on the relationships among its parts;
therefore complex natural structures/systems can be
analyzed to determine how they function.
28 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
theories and laws that describe the
natural world operate today as they
did in the past and will continue to do
so in the future.
in order to improve it. (MS-ETS1-4)
There are systematic processes for
evaluating solutions with respect to
how well they meet the criteria and
constraints of a problem. (MS-ETS1-
2), (MS-ETS1-3)
Sometimes parts of different solutions
can be combined to create a solution
that is better than any of its
predecessors. (MS-ETS1-3)
Models of all kinds are important for
testing solutions. (MS-ETS1-4)
ETS1.C: Optimizing the Design
Solution
● Although one design may not perform
the best across all tests, identifying the
characteristics of the design that
performed the best in each test can
provide useful information for the
redesign process—that is, some of
those characteristics may be
incorporated into the new design. (MS-
ETS1-3)
Systems
Defining the system under study—specifying its
boundaries and making explicit a model of that
system—provides tools for understanding and testing
ideas that are applicable throughout science and
engineering.
29 | P a g e Grade Seven Unit One: Science Practices and Engineering Design Instructional Days: 10
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
● The iterative process of testing the
most promising solutions and
modifying what is proposed on the
basis of the test results leads to greater
refinement and ultimately to an optimal
solution. (MS-ETS1-4)