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Curriculum Map for (Mapleton 7

th
Grade Science,)
Time
Frame/Pacing
Unit
Title/
Topics
Science
AND ELA
Content
Standards
Essential
Questions Resources/Materials Assessment
!ee"s Unit #
Science
S"ills
STANSTSTANDARDS
Science Inquiry
and Application
During the
years of grades
5-8, all students
must use the
following
scientific
processes, with
appropriate
laboratory
safety
techniques, to
construct their
knowledge and
understanding
in all science
content areas:
1. dentify
questions that
can be answered
through
scientific
in!estigations"
Design and
conduct a
scientific
in!estigation"
#se appropriate
mathematics,
tools and
techniques to
Order and
Organization
This theme
focuses on
helping
students use
scientific
inquiry to
discover
patterns,
trends,
structures and
relationships
that may be
described by
simple
principles.
These
principles are
related to the
properties or
interactions
within and
between
systems.
Instructional Resources/Materials/Activities
$ttp%//commoncoreco&&e'()ee*l'(com/
$ttp%//*ig*earscience&air('olasite(com/
Science Text Books
Activities: Science Skills Activities, Science Fair
Proects
Assess!ent
TRADITIONAL
ASSESSMENT
TEACHER NOTES
1. Quizzes
2. Science Notebooks
includes students
work on literacy
standards
3. Unit Test
4. Out of class work
researc
tt!"##co$$oncorecoffey.weebly.co$#scie
nce%skills.t$l
AUTHENTIC ASSESSMENT TEACHER
NOTES
1. Students will chose research and co!"lete a
Science #ro$ect% Re&er to the teacher
Science #ro$ect we'site &or additional
in&or!ation%
htt"())'ig'earscience&air%*olasite%co!) The
+rading ru'ric can 'e &ound at the "re,ious
!entioned teacher we'site%
This "ro$ect will
count &or a 'ig
"ortion o& the
grade &or the
third -uarter%
August #+, -.# Page #
Curriculum Map for (Mapleton 7
th
Grade Science,)
gather data and
information"
$naly%e and
interpret data"
De!elop
descriptions,
models,
e&planations
and predictions"
'hink critically
and logically to
connect
e!idence and
e&planations"
(ecogni%e and
analy%e
alternati!e
e&planations
and predictions"
and
)ommunicate
scientific
procedures and
e&planations.
LITERAC.
STANDARDS
RST / &nte'rate (isual infor$ation
August #+, -.# Page -
Curriculum Map for (Mapleton 7
th
Grade Science,)
)e.'.* in carts* 'ra!s*
!oto'ra!s* (ideos* or
$a!s+ wit oter
infor$ation in !rint and
di'ital te,ts.
RST 0 -istin'uis a$on'
fact* o!inion* and
reasoned .ud'$ent
in a te,t.
RST 1 /nalyze te
relationsi! between
a !ri$ary and
secondary source
on te sa$e to!ic.
2HST 3 Use tecnolo'y*
includin' te
&nternet* to !roduce
and !ublis writin'
and !resent te
relationsi!s
between infor$ation
and ideas clearly
and efficiently.
August #+, -.# Page /
Curriculum Map for (Mapleton 7
th
Grade Science,)
Ti$e#0ra$e
1acin'
3 2eeks
Unit Title
and To!ic
UN&T 32"
45467S
/N-
1/TT78NS
O0 T97
7/8T9*
:OON
/N- SUN
Science and
ELA Content
Standard0s1
ESS(+( T$e
relati2e patterns
o& motion and
positions o& t$e
Eart$, moon
and sun cause
solar and lunar
eclipses, tides
and
p$ases o& t$e
moon(
ESS(+(a T$e
moon3s or*it
and its c$ange
o& position
relati2e to t$e
Eart$ and sun
result in
di&&erent parts
o& t$e moon
*eing 2isi*le
&rom Eart$
0p$ases o& t$e
moon1(
ESS(+(* A
solar eclipse is
)$en Eart$
mo2es into t$e
s$ado) o& t$e
moon 0during a
ne) moon1( A
lunar eclipse is
)$en t$e moon
mo2es into t$e
s$ado) o& Eart$
0during a &ull
moon1(
ESS(+(c
4ra2itational
&orce *et)een
t$e Eart$ and
t$e moon
causes dail'
oceanic tides(
!$en t$e
7ssential
Questions
S.NO#SIS(
Students will
in(esti'ate
ow ecli!ses*
tides* and
!ases of te
$oon are
caused by te
relati(e
$otion and
!ositions of
te 7art*
$oon and
sun. Students
will use
$odels*
co$!uter
si$ulations*
and data to do
teir
in(esti'ations.
Tey will
create an
infor$ational
te,t for
youn'er
cildren about
te cycles and
!atterns of
7art* $oon
and sun; and
write a re!ort
co$!arin' te
influence of
$oon<s
5nstructional
Resources/Materials/Acti2ities
"art# Science: $olt Rine#art %inston
Text&ook
$ttp%//commoncoreco&&e'()ee*l'(com/s
un6eart$6and6moon($tml
Assessment
T8/-&T&ON/6 /SS7SS:7NT T7/4978
NOT7S
1. Quizzes
2. Science Notebooks includes
students work on literacy
standards
3. Unit Test
4. Out of class work researc
/UT97NT&4 /SS7SS:7NT T7/4978
NOT7S
2. Students e(aluate teir 'oals
3. Students create )cildren<s book*
colla'e* etc.+ desi'ned to teac a
conce!t fro$ te unit to youn'er
cildren wic includes dia'ra$s*
!ictures* or drawin's wit written
te,t. )7SS.=.4 a*b*c+
4. Students use collected &nternet
data to write about te
relationsi!s between te $oon<s
influence on our !lanet. !re!are a
sort re!ort wit (isuals )e.'.*
!oster* drawin's* cart+. )7SS.=.4c;
29ST >+
August #+, -.# Page
Curriculum Map for (Mapleton 7
th
Grade Science,)
gra2itational
&orces &rom t$e
sun and moon
align 0at ne)
and &ull moons1
spring tides
occur( !$en t$e
gra2itational
&orces o& t$e
sun and moon
are
perpendicular
0at &irst and last
7uarter moons1,
neap tides
occur(
L5TERAC8
STANDARDS
RST +
5ntegrate 2isual
in&ormation
0e(g(, in c$arts,
grap$s,
p$otograp$s,
2ideos, or
maps1 )it$
ot$er
in&ormation in
print and digital
te9ts(
RST :
Distinguis$
among &act,
opinion, and
reasoned
;udgment in a
te9t(
RST < Anal'=e
t$e relations$ip
*et)een a
primar' and
secondar'
source on t$e
same topic(
!>ST ? Use
tec$nolog',
including t$e
5nternet, to
'ra(ity to
!roduce
cycles of tides
at different
locations
around te
world.
August #+, -.# Page @
Curriculum Map for (Mapleton 7
th
Grade Science,)
produce and
pu*lis$ )riting
and present t$e
relations$ips
*et)een
in&ormation and
ideas clearl'
and e&&icientl'
August #+, -.# Page ?
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit
Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions Resources/Materials Assessment
!ee"s
UN&T 33"
7N78?5
T8/NS078
/N-
2/@7S % 4
Content
Standard0s1
PS(+(- Energ'
can *e
trans&ormed or
trans&erred *ut
is ne2er lost(
PS(+(-(a !$en
energ' is
trans&erred &rom
one s'stem to
anot$er, t$e
7uantit' o&
energ' *e&ore
trans&er e7uals
t$e 7uantit' o&
energ' a&ter
trans&er(
PS(+(-(* !$en
energ' is
trans&ormed
&rom one &orm
to anot$er, t$e
total amount o&
energ' remains
t$e same(
PS(+(/ Energ'
can *e
trans&erred
t$roug$ a
2ariet' o& )a's(
PS(+(/(a
Mec$anical
energ' can *e
trans&erred
)$en o*;ects
pus$ or pull on
eac$ ot$er o2er
a distance(
PS(+(/(*
Electromagnetic
)a2es trans&er
energ' )$en
Students will
study te
bea(ior of
ener'y and
te different
$etods by
wic it $ay
be
transferred
or
transfor$ed
% % but ne(er
lost.
Students will
in(esti'ate
te law of
conser(ation
of ener'y.
Students will
desi'n*
build* and
de$onstrate
a $usical
instru$ent*
or tey will
create a !lan
to i$!ro(e
te sound
Auality
witin an
e,istin'
s!ace; or
tey will
create a new
1. Teacer asks te students for a definition of 5inetic energ* )ener'y of
$otion+. Teacer olds u! a 'olf ball and asks weter te ball as
any kinetic ener'y )no it is not $o(in'+. Teacer asks te$ to
co$e u! wit ways of 'i(in' te ball kinetic ener'y )trow it* dro! it*
and it it wit anoter ob.ect+. Teacer asks wat all of te actions
a(e in co$$on; students discuss !ossible answers in ter$s of te
action bein' described )ener'y bein' transferred+; teacer records
co$$ents on cart !a!er.
2. Teacer e,!lains tat ener'y can be transferred )$o(ed+ fro$ one
ob.ect to anoter and transfor$ed )can'ed+ fro$ one for$ to
anoter; students 'i(e e,a$!les for bot. Students read an article*
B/ :odel for te 1rinci!le of Energ* Conser,ationC )attached+ and
discuss ow te $odel a!!lies to class work. Teacer introduces
te conser(ation of ener'y )attaced 7ner'y 4onser(ation notes+;
students record notes% Students analyze te relationsi! between
te !ri$ary and secondary source on te to!ic of ener'y
conser(ation. 6#S /%7 #S /%7 a ' 8 RST 19
3. Students use co$!uter si$ulations to e,!lore te interaction
between kinetic and "otential energ*; students write in a !ara'ra!
ow kinetic and !otential ener'y are related in a real%world e,a$!le.
