LOGAN-ROGERSVILLE
R-VIII SCIENCE CURRICULUM
7th Grade
COURSE DESCRIPTION
The 7th grade general science course focuses on life science yet reviews some physical and earth science chapters. The main thrusts are toward a study of ecology, human reproduction, genetics, cells, and the five kingdoms of life. The remainder of the course prepares the students for secondary education by reinforcing their knowledge in the study of matter and the dynamic earth and the expanding universe.
The rationale for the 7th grade science class is to provide the students with a solid foundation that includes the knowledge of the living world covering the biotic/abiotic interactions and processes that will affect them throughout life. With this information, they can make decisions that will affect their environment and the organisms that live there. Students will realize the impact that science and technology have on our living world and the role that human activity plays dealing with our resources and our environment.
Grade and/or Class: 7th grade Science
Last Revision: 2001-2002
Writer: Holly Thornsberry
By the end of grade 8, all students should be able to
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1. Use scientific tools to allow more
sophisticated means of observation of science and the collection of data. |
I,
A 2a |
Students
will use scientific tools such as test tubes, graduated cylinders, and
beakers (plus food coloring) to observe and follow the instructions in the
lab where they will make the spectrum of color and collect data. |
Students
will use the scientific tools in order to observe and collect data by
accurately measuring a liquid using a graduated cylinder. (See
resource guide—Ch.1) |
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1.4 |
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2. Students will demonstrate understand that
the open sharing of knowledge and. |
I,
A, 4a |
Students
will work in groups to understand that the more data that is collected, the
more accurate the hypothesis becomes.
Students will perform an investigation called Puzzling Data where they
begin with a set of data and add to it over time analyzing if the addition of
information changes/helps their hypothesis becomes more accurate. |
Students
will demonstrate their understanding of how the collection of as much data as
possible data helps the hypothesis become more accurate a hypothesis and how
the hypothesis fits into the scientific method of problem solving. (See
resource guide—Ch.1) |
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2.2 2.3 |
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3. Design and conduct a valid experiment that
involves the manipulation of only one variable, repeated trials, accurate
measurement, and records kept. |
I,
B, 1a |
Students
will design their own gastropod experiments. |
Referring
to the gastropod experiments, students will explain how they developed the
hypothesis, state variables, run the experiment, and how they will control
all variables except the one they are testing. (See
resource guide—Ch. 1 test) |
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3.3 |
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4.
Analyze and evaluate the issues related to science, technology, and society
as often being complex and involving risk/benefit tradeoffs. |
II,
A, 1a |
Analyze
what conditions were like under different technological circumstances in the
past. Evaluate the products,
processes, or technologies that have been developed to improve these
situations and consider whether the short-term and long-term benefits
outweigh the possible risks. |
Students
will work in teams of two to write an original poem or song about an
environmental issue that they have analyzed and evaluated as to the benefits
and possible risks to health, society, and/or the environment. (See
resource guide—Ch. 8) |
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3.5 4.1 |
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5.
Identify and analyze ways in which advances in science and technology have
affected each other and society. |
II,
A, 2a V,
C, 3a |
Students
will research and identify the advances in science and technology and how
they have affected each other and society. |
Students
will write a research paper analyzing 5 space spin-offs from the NASA space
program and how they have affected their life. (See
resource guide—Ch. 17 scoring guide) |
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1.2 3.8 |
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6.
Identify those properties that are characteristic of a substance and those
that depend on the amount of substance present. |
III,
A, 2a |
In
lab, students will identify which physical properties depend on the amount of
matter present by doing investigations on mass, length, volume, and density
of different objects. |
Students
will identify the mass, volume, length, and density of different objects. (See
resource guide—Ch. 1) |
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1.1 |
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7.
Students will make observations and determine which chemical changes occur in
common objects as a result of interactions with heat, light, air. |
III,
A, 6a |
Students
will make a series of observations, while mixing chemicals in a baggie, in
order to determine which a chemical change has taken place (“Sunset
in a bag” activity) |
Students
will determine which changes are chemical in nature, as opposed to physical. (See
resource guide—Ch. 18) |
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1.2 |
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8.
Identify the wavelengths and energies in the visible part of the
electromagnetic spectrum. |
III,
B, 2a |
Students
will use a prism or diffraction grating to separate white light and learn the
7 colors in order of their wavelength and energy. |
Students
will identify all 7 colors of white light in order of their wavelength and
energy. (See
resource guide—Ch. 3 test) |
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1.4 |
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9.
Identify and discuss the use/misuse of the nonvisible part of the
electromagnetic spectrum. |
III,
B, 2b |
In
large group lecture and discussion students will identify the uses and
misuses of the nonvisible part of the electromagnetic spectrum. |
Students
will identify one use and one misuse of radiowaves, infrared, ultraviolet,
x-rays, and gamma rays. (See
resource guide—Ch. 3 test) |
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1.7 1.10 |
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10.