6 #S /%7 #S /%7 a '9
tt!"##!et.colorado.edu#si$ulations#si$s.!!Dsi$E7ner'yFSkateF1ark
tt!"##!et.colorado.edu#si$ulations#si$s.!!Dsi$E1endulu$F6ab
4( Teacer $akes co!ies of article )attached 4 Mechanical Energ* +wic
e,!lains !echanical energ*; students read te article to deter$ine
te central ideas of te source* co$!lete directed readin' 'uide and
su$$arize te article in teir own words fro$ new knowled'e
'ained. Teacer lectures about $ecanical ener'y and students take
notes )#S%/%:%a RST 79
G. Students* workin' in !airs* use wind%u! toys wound 2%3 ti$es and
TRADITIONAL
ASSESSMENT
1. Quizzes
2. Science Notebooks
includes
in(esti'ations and
de$onstrations
3. Unit Test
4. 2% and 4%!oint res!onse
Auestions
/UT97NT&4 /SS7SS:7NT
G. Students e(aluate
teir 'oals
>. Students co$!lete an
acti(ity to sow
understandin' of ow
ener'y transfer and
wa(es relate in te
real world wit re'ard
to sound. )1S.=.3.a +
August #+, -.# Page +
Curriculum Map for (Mapleton 7
th
Grade Science,)
t$e' interact
)it$ matter(
L5TERAC8
STANDARDS
RST -
Determine t$e
central ideas or
in&ormation o& a
primar' or
secondar'
sourceA pro2ide
an accurate
summar' o& t$e
source distinct
&rom prior
"no)ledge or
opinions(
RST < Anal'=e
t$e relations$ip
*et)een a
primar' and
secondar'
source on t$e
same topic(
!>ST +
Conduct s$ort
researc$
pro;ects to
ans)er a
7uestion
0including a
sel&6generated
7uestion1,
dra)ing on
se2eral sources
and generating
additional
related, &ocused
7uestions t$at
allo) &or
multiple
a2enues o&
e9ploration(
and $ore
efficient way
to conduct
sound for a
!articular
!ur!ose.
released. Students $easure te distance te toy tra(els and re!eats
te !rocedure te ne,t ti$e windin' te toy 3%4 ti$es. Students
record data* and co$!are te distances tra(eled and write 2
sentences wic e,!lain te relationsi! between te nu$ber of
ti$es te toy was wound to te distance it tra(eled. )#S%/%: #S%/%:%a9
>. Teacer asks students to consider ow wa(es can sow $ecanical
ener'y and ener'y transfer; class discusses to!ic and teacer
records res!onses on cart !a!er. Student (olunteers de$onstrate
a wa(e usin' first a !iece of ro!e and second* usin' a slinky )note
slinky $ay be !laced on te table* on te floor* and#or sus!ended
fro$ te ceilin'+. Students (olunteer to do te de$o wile teacer
$akes sure tey are doin' it correctly by askin' Auestions of te
rest of te class. )Questions" 2at is needed to start te wa(eD &s
tere a !attern created by te ob.ect $akin' a wa(eD 2at !attern
does eac $akeD /re te !atterns alikeD 9ow are tey differentD +
2it teacer<s su!er(ision* students doin' te de$o $ay a(e to
can'e teir initial atte$!t in order for te results to re(eal te
intended outco$e. Students record dia'ra$s of wat tey see in
teir notebooks and answer discussion Auestions after te
de$onstration. )#S%/%: #S%/%:%a9
August #+, -.# Page :
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions
Resources/Materials Assessment
/ !ee"s
Energ'
Trans&ormation
in Li2ing
T$ings
LS(+(# Matter is
trans&erred
continuousl'
*et)een one
organism to
anot$er and
*et)een
organisms and
t$eir p$'sical
en2ironments(
LS(+(#(aPlants
use t$e energ' o&
lig$t to ma"e
sugars out o&
car*on dio9ide
and )ater
0p$otos'nt$esis1(
T$ese materials
can *e used and
immediatel'
stored &or later
use(
LS(+(#(*
Brganisms t$at
eat plants *rea"
do)n plant
structures to
produce t$e
materials and
energ' t$e' need
to sur2i2e( T$en
t$e' are
consumed *'
ot$er organisms(
LS(+(#(c Energ'
can trans&orm
&rom one &orm to
anot$er in li2ing
t$ings( Animals
get energ' &rom
o9idi=ing &ood,
releasing some
o& its energ' as
$eat(
Students will
distin'uis
between
!otosyntesis
and cell
res!iration and
find out ow
te two
!rocesses are
used to
ca!ture ener'y
and transfor$
it into a usable
for$ for li(in'
tin's.
Students will
conduct lab
in(esti'ations
to deter$ine
ow te
reactants and
!roducts are
in(ol(ed in
eac !rocess
and can be
used to
co$!are te
two !rocesses.
Students will
create a food
!yra$id to
track ow
ener'y is
transferred
;% Teacer draws B7ner'y TransferC illustration to introduce
"hotos*nthesis H cell res"iration cycle; students co!y drawin'
wit labels in teir notebooks. Teacer refers to e-uations to
e,!lain wat is $eant by reactants and "roducts. Teacer asks
wat $aterials in bot !rocesses are te sa$e; students see
tat CO7 and H7O are te reactants in !otosyntesis but tey
are te !roducts of cell res!iration; and tat C3H;7O3 andO7 are
te reactants of cell res!iration but tey are te !roducts of
!otosyntesis. Teacer e,!lains te arrows I followin' te O2
and4O2 as 'ases bein' released. LS%/%; LS%/%;% a 4d
7% Teacer e,!lains te balanced eAuation in ter$s of nu$ber of
$olecules in(ol(ed for te !roduction of one $olecule of
glucose; students identify te $olecules in eac e-uation and
te ato$s in eac $olecule. Teacer $ay s!end so$e ti$e
$akin' sure students reco'nize te differences between ato!s
and !olecules. Students create a cart )see attaced+ wic
co$!ares te reactants and !roducts of bot
!rocesses.LS%/%;%d
:% Teacer lectures about !otosyntesis )usin' eAuation+;
students co!y notes fro$ board. Teacer cecks for
understandin' trou'out te lecture by askin' Auestions.
Students (iew and discuss !otosyntesis cartoons )attaced+
and e,!lain wat tey re!resent. Teacer introduces
!otosyntesis lab for ne,t day. LS%/%;% a
. Teacer introduces a lab for students to find out if o,y'en is a by%
!roduct of te !otosyntesis. Tis can be done as de$o wile
students are workin' on so$etin' else or as a 'rou! acti(ity.
See 1otosyntesis 6ab 2.LS%/%;% a8 RST :
J. Students (iew website to read ow feedin' and breatin' are
connected in order to understand ow te !rocess of cell
res!iration !lays suc an i$!ortant role in releasin' te ener'y
of food for use in te body. 4lass discusses te article and
su$$arizes key !oints. Students pro2ide an accurate
summar' o& t$e te9t distinct &rom prior "no)ledge or
opinions( LS%/%;%' LS%/%;%c8 RST 7 2HST ;<
www.saburcill.co$#ca!ters#su$$aryK2.t$l
1K. Teacer asks students wy cell res!iration $ust occur in all
li(in' tin's % !lants and ani$als; students look at eAuation on
board to find were te ener'y is eld and released in te
!rocess. )Lecause it is eld in te bonds wic old te ato$s
of te 'lucose $olecule to'eterand wen it is BburnedC in te
$itocondria it is released* students won<t see it in te eAuation
T7/4978 /SS7SS:7NT
1. Tests*Quizzes
2. Science Notebooks includes
students work on literacy
standards* lab data seets* lecture
notes
/UT97NT&4 /SS7SS:7NT
=. Students e(aluate teir 'oals
M. Students create a $odel of ener'y
flow in an ener'y !yra$id. 7ac ste!
needs to be .ustified and e,!lained
torou'ly. Students are to Auantify
te a$ount of ener'y tat enters te
syste$* $akes it to eac of te ne,t
tro!ic le(els* and lea(es te syste$
as waste. Students $ust refer to teir
calculations wen tey write a
descri!tion of te ener'y transfers
in(ol(ed at eac tro!ic le(el. 6S.=.1
a%d; 29ST 1K
August #+, -.# Page <
Curriculum Map for (Mapleton 7
th
Grade Science,)
LS(+(#(d T$e total
amount o& matter
and energ'
remains
constant, e2en
t$oug$ its &orm
and location
c$ange(
L5TERAC8
STANDARDS
RST -
Determine t$e
central ideas or
conclusions o& a
te9tA pro2ide an
accurate
summar' o& t$e
te9t distinct &rom
prior "no)ledge
or opinions(
RST/ Follo)
precisel' a
multistep
procedure )$en
carr'ing out
e9periments,
ta"ing
measurements,
or per&orming
tec$nical tas"s(
!>ST#. !rite
routinel' o2er
e9tended time
&rames 0time &or
re&lection and
re2ision1 and
s$orter time
&rames 0a single
sitting or a da'
or t)o1 &or
a range o&
discipline6
speci&ic tas"s,
purposes, and
audiences(
fro$ !roducers
to consu$ers
and sow te
efficiency of
te ener'y
transfer fro$
one tro!ic
le(el to te
ne,t
but tey sould be $ade aware of were it is in bot !laces
because it re!resents te ener'y transfer.+Teacer continues
Auestionin' witout 'i(in' te$ te answer to see if tey can
fi'ure it out. LS%/%;%' LS%/%;%c
11. Teacer assi'n students to read in &nteracti(e 8eadin' ?uide*
!a'e. G> and co$!lete Auestions about cellular res!iration;
students work indi(idually to co$!lete assi'n$ent. LS%/%;%'
LS%/%;%c
12. Teacer lectures about cell res!iration; students co!y notes.
Teacer cecks for understandin' durin' te lecture by askin'
Auestions about te $aterial bein' !resented. LS%/%;%' LS%/%;%c
13. Teacer introduces cell res!iration lab; students conduct lab to
obser(e ow or'anis$s )yeast+ use su'ar to 'et ener'y.
LS%/%;%' LS%/%;%c8 RST :
14. Teacer introduces te energ* "*ra!id )see te,t 7n(iron$ental
Science !'s. 1K*11+; students read and discuss ow a food
web co$!ares to a food !yra$id. Students inter!ret 'ra!
)!'.2G+ to e,!lain wat is wron' wit tis !ictures usin'
Auestions 1%4 and writin' answers. LS%/%; LS%/%;%d8 2HST ;<
1G. Teacer introduces conser(ation of $atter and ener'y and
!oses Auestion for students to discuss in s$all 'rou!s 9ow is
ener'y fro$ te sun con(erted by !lants and ani$als to a usable
for$ of ener'y and is ne(er lostD Students draw a dia'ra$ to
re!resent tese ener'y transfers includin' ener'y H$atter H
ener'y at eac tro"hic le,el. LS%/%;%d
August #+, -.# Page #.
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions
Resources/Materials Assessment
!ee"s Currents
and
Climates
PS(+(/(c T$ermal
energ' can *e
trans&erred
t$roug$
radiation,
con2ection and
conduction(
ESS(+(-
T$ermal6energ'
trans&ers in t$e
ocean and t$e
atmosp$ere
contri*ute to t$e
&ormation o&
currents, )$ic$
in&luence
glo*al climate
patterns(
a( T$e sun is t$e
ma;or source o&
energ' &or )ind,
air and ocean
currents and t$e
$'drologic c'cle(
*( As t$ermal
energ' trans&ers
occur in t$e
atmosp$ere and
ocean, currents
&orm(
c( Large *odies
o& )ater can
in&luence
)eat$er and
climate( T$e ;et
stream is an
e9ample o& an
atmosp$eric
current and t$e
4ul& Stream is an
e9ample o& an
oceanic current(
d( Bcean
currents are
Students will
in(esti'ate
ow oceans
and te
at$os!ere
are two
syste$s
co$!le,ly
linked to one
anoter tat
are
res!onsible for
7artNs
weater and
cli$ate.
Students will
learn ow te
oceans el! to
re'ulate
te$!erature in
te lower !art
of te
at$os!ere
and te
at$os!ere is
in a lar'e !art
res!onsible for
te circulation
of ocean water
trou'
currents.
Students will
create a
narrati(e to
1. Teacer introduces tree ways tat eat is transferred; students
watc a teacer%selected (ideo wic sows de$onstrations of
conduction* con(ection and radiation. Teacer asks students to
e,!lain eac ty!e of ter$al ener'y transfer obser(ed in ter$s
of wat $akes te$ different . )1S =.3c +
2. Teacer co$!ares te followin' e,a$!les tat !ro(ide te
transfer of eat ener'y" $icrowa(e o(en )low freAuency
radiation+* con(ection o(en )fan distributes eat fro$ 'as or
electric* boilin' water circulates in !an+* sto(eto! )conduction
fro$ source to !an to food+; students co$!are and contrast te
ty!e of ter$al ener'y transfer in(ol(ed wit eac e,a$!le.
Teacer e,!lains ow eat fro$ te sun is absorbed and
transferred by te 7art<s land and ocean surfaces and
distributed around te 7art; students obser(e teacer de$o of
ocean eat transfer and co$!lete acti(ity Auestions in s$all
'rou!s. )1S =.3c; 7SS =.2a+ Teacer de$o website"
tt!"##www.disco(eryeducation.co$#...#understandin'%
oceans.cf$
3. Teacer asks students ow $uc of our 7art is waterO and
land; students write down wat tey tink and wy. Students
use eAui!$ent !ro(ided )e.'.* 7art ball* 'lobe* world $a!+ for
acti(ity to rando$ly sow weter tey will land on water or land
)by catcin' te 7art ball* s!innin' te 'lobe* or !ointin' wit
eyes closed to a $a!+. Teacer records nu$bers of land or water
to deter$ine a ratio of 3"1 water to land. 4lass discusses wy
te ratio is so si'nificant to our !lanet in ter$s of differences
between water and land and te effects of te ener'y tey
transfer around te 'lobe. )7SS.=.2+
4. Teacer introduces acti(ity by askin' Auestion" wat eats
faster land or water and
ow do tey know; students conduct lab acti(ity )or teacer
does de$o+ and record
data. 2ile students are takin' te$!erature readin's of te
water and sand* students
read te,tbook )2ater on te 7art 4a!ter 3+ !a'es MK%M3 and
answer te followin'
Auestion &$a'ine tat you are stranded on a desert island. 5ou
stuff a distress
$essa'e into a bottle and trow it into te ocean. 9ow can you
!redict were your
TEAC>ER CLASSRBBM ASSESSMENT
#( Qui==es
-( Science Note*oo"s C includes students
)or" on la*s, acti2ities, literac' standards
/( Unit Test
( La* Practical
@( But o& class )or" C researc$
TRAD5T5BNAL ASSESSMENT
TEAC>ER NBTES
#( Unit Test
August #+, -.# Page ##
Curriculum Map for (Mapleton 7
th
Grade Science,)
in&luenced *'
&actors ot$er
t$an t$ermal
energ', suc$ as
)ater densit',
mineral content
0suc$ as
salinit'1, ocean
&loor topograp$'
and Eart$3s
rotation( All o&
t$ese &actors
delineate glo*al
climate patterns
on Eart$(
L5TERAC8
STANDARDS
RST 6 @ Anal'=e
t$e structure an
aut$or uses to
organi=e a te9t,
including $o)
t$e ma;or
sections
contri*ute to t$e
)$ole
and to an
understanding o&
t$e topic(
RST6 :
Distinguis$
among &acts,
reasoned
;udgment *ased
on researc$
&indings, and
speculation in a
te9t(
!>ST6 +
Conduct s$ort
researc$
pro;ects to
ans)er a
7uestion
0including a sel&6
generated
7uestion1,
dra)ing on
e,!lain te
ad(entures of
a water
$olecule in its
(arious for$s
as it tra(els as
a !art of te
at$os!ere
and oceans
and is
influenced by
7art<s ener'y.
bottle $ay landD Lefore te end of te class !eriod* students
record te$!erature data
fro$ te lab acti(ity. )ESS /%7a8 ESS /%7'+

G. Students work in s$all 'rou!s to inter!ret data and draw
conclusions fro$ !re(ious lab acti(ity. Teacer leads
discussion about ow te acti(ity de$onstrates* e(en at tis
s$all scale* water eats u! $uc $ore slowly tat land;
students take notes on te results of tis differential eatin'.
)ESS /%7a8 ESS /%7'9

>. Students (olunteer to read teir !redictions )wic tey wrote
in T%634+ about were teir B$essa'e in a bottleC $ay land;
class discusses te !redictions. Teacer e,tends conce!ts
learned in lab acti(ity and e,!lains ow ter$al% ener'y
transfers in te ocean and te at$os!ere contribute to te
for$ation of currents* wic influence 'lobal ocean
$o(e$ents and cli$ate !atterns; students take notes. Teacer
describes and illustrates ow wind contribute to te different
current directions; students are 'i(en a world $a! on wic
tey label te $a.or oceans and draw two different colored
arrows )for war$ and cold water+ to sow te direction of te
surface currents and label te currents affectin' te US. )ESS
/%7' +
=. Teacer sows (ideo of te 4oriolis effect* tat describes ow
te rotation of te eart controls te circular direction of wind
and water currents; students discuss te effects Students
watc an ani$ation of 4oriolis effect o(er 7art<s surface and
discuss ow it relates to te nortern and soutern
e$is!eres. )ESS /%7d +
@ideo" tt!"##www.youtube.co$#watcD(Eae5Jt5J(P's )sow
first 3 $in. only+
/ni$ation" tt!"##www.classzone.co$#books#eart%
science#terc#content#(isualization
M. Teacer introduces lab de$o or student acti(ity in wic
students will identify te forces tat cause dee! ocean
currents. &n tis e,!eri$ent* students will conduct an
in(esti'ation to e,!lain te role te$!erature !lays in dee!
ocean currents. Teacer describes ow te glo'al oceanic
con,e*er 'elt )sown in a si$!lified illustration+* !lays a $a.or
role in te distribution of te !lanetNs eat and salinity trou'
dee! sea circulation; students do introductory acti(ity
)te,tbook online+ :a!s and 4urrents* !a'es 1%>. )ESS /%78 ESS
/%7d9
August #+, -.# Page #-
Curriculum Map for (Mapleton 7
th
Grade Science,)
se2eral sources
and generating
additional
related, &ocused
7uestions t$at
allo) &or multiple
a2enues o&
e9ploration(
J. Teacer assi'ns readin' about dee! currents* te,t !'s. M3%MG;
students answer Auestions in directed readin' 'uide. Teacer
sows (ideo about te 7art<s 'reat ocean con(eyor belts and
discusses ow belts are res!onsible for te transfer of ter$al
in te oceans; students relate ow can'es in te$!erature and
density affect te circulation. )ESS /%7a'c9 @ideo
tt!"##www.youtube.co$#watcD(E3ni8%Py4S:
1K. Teacer introduces lab acti(ity or de$o in wic students
in(esti'ate te role
te$!erature !lays in dee! ocean currents; students record
obser(ations and draw a
conclusion about te effect of te$!erature in te for$ation and
tra(el of dee! ocean
currents. Teacer asks students to consider wat could cause
te ocean<s 'lobal
con(eyor belt to sto! and wat effects would it cause; students
y!otesize a reason for eac. )ESS /%7a'c+
11. Teacer e,!lains te .i'saw acti(ity to follow" students are
assi'ned to one of 4 'rou!s wic are eac 'i(en an acti(ity to
do; ten one student fro$ eac 'rou! .i'saws wit te
$e$bers of te oter 'rou!s to sare out te acti(ity. Te
acti(ity to!ics are"
2ater -ensity and Salinity* 4oriolis effect* Ocean floor
To!o'ra!y* 4urrents and 4li$ate
Students are asked to consider" B2at%&f Bte$!eratures
continue to rise and iceber's $eltD Students write Auestions
about !ro$!t before de$onstrations fro$ 'rou!s ).i'saw+.
Students record obser(ations and syntesis for eac acti(ity.