Through graphic representation, identify the roles of radiation, convection,
and conduction in weather changes and discuss the transfer of energy between
each process. |
III,
C, 2a VI,
B, 1a |
Students
will draw the water cycle on poster board and identify radiation, conduction,
and convection arrows in their drawing and discuss the effects of the
transfer of energy. |
Students
will have to draw the water cycle and identify radiation, convection, and
conduction and discuss the transfer of energy between each process. (See
resource guide—Ch. 10 test) |
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1.6 |
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11.
Identify waves as mechanical or electromagnetic and identify common wave properties. |
III,
C, 5c |
In
large group lecture and discussion students will identify the difference
between mechanical and electromagnetic waves and identify common wave
properties. |
Students
will identify waves as mechanical or electromagnetic and identify common wave
properties. (See
resource guide—Ch. 3 test) |
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1.6 |
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12.
Describe Earth in terms of how latitude and longitude are used to identify
locations on Earth. |
V,
B, 2a |
Using
a globe, students will locate and describe the location in terms of latitude
and longitude of various geographical points. |
Students
will describe in terms of latitude and longitude the latitude of the two
Tropic lines and the equator. |
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1.4 |
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13.
Evaluate how revolution, rotation, and tilt of the Earth influence the amount
of sunlight that reaches the surface. |
V,
B, 3a |
By
physically modeling the Earth’s movements, students will evaluate how the
motions of the earth, combined with the tilt, influence the amount of
sunlight that hits the surface. |
Students
will evaluate how much sunlight reaches the surface of the earth depending on
the rotation, revolution, and the tilt of the earth by diagramming the
position of the earth in each season, coloring in the day and night, and
angling the planet correctly. (See
resource guide—Ch. 17 test) |
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1.8 |
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14.
Draw the position of the moon, earth, and sun for each eclipse, as well as
draw each phase of the moon with the correct amount of light being reflected. |
V,
B, 4a |
Students
will observe the drawings in their books and study a classroom model before
working in pairs to draw each eclipse and all eight moon phases on poster
board. |
Individually
students will draw the solar and lunar eclipse as well as be able to draw all
eight moon phases. (See
resource guide—Ch. 17 test) |
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1.6 2.5 |
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15.
Identify the relationship between wavelength, energy, and frequency in the
electromagnetic spectrum. |
V,
C, 2a |
Students
will use a “slinky” to identify the relationship between wavelength, energy,
and frequency of the electro- magnetic spectrum. |
Students
will identify the relationship between wavelength, energy, and frequency of
the electro- magnetic spectrum. (See
resource guide—Ch. 3 WS) |
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1.6 |
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16.
Conduct research by handling a variety of rocks and mineral in order to use
their properties to identify them. |
VI,
A, 3a |
Working
in groups of two, students will conduct research in order to identify ten
rocks or minerals according to properties such as hardness, color
fracture/cleavage, and luster. |
Students
will identify ten rocks or minerals after researching their properties. (See
resource guide—rock activity) |
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1.2 |
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17.
Study the formation of sedimentary rock layers, and their associated fossils,
to describe the age relationship of each layer. |
VI,
A, 5a |
Students
will study the law of superposition in order to describe the fact that older
rock layers lie below the younger rock layers. |
Students
will the law of superposition in relation to the study of the formation of
sedimentary rock layers and their associated fossils and the age relationship
of each layer. (See
resource guide—Ch. 13 activity and test) |
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1.8 |
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18.
Research and identify some of |
VI,
A, 7a |
Students
will research and identify ten of |
Students
will identify 5 natural resources from the state of (See
resource guide—7th grade study guide) |
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1.2 |
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19.
Describe the difference between the concepts of the hydrosphere, lithosphere,
and the atmosphere. |
VI,
A, 8a |
In
homework reading and class discussion students will examine the difference
between the concepts of the hydrosphere, lithosphere, and the atmosphere. |
Students
will describe the difference between the concepts of the hydrosphere,
lithosphere, and the atmosphere. (See
resource guide—7th grade study guide) |
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1.6 |
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20.
Analyze and describe causes of pollution and its effect on quality in an
area. |
VI,
A, 9a |
Students
will play games from Project Wet in order to analyze and describe some of the
ways that our water quality is affected. |
Students
will analyze and describe how our Earth is being polluted and quality is
affected. (See
resource guide—7th grade study guide) |
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1.6 4.1 |
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21.
Evaluate and identify the location of earthquakes and volcanoes. |
VI,
B, 3a |
Students
will plot the location of 20 earthquakes and 20 volcanoes in order to
evaluate the theory of plate tectonics and identify patterns of evidence
(Ring of Fire) for the existence and movement of crustal plates. |
Students
will evaluate the location on our planet where most earthquakes and volcanoes
occur and identify it as the Ring of Fire. (See
resource guide—7th grade study guide) |
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1.8 |
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22.
Identify what part of the water cycle would be affected by solar radiation
due to the tilt of the earth’s axis. |
VI,
B, 5a |
By
studying the model during discussion, students will identify the summer
months as having more evaporation due to the direct rays and tilt of the
axis. |
Students
will identify how the water cycle is affected due to the tilt of the earth’s
axis and the effect of solar radiation. (See
resource guide—ch. Test on Water Cycle ) |
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1.6 |
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23.
Develop a classification key that all living organisms will be placed into
based on similarities and differences. |
VII,
A, 1a |
Work
cooperatively in small groups with a set of manipulatives (noodles) in order
to develop a classification key that each “noodle” species would fit into
based on their characteristics. |
Work
individually to place various organisms into one of the five kingdoms on the
classification key that they have developed. |
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1.1 |
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24.
Investigate plant and animal cells in order to understand that different
cells and their organelles are specialized to perform various tasks based on
structure and function. |
VII,
A, 2a VII,
A, 4a |
Conduct
a lab, using microscopes, to view and investigate the many needs for
specialized cells and cell structures in plant and animal cells. |
Design
a plant or animal cell model using the correct structures for each organelle
in order to accurately display their visual understanding of the cell. (See
Ch. 3 Cell Project scoring guide) |
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1.3 1.4 |
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25.
Conduct inquiries into a living system in order to describe the interactions
of living things and their environment. |
VII,
A, 3a |
Conduct
inquiries on an ecosystem and describe the relationships between living and
nonliving components. |
Students
will describe the necessary relationships between living things and their
nonliving environmental components. (See
resource guide—ch. 8 test) |
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1.6 1.7 |
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26.
Organize data into a list about how energy is needed by living cells to carry
out life processes and explain why. |
VII,
B, 1a |
Students
will organize a list of all things needed by living cells and explain why the
cell/organism must meet that need. |
Students
will list the six needs of living cells and explain why they are necessary
for the organism. (See
resource guide—ch 1) |
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1.2 1.3 |
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27.
Demonstrate their knowledge and understanding of how the 5 levels of
organization relate by modeling the circulatory system. |
VII,
B, 3a |
Students
will model blood cells, tissue, and circulatory system organs in order to
demonstrate knowledge and understanding of the levels of organization. |
Students
will make an “events-chain concept map” that demonstrates the different
levels of cell organization by providing examples of each level. (See resource guide—ch 2 test) |
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1.6 2.1 |
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28.
Students will use their own words to define the word “species” and apply it to
a situation. |
VII,
C, 1a |
Students
will apply their definition of the word “species” by working cooperatively to
determine the number of species present in a sample of numerous organisms. |
Students
will individually apply the “species” definition to determine the number of
species present in a given sample of numerous kinds of organisms. (See
resource guide – ch. 8 WS) |
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1.6 |
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29. Students will investigate, through
research, and identify how organisms have unique adaptations that make them
better able to survive in their environment. |
VII,
C, 2a |
Students
will research, observe, and identify internal and external structures of
different plant and animal species, including the land snail, that perform a
common function allowing that species to better adapt. (“A Day in the Life of a Snail” activity
from the Tan Tar A material) |
Students
will identify an organism and explain the adaptations it may have in order to
survive. (See
resource guide – Ch. 26 test) |
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1.2 4.6 |
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30. Develop and fill out a Punnett square that
represents the variation in the offspring, due to sexual reproduction, by
showing how genes combine and traits are expressed. |
VII,
D, 1a, 2a |
Using
many different traits from a variety of different organisms, the students
will work cooperatively to develop and fill out the Punnett squares. |
Students
will work individually to develop and fill out a Punnett square. (See
resource guide – Ch 23) |
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1.8 |
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31. Organize data into a vvisual representation
of the patterns involved in chromosome contributions of gametes in sexual
reproduction. |
VII,
D, 3a |
Students
will organize small pieces of yarn, symbolizing the chromosomes, to show the
pattern of each gamete contributing half of the genetic material. |
Students
will organize the phases of meiosis in order to show what each gamete
contributes. (See
resource guide – ch 3 WS) |
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1.6 |
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32. Identify, through research and discussion,
the stage of human development that occur before and after birth. |
VII,
D, 4a |
Students
will work in groups to identify the stages of human development that occur
before and after birth. |
Students
will work individually to identify the stages of human development that occur
before and after birth. (See
resource guide – ch 20 test) |
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4.6 |
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33. Research the evolutionary adaptations of a
number of present-day organisms and explain how these adaptations contributed
to the survival of the organism |
VII,
E, 1a |
Through
research, students will describe differences between short-term physiological
adaptations and evolutionary adaptations occurring over generations. |
Using
knowledge from research, students will describe differences between
short-term physiological adaptations and evolutionary adaptations occurring
over generations (See
resource guide – ch 7_ |
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1.2 |
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