Students refer to conclusions fro$ te acti(ities to write ow
te delicate balance of te 7art<s ocean currents and cli$ates
could be u!set by te Bwat%ifC situation 'i(en early in te
lesson. )ESS /%7d+
12. Teacer introduces ter$al ener'y transfer in te at$os!ere
trou' te ydrolo'ic cycle; students read te,t )2eater and
4li$ate+ !'. G to understand ow at$os!eric !ressure*
te$!erature and co$!osition* and altitude are interrelated.
Teacers uses $a! of 'lobal wind !atterns to relate ow te
7art<s air is $o(ed in !redictable !atterns to !roduce due to
te une(en eatin' of te 7art<s surface and te 4oriolis
effect; students label dia'ra$ wit te na$es of te wind
belts. )ESS /%7 a '+
August #+, -.# Page #/
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science
AND ELA
Content
Standards
Essential
Questions
Resources/Materials Assessment
/ !ee"s T$e
Atmosp$ere
ESS(+(/ T$e
atmosp$ere
$as di&&erent
properties at
di&&erent
ele2ations and
contains a
mi9ture o&
gases t$at
c'cle t$roug$
t$e
lit$osp$ere,
*iosp$ere,
$'drosp$ere
and
atmosp$ere(
ESS(+(/(a T$e
atmosp$ere is
$eld to t$e
Eart$ *' t$e
&orce o&
gra2it'( T$ere
are de&ined
la'ers o& t$e
atmosp$ere
t$at $a2e
speci&ic
properties,
suc$ as
temperature,
c$emical
composition
and p$'sical
c$aracteristics(
ESS(+(/(*
4ases in t$e
atmosp$ere
include
nitrogen,
o9'gen, )ater
2apor, car*on
dio9ide and
ot$er trace
gases(
Students
in(esti'ate
te
!ro!erties of
air to
understand
te
at$os!ere<s
co$!osition*
its e,tent and
arran'e$ent*
and its
transfer of
ener'y.
Students
relate ow
te 'ases of
our
at$os!ere
and te
syste$s
wic i$!act
te
at$os!ere
are (ital to
our li(es.
Tey
deter$ine
ow
at$os!eric
can'es
occur all te
ti$e* but
;% Teacher discusses la' =e>"erience? wh* air has "ressure how !uch "ressure it has and how
air "ressure can 'e changed8 students do a -uic5 write to e>"lain the science 'ehind the
e>"eri!ent% Students read te>t 62eather and Cli!ate9 "gs% @4A a'out the co!"osition o& the
at!os"here and how it is a&&ected '* altitude8 teacher discusses reading assign!ent and as5s
related -uestions% Students watch 7 ,ideos o& how hot air 'alloons wor5 and in,estigate how
the 'alloon changes sha"e and size as it ascends)descends and how &actors o& the
at!os"here are in,ol,ed 6i%e% "ressure ,olu!e densit*9 using an interacti,e site% 67SS.=.3*
7SS.=.b+
,ideos( http://pbs.org/dragonflytv/show/balloon.html and
http://www.youtube.com/watch?v=77Ej_AyugxE
interacti,e site( http://!ds.earth.nasa.gov/arch!ve/a!r_pressure/balloon.html or another
site( http://www.class"one.com/boos/earth_sc!ence/terc/nav!gat!on/v!sual!"at!on.cfm
6enter 5e* code ;1<;9
2. Teacer discusses conce!ts related to lab e,!eriences )2 and 3+ tat air as wei't and
takes u! s!ace; students do a Auick write to e,!lain te science beind te
e,!eri$ents. )ESS%/%:9
:% Teacher discusses conce"ts related to la' e>"erience 6@9 that air has ,olu!e 6can 'e
stretched98 students do a -uic5 write to e>"lain the science 'ehind the e>"eri!ent. Teacher
hands out di&&erent e>a!"les o& gas laws in action in e,er*da* li&e8 students wor5 in s!all
grou"s to e>"lain reason6s9 that the real4world things wor5 the wa* the* do% +rou"s "resent
their ideas and class discusses the e>a!"les% 67SS.=.3+
4. Teacer re(iews te co$!osition of te at$os!ere )te,t !'.4+; class discusses te
teacer<s Auestions. Teacer de$onstrates a se!aration colu$n to sow ow different
fluid )'as#liAuid+ substances can be se!arated by teir densities; students write teir
!redictions were te fluids will arran'e te$sel(es into layers. Students discuss;
9ow is a se!aration colu$n used to re!resent te at$os!ereD 9ow is 'ra(ity
in(ol(edD )ESS%/%:%'9
A% Teacher e>"lains oral grou" reading acti,it* using Bigsaw Oral Reading)Discussion !odel &or
te>t'oo5 62eather and Cli!ate9 sections "gs% A41 6Sa$!le #!gsaw %ead!ng
Act!v!ty98students are assigned sections o& the te>t which the* read to each other in their
grou"8 discuss !ain "oints o& "ages assigned8 and record what should 'e shared with others%
+rou"s $igsaw and share out with the others% 67SS.=.3* 7SS.=.3a* 7SS.=.3b; 8ST%4+
>% Teacer discusses ow te (ertical structure of te at$os!ere and altitude affects
relationsi!s )direct or in(erse+ wit te$!erature and !ressure; students refer to te,t
)2eater and 4li$ate+ !'. >%J. Students conduct interacti(e lab )tis can be done wit
te wole class on te board or indi(idually in te co$!uter lat+ to $easure te$!erature
and !ressure readin's as te ot air balloon rises and deter$ine te relationsi!s
a$on' te (ariables. Students write state$ents to e,!lain conce!ts re(ealed fro$ te
'ra!ed data. 6ESS%/%: ESS%/%:a9
interacti(e site"tt!"##as!ire.cos$ic%ray.or'#labs#at$os!ere#at$F$easure2.t$l
TEAC>ER CLASSRBBM
ASSESSMENT
#( Qui==es
-( Science Note*oo"s C includes
students )or" on la*s, acti2ities,
literac' standards
/( Unit Test
( La* Practical
@( But o& class )or" C researc$
TRAD5T5BNAL ASSESSMENT
TEAC>ER NBTES
#( Unit Test
August #+, -.# Page #
Curriculum Map for (Mapleton 7
th
Grade Science,)
L5TERAC8
STANDARDS
RST6
Determine t$e
meaning o&
s'm*ols, "e'
terms, and
ot$er domain6
speci&ic )ords
and p$rases as
t$e' are used
in a speci&ic
scienti&ic or
tec$nical
conte9t
rele2ant to
grades *+8
te&ts and
topics.
RST6 ?
Anal'=e t$e
aut$or3s
purpose in
pro2iding an
e9planation,
descri*ing a
procedure, or
discussing an
e9periment in a
te9t( !>ST6 :
4at$er rele2ant
in&ormation
&rom multiple
print and
digital sources,
using searc$
terms
e&&ecti2el'A
assess t$e
credi*ilit' and
accurac' o&
eac$ sourceA
and 7uote or
parap$rase t$e
data and
conclusions o&
ot$ers )$ile
a2oiding
plagiarism and
realize if we
alter or
can'e our
at$os!ere
too 'reatly it
$ay
drastically
i$!act our
en(iron$ent.
Students
analyze
!resent
e(idence
wic
su''ests tat
no oter
!lanet as
te e,act
$i,ture of
'ases or te
eat and
water
conditions
necessary to
sustain life
as we know
it.
=. Teacer sows two (ideos and a $odel to de$onstrate and answer te Auestion* B9ow
i' does te at$os!ere 'oDC % % students obser(e a $odel tat sows te relati(e e,tent
of te four layers of te at$os!ere )tro!os!ere* stratos!ere* $esos!ere*
ter$os!ere+ and $ake a labeled dia'ra$ )drawn to scale+ in teir notes* usin' te relati(e
$easure$ents !ro(ided in te cart and discuss te website Auestions. 6ESS%/%:%a9
Cideo( / Qourney Trou' te /t$os!ere" tt!"##www.youtube.co$#watcD(R34erQbS%
d$K
Cideo" 8ecord breakin' skydi(e done in 2K12
2ebsite" 9ow 9i' -es te /t$os!ere ?oD tt!"##www.ucar.edu#learn#lFlF2F2t.t$ )o$it
acti(ity 1art1 % 1.3+
M. Teacer lectures usin' infor$ation and (isuals at website" &ntroduction of te 7art<s
/t$os!ere to !ro(ide an o(er(iew of its !ro!erties; students take notes* ten work in
s$all 'rou!s )G+ to answer one te followin' Auestions in a sare%out wit te rest of te
class"
2at are te basic !ro!erties of te at$os!ere )its tickness relati(e to te
7art and its ce$ical co$!osition+D
2at deter$ines te different layers of te at$os!ereD
9ow does te at$os!ere interact wit land and oceansD
9ow is eat transferred trou'out te 7art syste$D
9ow does solar ener'y influence te at$os!ereD
website (isuals " tt!"##www.ucar.edu#learn#1F1F1.t$ % &ntroduction to te /t$os!ere
)Tski! section on details of te tro!os!ere; it will be co(ered later in te unit+.
J. Students read article" 6ayers of te /t$os!ere; class creates a co$!arison $atri, of
te identifiable layers of te at$os!ere usin' te infor$ation 'i(en about te$!erature
can'es* ce$ical co$!osition* $o(e$ent* and density wic occur fro$ te 'round
u!. )See notes about ow to use te co$!arison $atri,.+ 7SS.=.3* 7SS.=.3a* 7SS.=.3b
article"tt!"##oceanser(ice.noaa.'o(#education#yos#resource#QetStrea$#at$os#layers.t$
i$a'e" sowin' $an%$ade and natural !eno$ena in eac layer of te at$os!ere%
tt!"##www.windows.ucar.edu#tour#linkE#eart#/t$os!ere#layers.t$l
1K. Teacer 'i(es students a writin' !ro$!t" Skydi(in'* tat e,citin' e,tre$e ad(enture
s!ort to wic trill seekers are drawn like $ots to a fla$e* takes a bit of !re!aration.
6ike $ost e,tre$e s!orts* skydi(in' fro$ altitudes i'er tan 1G*KKK feet abo(e sea
le(el !resent !artici!ants wit can'es tat can $ake skydi(in' $ore azardous. 9i'
altitude skydi(es can be conducted witin acce!table safety li$its; but witout suc
!recautions* tey $ay result in disaster. Lein' !re!ared wit te facts el!s te
skydi(er face tis s!ort in co$!lete readiness. 0ind G i$!ortant facts about o,y'en*
!ressure* te$!erature* wind and air s!eed tat an e,!erienced free%fall skydi(er
absolutely $ust know about te at$os!ere at i' altitudes. 7,!lain ow te free%fall
skydi(er o(erco$es tese at$os!eric callen'es wit !ro!er trainin'* adeAuate
eAui!$ent* and#or well%!lanned !rocedures. )7SS.=.3* 7SS.=.3a* 7SS.=.3b; 29ST%M+
August #+, -.# Page #@
Curriculum Map for (Mapleton 7
th
Grade Science,)
&ollo)ing a
standard
&ormat &or
citation(
Teacers" To a(oid !la'iaris$* 'i(e students an inde, card to !ro!erly credit te
infor$ation tey use. tt!"##citation$acine.net#inde,2.!!
11. Teacer e,!lains ow 'reenouse 'ases and oter air !ollutants tat are released into
te at$os!ere a(e been causin' bi' can'es like 'lobal war$in'* ozone oles* and
acid rain o(er te !ast century; students read article B?reenouse 7ffect and ?lobal
2ar$in'C and draw a dia'ra$ to illustrate te relationsi!s a$on' te factors
in(ol(ed.
article" tt!"##www.clean%air%kids.or'.uk#'lobalwar$in'.t$l )7SS.=.3* 7SS.=.3a*
7SS.=.3b+
12. Students use interacti(e lab to in(esti'ate ow te 7art<s at$os!ere as te ability
to absorb eat fro$ te Sun and Uold ontoU or re%radiate tat eat wic is called te
'reenouse effect. Teacer de$onstrates B2at &s a ?reenouseDC; students write
ow tey could Ucan'eU te 'reenouse de$onstration to a(e a te$!erature ran'e
in between te two tat were tested. )7SS.=.3* 7SS.=.3a* 7SS.=.3b+
interacti(e lab" tt!"##as!ire.cos$ic%ray.or'#labs#at$os!ere#at$F$easure2.t$l
lab de$o" tt!"##www.ucar.edu#learn#1F3F2F12t.t$ B2at &s a ?reenouseDC
13. Teacer introduces BOn te Trail of te :issin' OzoneC* a co$ic book wic addresses
te causes* effects and solutions to ozone de!letion; students take turns readin' story
aloud. Students $ake a !ublic ser(ice announce$ent !oster about ozone de!letion.
)7SS.=.3* 7SS.=.3a* 7SS.=.3b; 8ST% >+
co$ic book" www.e!a.'o(# ozone #science# $iss oz#inde,.t$l
14. Teacer !ro(ides !re!aratory lesson for students< /utentic /ssess$ent. Teacer
discusses te U?oldilocks 1rinci!le.U usin' te website infor$ation in tables 1 and 2 to
en'a'e te class in a discussion of te 'reenouse effect. /fter discussin' te
at$os!eres of 7art and te oter !lanets* students analyze $odels )'ra!ics* de$o
of B.ellybean at$os!ereC+ of te at$os!eric si$ilarities and differences between te
tree UsisterU !lanets. Students use tis understandin' in teir autentic assess$ent
as tey de$onstrate teir understandin' of te sco!e and i$!ortance of te
'reenouse effect on eart. )7SS.=.3* 7SS.=.3a* 7SS.=.3b+
website" tt!"##as!ire.cos$ic%ray.or'.labs#at$os!ere#at$F$easure2.t$l
Note" Te ?oldilocks !rinci!le states tat so$etin' $ust fall witin certain $ar'ins* as
o!!osed to reacin' e,tre$es. 2en te effects of te !rinci!le are obser(ed* it is
known as te ?oldilocks effect. Te ?oldilocks !rinci!le is deri(ed fro$ a cildrenNs
story UTe Tree LearsU in wic a little 'irl na$ed ?oldilocks finds a ouse owned by
tree bears. 7ac bear as teir own !reference of food* beds* etc. /fter testin' eac of
te tree ite$s* ?oldilocks deter$ines tat one of te$ is always too $uc in one
e,tre$e )too ot* too lar'e* etc.+* one is too $uc in te o!!osite e,tre$e )too cold* too
s$all* etc.+* and one is U.ust ri'tU.
V1W
?oldilocks fairytale"

tt!"##$acibolt.u#!a'#'oldiloc .html
August #+, -.# Page #?
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science
AND ELA
Content
Standards
Essential
Questions
Resources/Materials Assessment
!ee"s
Diogeoc$emical
C'cles
7SS.=.1 Te
ydrolo'ic
cycle illustrates
te can'in'
states of water
as it $o(es
trou' te
litos!ere*
bios!ere*
ydros!ere
and
at$os!ere.
7SS.=.1.a
Ter$al ener'y
is transferred
as water
can'es state
trou'out te
cycle. Te
cyclin' of water
in te
at$os!ere is
an i$!ortant
!art of weater
!atterns on
7art.
7SS.=.1.b Te
rate at wic
water flows
trou' soil
and rock is
de!endent
u!on te
!orosity and
!er$eability of
te soil or rock.
Note"
4onta$ination
can occur
witin any ste!
of te
ydrolo'ic
cycle. ?round
water is easily
conta$inated
as !ollution
&n tis unit*
students will
learn ow
water and
ele$ents of te
bio'eoce$ica
l cycles are
distributed
trou' te
at$os!ere*
bios!ere*
ydros!ere
and litos!ere
and ow
u$an
acti(ities are
affectin' tese
cycles.
Students will
in(esti'ate te
reasons tat
7artNs water
resources*
includin'
ri(ers* lakes*
oceans* and
under'round
aAuifers* are
under stress in
$any re'ions.
Students will
understand
tat u$ans
need water for
drinkin'*
sanitation*
a'riculture* and
industry; and
conta$inated
water can
s!read
Students conduct the &ollowing acti,ities to re,iew co!"onents o& the h*drologic c*cle( ;%
#ro"erties o& water 7% changes o& state :% relationshi" o& water to weather @% e&&ects o&
water on EarthDs sur&ace% )7SS.=.1* 7SS.=.1a+
;% Students ta5e 2ater #ro"erties True)Ealse Fuiz8 class discusses answers to -uiz
-uestions and tal5 a'out where each "ro"ert* could 'e o'ser,ed in the real4world%
Students recei,e a co"* o& 2ater #ro"erties( Eacts and Eigures A'out 2ater and
discuss how these "ro"erties are rele,ant to water on Earth 6e%g% adhesion and
cohesion ca"illar* action co!"ressi'ilit* densit* and weight dissol,ed o>*gen
electrical conducti,it* hardness heat ca"acit* "H rain'ows G water and light
sedi!ent sur&ace tension te!"erature tur'idit* ,a"or "ressure sol,ent9% )7SS.=.1+
Fuiz 4 htt"())ga%water%usgs%go,)edu)sc:%ht!l
2ater #ro"erties 4 htt"())ga%water%usgs%go,)edu)water4&acts%ht!l
7% Teacher discusses the "rocesses which 5ee" the a!ount o& water on Earth nearl*
constant and continuall* rec*cled through ti!e 6i%e% e,a"oration condensation
"reci"itation trans"iration9 and how energ* is in,ol,ed% Changing State o& 2ater
Acti,it* 4 Students do interacti,e acti,it* 6see we'site9 or o'ser,e results o& a !ini
water c*cle acti,it* 6attached9 which show what ha""ens to the action o& the water
!olecules as the te$!erature increases)decreases and how ener'y deter!ines when
it changes &ro! one state to another% )7SS.=.1* 7SS.=.1a+
2e'site 4 htt"())www%science5ids%co%nz)ga!esacti,ities)state!aterials%ht!l
:% Teacher as5s how the water c*cle relates to weather and e!"hasizes the relationshi"
a!ong water energ* and weather8 students watch a *outu'e ,ideo which shows a &irst
"erson ,iew"oint o& a dro" o& water going through the water c*cle% Teacher use water
c*cle de!onstration 6attached9 or diagra! 6see we'site9 to discuss the "rocesses
which 5ee" the a!ount o& water on Earth nearl* constant and continuall* rec*cled
through ti!e and e!"hasizes how ther!al energ* is trans&erred as water changes
state throughout the c*cle8 students record notes or la'el a diagra!% )7SS.=.1*
7SS.=.1a+ Cideo G +oogle G I& 2ater Had E*es 67(@@9
2e'site G htt"())ga%water%usgs%go,)edu)waterc*cle45ids%ht!l 65id ,ersion diagra!9 or
htt"())ga%water%usgs%go,)edu)waterc*cleguess%ht!l 6/
th
grade ,ersion
diagra!9
6optional9 2ater C*cle +a!e www%n"s%go,)wica)%%%)H*drolog*42aterHC*cleH+a!e4
7%"d& 6t*"e in address then select .CLE AME9 Teacher challenges students to use
their understanding o& the water c*cle to e>"lain related "heno!enon% Students
"artici"ate in a water c*cle ga!e to collect and anal*ze data while si!ulating water
!olecules !o,ing through the h*drologic c*cle% )7SS.=.1* 7SS.=.1a+
@% Class discusses the &ollowing state!ent in ter!s o& how waterDs solid and li-uid &or!s
TEAC>ER CLASSRBBM ASSESSMENT
#( Qui==es
-( Science Note*oo"s C includes students
)or" on la*s, acti2ities, literac' standards
/( Unit Test
( La* Practical
@( But o& class )or" C researc$
TRAD5T5BNAL ASSESSMENT
TEAC>ER NBTES
#( Unit Test
August #+, -.# Page #+
Curriculum Map for (Mapleton 7
th
Grade Science,)
!resent in te
soil or s!illed
on te 'round
surface $o(es
into te 'round
water and
i$!acts
nu$erous
water sources.
7SS.=.3.c
Lio'eoce$ical
cycles illustrate
te $o(e$ent
of s!ecific
ele$ents or
$olecules
)suc as carbon
or nitro'en+
trou' te
litos!ere*
bios!ere*
ydros!ere
and
at$os!ere.
6S.=.2.d
-isru!tions* deliberate
or inad(ertent* to te
!ysical )abiotic+ or
biolo'ical )biotic+
co$!onents of an
ecosyste$
i$!act te co$!osition
of an ecosyste$
T78/46iteracy
ST/N-/8-S
29ST .1 2rite
ar'u$ents
focused on
d!sc!pl!ne&
spec!f!c
content..
a. &ntroduce
clai$)s+ about a
to!ic or issue*
acknowled'e
and distin'uis
te clai$)s+
fro$ alternate
or o!!osin'
clai$s* and
or'anize te
illnesses and
disease.
Students will
realize ow
clean water is
bot an
en(iron$ental
and a !ublic
ealt issue
and will focus
on te
:aonin' 8i(er
restoration
!ro.ect to
increase teir
awareness of a
local water
!roble$.
create i!"ressi,e &orces( According to National +eogra"hic I2ater is natureJs !ost
,ersatile tool%I Students read article G How 2ater Changes EarthDs Sur&ace and
contri'ute to a class discussion to e>"lain in their own words how water changes
EarthJs sur&ace and gi,e e>a!"les that the* ha,e seen near their ho!e or school 6or in
a "hoto !agazine "icture drawing9% )7SS.=.1+
Article 4htt"())!!sda!ic5h$%&iles%word"ress%co!)7<;<);;)how4water4changes4earths4
sur&ace%"d&
A% Students watch ,ideo G Ereshwater( 2h* Care A'out 2aterK 67(719 and discuss the
i!"ortance o& water and how hu!ans can !a5e a di&&erence% Teacher writes state!ent
on 'oard 4 There is the sa!e a!ount o& water on Earth toda* as there was when the
dinosaurs roa!ed% So wh* is there a water "ro'le! on EarthK Students o&&er "ossi'le
reasons8 teacher re&ers to we'site 'ar gra"hs and ta'les o& the Distri'ution o& 2ater on
Earth% In s!all grou"s students write a su!!ar* which e>"lains wh* we should care
a'out water 'ased on its location and how it is 'eing used% )7SS.=.1+
Cideo 4htt"()),ideo%nationalgeogra"hic%co!),ideo)en,iron!ent)&reshwater)en,4
&reshwater4wh*care) 2e'site G htt"())ga%water)usgs%go,)edu)waterc*cle%ht!l
O8
Teacher conducts de!onstration o& the distri'ution o& water on Earth 6attached98
students co!"lete handout -uestions a&ter the de!onstration and discuss in class%
)7SS.=.1+
>. Teacer 'i(es class a list of !laces were is water flowin' on te 7art<s
surface or contained under'round )see attaced notes+; students work in s$all
'rou!s to answer te followin' Auestions and .i'saw te infor$ation tey
sare" wy is it tere; were did it co$e fro$ )its source or recar'e+; ow lon'
does it stay tere)residence ti$e+; wat a!!ens to so$e of itD; Students read
te,t* 2ater On 7art 4a!ter 1 Te 0low of 0res 2ater* te,t !a'es or
attaced notes for te infor$ation tey need to answer Auestions"
Te>t reading Section ; The Acti,e Ri,er "ages A40 The 2ater C*cle Ri,er
S*ste!s 6tri'utar* watershed di,ide channel9
Te>t reading Section : 2ater Underground "ages ;34;1 The Location o&
+roundwater A-ui&ers S"rings and 2ells 6water ta'le a-ui&er "orosit*
"er!ea'ilit* recharge zone artesian s"ring9
see attached notes%
we'site G htt"())ga%water%usgs%go,)edu 6clic5 on 2ater To"ics( Sur&ace 2ater
or +roundwater and 2ater Lasics &or 'oth9
)7SS.=.1* 7SS.=.1b+
=. Teacer asks students were tey 'et teir water su!!ly and introduces local
waterseds in :aonin' 4ounty ):eander 4reek* :ill 4reek+ by referrin' to
!ro.ected $a!s )see website+; students find tese locations on te $a! wic
are near teir nei'borood or scool. Teacer asks wy waterseds are (ital
to wildlife* u$ans* te en(iron$ent and te econo$y and discusses te
i$!act te s$all watersed as on te lar'er watersed downstrea$. Students
look at /2/87Ns website wic offers infor$ation about te !ur!ose ser(ed by
August #+, -.# Page #:
Curriculum Map for (Mapleton 7
th
Grade Science,)
reasons and
e(idence
lo'ically.
b. Su!!ort
clai$)s+ wit
lo'ical
reasonin' and
rele(ant*
accurate data
and e(idence
tat
de$onstrate an
understandin'
of te to!ic or
te,t* usin'
credible
sources.
c. Use words*
!rases* and
clauses to
create coesion
and clarify te
relationsi!s
a$on' clai$)s+*
counterclai$s*
reasons* and
e(idence.
d. 7stablis and
$aintain a
for$al style.
e. 1ro(ide a
concludin'
state$ent or
section tat
follows fro$
and su!!orts
te ar'u$ent
!resented.
29ST .M ?ater
rele(ant infor$ation
fro$ $ulti!le !rint
and di'ital sources*
usin' searc ter$s
effecti(ely; assess
te credibility and
accuracy of eac
source; and Auote
or !ara!rase te
data and
conclusions of
oters wile
a(oidin' !la'iaris$
and followin' a
stor$s sewers and te !ollutants of concern. Students desi'n a !oster* !ublic
ser(ice announce$ent* or details of a local#co$$unity acti(ity to ei'ten
citizen stor$ water awareness. Te te$e sould encoura'e efforts tat will
el! eli$inate du$!in' of litter and oter ouseold azardous $aterials into
stor$ drains and ditces wic can el! kee! te local waterways and drinkin'
water clean. 6ESS%/%;'8 LS%/%7%d9
website% tt!"##www.watersed.cboss.co$#Stor$X2K-rainX2KLrocure1.!df
M. Teacer sows Te 9abitable 1lanet" 2ater 8esources )sow to ="KK+ and class
discusses te interactions between surface water and 'round water.
)o!tional+Teacer de$onstrates or students conduct lab acti(ity /Auifer in a
4u! )attaced+.Teacer uses ani$ated (isuals )y!erlinks+ to sow s!ecific
interactions between surface water and 'round water in se(eral different
situations; students are 'i(en co!ies of te (isuals and add arrows and labels
as tey are bein' discussed. 6ESS%/%;'9
@ideo% tt!"##www.learner.or'#courses#en(sci#unit#te,t.!!DunitEMYsecNu$E1
/ni$ated (isuals % tt!"##www.learner.or'#courses#en(sci#unit#unitF(is.!!D
unitEM
J. Teacer sows a 11T" 1orosity* 1er$eability and 4a!illarity to introduce factors
)!articles sizes and sa!es* !ackin'* sortin'+ wic deter$ine te relati(e rates
tat water !asses trou' different 'round $aterials; students answer
teacer<s Auestions wile (iewin' te slides. Students conduct lab acti(ity
4ontrols on te 4onducti(ity of 2ater Trou' te ?round 2ater Syste$ to
understand ow water $o(es trou' te subsurface* wic is also critical to
understandin' ow $uc water can be e,tracted fro$ te 'round and ow to
!rotect it fro$ !ollution. 6ESS%/%;'9
11T
tt!"##classroo$s.yde!arkscools.or'#2eb!a'es#Q8onda#files#!er$eabilityF!oros
ityFca!illarityX2Knotes.!!t
6ab %
tt!"##faculty.salisbury.edu#Zb.za!rowski#7SS/X2KlabX2Kbook#?roundwater
X2Ke,!eri$ents.!df.
;<% Teacher assigns reading a "art o& te>t Section @ Using 2ater 2isel* "ages 7;47/ to @
di&&erent grou"s 4 2ater #ollution Health o& a 2ater S*ste! Cleaning #olluted 2ater
2here 2ater +oes8 students read aloud in their grou"s and discuss -uestions in
each "art% +rou"s $igsaw and share with each other the in&or!ation the* read%
)6S.=.2.d+
(optional labs) Te>t( S5ills #ractice La's 4 Clean U" .our Act "ages ;<04;;;8 Te>t( S5ills
#ractice La's In,estigating an Oil S"ill "ages ;;74;;:
;;% Teacher as5s class what the* 5now or ha,e heard a'out the Mahoning Ri,er and
records co!!ents8 students loo5 at !a" o& .oungstown to locate the Mahoning Ri,er%
August #+, -.# Page #<
Curriculum Map for (Mapleton 7
th
Grade Science,)
standard for$at for
citation.
29ST .41roduce
clear and coerent
writin' in wic te
de(elo!$ent*
or'anization* and
style are a!!ro!riate
to task* !ur!ose* and
audience.
In s!all grou"s students read and record in&or!ation on chart "a"er a'out an
assigned section o& an article G The Mahoning Ri,er 2atershed8 -uestions include( a%
whatDs included in the Mahoning Ri,er watershed and how do strea!s &or!8 '% what is
the i!"ortance o& the strea!side &orest and wildli&e li,ing there8 c% what are the ri,ersD
large and s!all reser,oirs created '* da!s and their recreation &acilities8 d% what is
the cause o& the hea,* dut* "ollution8 e% what are the cleanu" a""roaches o& the ri,er8
&% what are the ongoing "oint and non4"oint sources o& its "ollution8 g% where does the
Mahoning Ri,er &low which causes &urther "ro'le!sK +rou"s share their in&or!ation
with the rest o& the class% )7SS.=.1b; 6S.=.2.d+ article 4
htt"())www%*su%edu)!ahoningHri,er)'asicHin&o%ht!
;7% Teacher uses we'site to show real4ti!e local strea!&low data &or Mahoning Ri,er and
e>"lains that "ro,iding these data in real4ti!e in&or!s the user o& strea! conditions
&or decisions regarding drin5ing water water treat!ent regulator* "rogra!s
recreation and "u'lic sa&et*% Students ,isit site &or strea!&low data o& the Mahoning
Ri,er which the* record &or a designated "eriod o& ti!e and su!!arize data through
the ti!e "eriod% )7SS.=.1b; 6S.=.2.d+
2e'site G htt"())ga%water%usgs%go,)edu enter code US+S <:<103<< &or Mahoning
Ri,er 'elow 2est A,e at .oungstown OH
;:% Teacher !a5es transition &ro! the h*drologic c*cle to other c*cles and writes on
'oard =2hat is a Lio+eoChe!ical C*cleK? and tells the! to loo5 at the "arts o& the
word &or clues8 students o&&er ideas% Teacher shares introductor* "aragra"hs to L+C
C*cles and discusses we'site in&or!ation All A'out Car'on Dio>ide 'e&ore showing
,ideo on the car'on c*cle 6see we'site98 students record in their notes where the
car'on co!es &ro! and where it goes and how it is used% Class discusses how the
!o,e!ent o& car'on should re!ain in 'alance 'ut what is ha""ening to cause an
i!'alance and the e&&ect that it is ha,ing on our "lanet8 students re&er to we'site
section 4 Le #art o& the Solution and select &ro! o"tions &or 2hat 2e Can Do to hel"
sto" glo'al cli!ate change% Students select an o"tion and write how the* intend to
contri'ute to this e&&ort and !a5e a di&&erence% )7SS.=.3.c+
we'site and ,ideo G tt!"##www.e!a.'o(#cli$atecan'e#kids#basics#today#carbon%
dio,ide.t$l
14. Teacer introduces te 4arbon 4ycle ?a$e; students are carbon ato$s wic
for $illions of years a(e been under'round in fossil fuels but a(e recently
been released into te at$os!ere as u$ans burn fuels; students tra(el te
carbon cycle and 'o to all te !laces te carbon is stored and 'et e,tra !oints
August #+, -.# Page -.
Curriculum Map for (Mapleton 7
th
Grade Science,)
for answerin' carbon callen'e Auestions as tey tra(el alon' te $a!.
6ESS%/%:%c9
'a$e website%
tt!"##www.windows2uni(erse.or'#eart#cli$ate#carbonFcycle.t$l
'opt!onal( Students read article 4arbon 0oot!rint -efinition for Pids )attaced+
and discuss wat a carbon foot!rint is and ow eac !erson contributes to
$akin' a carbon foot!rint. Students use website calculator to find out ow
$uc 4O2 teir lifestyle e$its in a year and te i$!act tey are a(in' on teir
en(iron$ent. Students write about ways tey and teir fa$ily can reduce teir
carbon foot!rints and wy it is i$!ortant to do so. 6ESS%/%:%c9
1G. Teacer sows (ideo of te nitro'en cycle; students watc (ideo and record in
teir notes were te nitro'en co$es fro$* were it 'oes and ow it is used.
4lass discusses nitro'en cycle infor$ation. 6ESS%/%:%c9
(ideo" tt!"##www.youtube.co$#watcD(Ez,2J/:Q2FPc )3"1M+
;3% Teacher introduces Tra,eling Nitrogen +a!e 6see we'site98 in this classroo! acti,it*
students "la* the role o& nitrogen ato!s tra,eling through the nitrogen c*cle to gain
understanding o& the ,aried "athwa*s through the c*cle and the rele,ance o& nitrogen
to living things. )7SS.=.3.c+
2e'site 4htt"())www%windows7uni,erse%org)"h")teacherHresources)acti,it*%"h"
August #+, -.# Page -#
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions
Resources/Materials Assessment
+
t$
Science
/ !ee"s
Unit :
Diomes
STANDARDS
LS(+(- 5n an'
particular
*iome, t$e
num*er, gro)t$
and sur2i2al o&
organisms and
populations
depend on
*iotic and
a*iotic &actors(
LS(+(-a Diomes
are regional
ecos'stems
c$aracteri=ed
*' distinct
t'pes o&
organisms t$at
$a2e de2eloped
under speci&ic
soil and
climatic
conditions(
LS(+(-* T$e
2ariet' o&
p$'sical
0a*iotic1
conditions t$at
e9ists on Eart$
gi2es rise to
di2erse
en2ironments
0*iomes1 and
allo)s &or t$e
e9istence o& a
)ide 2ariet' o&
organisms
0*iodi2ersit'1(
LS(+(-c
Ecos'stems are
Students $ake
distinctions
a$on' te
(ariety of
bio$es tat
e,ist on 7art
in ter$s of te
!lants and
ani$als tat
li(e tere and
te conditions
wic su!!ort
and $aintain
teir sur(i(al in
tat !articular
re'ion.
Students
e,!lore ow
te abiotic and
biotic factors
interact to
sustain te
di(ersity and
!roducti(ity of
te bio$e o(er
ti$e. Tey also
consider ow
can'es in
tese factors
can interfere
and cause
!o!ulations to
fluctuate o(er
ti$e. Student
tea$s researc
infor$ation to
create a bio$e
tra(el !oster
and co$!are
teir bio$e to
anoter bio$e.
Students
reco'nize tat
Teacer e,!lains tat scientists a(e reco'nized tat life can be or'anized
into se(eral different le(els of function and co$!le,ity. Teacer sows (isual
)&. 6e(els of Or'anization+ and a 11T )6e(els of Or'anization of 6i(in'
Tin's+ to address te Auestions" )ow do we establ!sh hierarchy? )ow do
ecosystems and b!omes relate to one another? )ow does a biome compare
to an ecosystem* community* population? Students use e,a$!les of !lants and
ani$als tat li(e around te$ to su$$arize te le(els of or'anization
)include or'anis$* !o!ulation* co$$unity* ecosyste$* bio$e+. 6LS%/%7a9
(isual % tt!"##www.'oldiesroo$.or'#Note
X2K1ackets#22X2K7colo'y#KKX2K7colo'y%%29O67. t$; 11T%
tt!"##isite.l!s.or'#dcar!en#web#docu$ents#4a!ter2NotesKJ.!df
2. Teacer !ro(ides list of te $a.or cate'ories of bio$es tey will study and
e,!lains tat te bio$es often a(e different ty!es of ani$als and !lants* or
&auna and &lora* wic a(e ada!ted to te en(iron$ent. Students (iew
website on bio$es and create a 'ra!ic or'anizer to dis!lay te $a.or
cate'ories wit a few e,a$!les of fauna and flora found in eac. 6LS%/%7a9
2ebsite click on 2orld
Lio$es "tt!"##www.fi.edu#tfi#units#life#abitat#abitat.t$l
3. Teacer tells students tat so$eti$es* te sa$e ani$als and !lants can li(e
in $ore tan one bio$e. Teacer asks students" 4ould a !olar bear li(e in a
desertD 2y or wy notD
2at ani$al could li(e in a desertD 2yD Students discuss Auestions and
watc (ideo" /ttention to /da!tations )="24+; students record e,a$!les of
different ty!es of ada!tations and ow it enables te or'anis$ to sur(i(e in
its !articular en(iron$ent. 4lass discusses te (ideo. 6LS%/%7a 6S.=.2b9
(ideo % tt!"##www.youtube.co$#watcD(E1Sn9zl(%-dw
4. Teacer introduces abiotic and biotic factors )attaced+; students watc te
(ideo )1"24+ and find out about te abiotic and biotic factors in a !lantNs
ecosyste$ and wat effect tese factors a(e on te !lants. Students in
s$all 'rou!s list oter e,a$!les for eac abiotic and biotic factor; class
discussion follows. )6S.=.2b+
(ideo tt!"##(ideos.owstuffworks.co$#disco(ery#3K=K=%assi'n$ent%
disco(ery%abiotic%and%biotic%factors%(ideo.t$ )1"2K+
G% Teacer e,!lains tat can'e is a funda$ental factor in deter$inin' weter
a !lant or ani$al s!ecies sur(i(es* $o(es out of an en(iron$ent or 'oes
e,tinct. 4an'es co$e in te for$ of bot abiotic and biotic factors and
unfa(orable factors $ay a(e dire conseAuences for a s!ecies; students
read assi'ned !arts of an article" )ow +nfavorable Ab!ot!c and ,!ot!c
-actors Affect a .pec!es/ students sare out wit te rest of te class.
Students read anoter article )attaced+ on teir sa$e to!ic and co$!are te
infor$ation !ro(ided in bot articles.
6LS%/%7c8 RST 18 2HST 19
TEAC>ER CLASSRBBM ASSESSMENT
#( Qui==es
-( Science Note*oo"s C includes students
)or" on la*s, acti2ities, literac' standards
/( Unit Test
( La* Practical
@( But o& class )or" C researc$
TRAD5T5BNAL ASSESSMENT
TEAC>ER NBTES
#( Unit Test
August #+, -.# Page --
Curriculum Map for (Mapleton 7
th
Grade Science,)
d'namic in
natureA t$e
num*er and
t'pes o&
species
&luctuate o2er
time depending
on a*iotic and
*iotic &actors(
L5TERAC8
STANDARDS
RST(# Cite
speci&ic te9tual
e2idence to
support
anal'sis o&
science and
tec$nical te9ts(
RST( <
Compare and
contrast t$e
in&ormation
gained &rom
e9periments,
simulations,
2ideo, or
multimedia
sources )it$
t$at gained
&rom reading a
te9t on t$e
same topic(
!>ST(< Dra)
e2idence &rom
in&ormational
te9ts to support
anal'sis,
re&lection and
researc$
indi(idual
en(iron$ental
tolerances of
s!ecies and te
en(iron$ental
conditions in
wic tey li(e
are wat
influence te
distribution of
!lants and
ani$als around
te world.
3% Teacher descri'es a co!"arison !atri> acti,it* 6@
th
grade le,el 4 attached9 which
includes so!e land 'io!es 6 desert* tundra* tai'a* deciduous forest* 'rassland*
tro!ical rain forest 9 and the criteria that are used to descri'e the! 6i%e% "lants
ani!als cli!ate98 students wor5 in s!all grou"s to select the correct descri"tors
&or the criteria the* are assigned 6attached9 and contri'ute this in&or!ation &or the
rest o& the class to co!"lete their own !atri>% )6S.=.2a+
/% Students discuss "laces that the 'io!es are located on the glo'e and how the
location in&luences their attri'utes8 students use color4coding to identi&* the 'io!es on
a world !a"% A&ter recognizing the di&&erent 'io!es on the !a" teacher writes two
state!ents on the 'oard and as5s students to discuss wh* two &actors would control
the distri'ution o& organis!s around the world% Biomes correspond to latitude and
humidity. Biodiversity generally increases away from the poles towards the equator
and increases with humidity. )6S.=.2a* 6S.=.2b+
world !a" G htt"())www%teachersdo!ain%org)asset)tdc<7Hi!gH'io!e!a")

M. Teacer assi'ns a bio$e for eac 'rou! to researc; 'rou!s find teir
assi'ned bio$e on a world $a!. Teacer asks if te sa$e bio$e is found at te
sa$e latitude all o(er te world; students use color codin' on te $a! to find
oter locations of te sa$e bio$e worldwide and co$!are te latitudes. Teacer
asks if tere is $ore tan one kind of bio$e at si$ilar latitudes; students
co$!are teir bio$e to oter bio$es at te sa$e a!!ro,i$ate latitude and
deter$ine wat factors would be res!onsible for te differences. Students
su$$arize teir results.
world $a! tt!"##www.teacersdo$ain.or'#asset#tdcK2Fi$'Fbio$e$a!#
list of cities by latitude tt!"##en.wiki!edia.or'#wiki#6istFofFcitiesFbyFlatitude
J. Teacer e,!lains te Lio$e !ro.ect in wic 'rou!s of 3%4 students researc
one assi'ned bio$e and !resent te infor$ation about te bio$e on a tra(el
!oster; eac $e$ber of te 'rou! is res!onsible for !ro(idin' infor$ation for
teir assi'ned criteria about te bio$e. Students collect infor$ation by
co$!letin' in%class tasks wic include website inter%acti(es* (ideos* 11Ts* and
(arious resources online. ?rou!s !resent and e,!lain teir !osters to te class.
/ll te !osters are re(iewed by te class in a walk%tru; students record notes
about eac bio$e in a co$!arison $atri,. ?rou!s ten co$!are and contrast
teir bio$e to anoter selected bio$e based on te criteria collected; tis is
described in a sort written re!ort. /t te co$!letion of te !ro.ect eac
student is e,!ected to answer fi(e Auestions about te bio$es )!ulled fro$ a
fisbowl+ usin' infor$ation fro$ is#er own co$!arison $atri,.
August #+, -.# Page -/
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions
Resources/Materials Assessment
+
t$
Science
/ !ee"s
C$emistr'
STANDARDS
PS(+(# T$e
properties o&
matter are
determined *'
t$e
arrangement o&
atoms(
PS(+(# a(
Elements can
*e organi=ed
into &amilies
)it$ similar
properties,
suc$ as $ig$l'
reacti2e metals,
less6reacti2e
metals, $ig$l'
reacti2e
nonmetals and
some gases
t$at are almost
completel'
nonreacti2e(
PS(+(# *(
Su*stances are
classi&ied
according to
t$eir properties,
suc$ as metals
and acids(
PS(+(# c( !$en
su*stances
interact to &orm
ne)
su*stances, t$e
properties o&
t$e ne)
su*stances
ma' *e 2er'
Students learn
conce!ts
related to te
1eriodic Table
wic is a tool
to el! te$
understand te
world of
ce$ical
reactions.
Students
consider ow
!ro!erties of
ele$ents are
used to
!osition
ele$ents wit
si$ilar
!ro!erties in
fa$ilies on te
!eriodic table
and to !ro(ide
clues for ow
te ele$ents
will react.
Students
realize tat any
new co$!ound
for$ed in a
reaction will
e,ibit
!ro!erties
different fro$
tose of te
substance
for$in' it* but
its $ass does
not can'e.
Students
Bado!tC an
ele$ent wic
tey researc
and describe in
1. Teacer writes te followin' Auestion on te board % &f tere are only about
1KK ty!es of ele$ents in te world* wy are tere so $any different kinds of
$atterD )/ns" 7le$ents can co$bine in $any different ways to for$ $any
different ty!es of $atter.+ Students recei(e co!y of definitions and tey watc
11T wic co$!ares ele$ents* $olecules* co$!ounds and $i,tures;
students write sentences usin' te ter$s correctly as tey a!!ly te$ to
co$$on ouseold !roducts. 6#S%/%;c "artial9
)optional if needed+ Teacer sows ani$ation about ele$ents* co$!ounds and
$i,tures wic illustrates ow te substances are#are not co$bined; students
'i(e e,a$!les of oter kinds of ele$ents* co$!ounds and $i,tures in te real
world. 6#S%/%;c "artial9
/ni$ation% tt!"##www.ce$#!urdue.edu#'cel!#ato$s#ele$ents.t$l
2. Teacer e,!lains te lab acti(ity on conser,ation o& !ass; teacer
de$onstrates or students conduct an in(esti'ation to find out if substances
eiter lose or 'ain $ass after a ce$ical reaction wit /lka%Seltzer and water.
Students record $easure$ents and obser(ations durin' !rocedure and
co$!lete lab acti(ity seet. Tey sould conclude" 0or any can'e in a
closed syste$* te nu$ber and ty!e of ato$s stay te sa$e* e(en if te
ato$s 'et rearran'ed. Terefore* te $ass re$ains te sa$e. 6#S%/%;c9
)0ote: 1n the 23E 4ontent Elaborat!on for 5r.7 6hys!cal .c!ence !t states that
the d!st!nct!on between mass and weight !s !ntroduced at the m!ddle school
level. 7herefore* !t !s appropr!ate to refer to these measures as un!ts of mass
!n grams.9
3. Teacer discusses two !ro!erties of substances )acids* bases+ and te !9
wic is used to $easure te acidity and alkalinity of a co$!ound; student
record !ro!erties of te acids#bases !resented in a cart. Teacer assi'ns
lab 'rou!s and discusses te !rocedures for deter$inin' not only weter a
co$$on substance is an acid or a base but its de'ree of acidity and
alkalinity; students $ake !redictions )acid or base+ about te test
substances and 'i(e reasons for teir !rediction before testin'. Students
test substances and record acid#base (alues for eac substance on a
(ertical line )K to!* neutral center* 14 botto$+ wic coincides wit te (isual
!resented in te be'innin' of te lesson. /fter testin'* class uses !9 1anel
interacti(e to deter$ine te correctness of teir !redictions and tests.
Note % Test substances include le$on .uice* bakin' soda* as!irin* a$$onia*
antacid tablet#$ilk of $a'nesia* la(a soa!* bora,* water* le$on soa!*
(ine'ar* tonic water* liAuid !lu$$er )$i, solids wit distilled water before
testin'+. 6#S%/%;'9
&nteracti(e tt!"##www.$ia$isci.or'#!#!bakin'.t$l
4. Teacer asks students wat are te !ro!erties of $etals and non $etals and
discusses web!a'e about te$. Students create a co$!arison cart usin' a
TEAC>ER CLASSRBBM ASSESSMENT
#( Qui==es
-( Science Note*oo"s C includes students
)or" on la*s, acti2ities, literac' standards
/( Unit Test
( La* Practical
@( But o& class )or" C researc$
TRAD5T5BNAL ASSESSMENT
TEAC>ER NBTES
#( Unit Test
August #+, -.# Page -
Curriculum Map for (Mapleton 7
th
Grade Science,)
di&&erent &rom
t$ose o& t$e
old, *ut t$e
amount o& mass
does not
c$ange(
Note #% T$is is
t$e conceptual
introduction o&
t$e Periodic
Ta*le o&
Elements(
Note -% Acids
and *ases are
included in t$is
topicA &urt$er
detail )ill *e
pro2ided in t$e
Model
Curriculum(
Note /% 5t is
important to
emp$asi=e t$at
most c$anges
in t$e
properties o&
matter $a2e
some
com*ination o&
c$emical and
p$'sical
c$ange 0at
di&&erent le2els1(
L5TERAC8
STANDARDS
RST(# Cite
speci&ic te9tual
e2idence to
support
anal'sis o&
science and
tec$nical te9ts(
RST(
an
ad(ertise$ent
or a book in
ter$s of its
!ro!erties and
its association
wit oter
ele$ents on
te !eriodic
table
list of !ro!erties co$bined for bot $etals and non%$etals wic tey cut
out and !aste in te correct colu$n. 6#S%/%;'9
web!a'e tt!"##www.windows2uni(erse.or'#eart#'eolo'y#$etals.t$
2ebsite tt!"##www.tutor(ista.co$#content#science#science%ii#$etals%nc
)$ay a(e to ?oo'le+
G. Teacer e,!lains tat substances in a $i,ture are se!arated by te
differences in teir !ysical !ro!erties* suc as teir !article size. Te $ore
different te !ro!erties are* te easier it is to se!arate te substances;
teacer 'i(es te followin' e,a$!le" 5ou a(e to sake u! te salad
dressin' because oil and water don<t $i,. Teacer ten asks students to
tink of oter e,a$!les. Teacer e,!lains tat tere are $any oter ways
tat substances of a $i,ture can be se!arated; students are assi'ned to
different stations were tey conduct an acti(ity on te se!aration of
$i,tures usin' !agnetis! distillation chro!atogra"h* sedi!entation &iltration.
?rou!s e,!lain teir !rocedure and ow te !rocess and te !ro!erties of
te substances tey used $ade it !ossible to 'et teir results. Students
record (ocabulary and write a sentence to describe eac !rocess. 6#S%/%;c
"artial9
>. To re(iew !re(ious knowled'e )?r.>+* teacer sows te class a "eriodic ta'le
)on website listed below+ wic includes illustrations for uses of te
ele$ents and ele$ent classes; teacer asks wat is listed on te table
)ele$ents+. Students read article about te !eriodic table and discuss.
Teacer uses 11T or workseet )!df%e$ail+ to re(iew su'ato!ic "articles of
ato$s electrons* "rotons* and neutrons. 6#S%/%; #S%/%;a9
website tt!"##ele$ents.wlonk.co$#ele$entsF!icsFsi$!leF11,M.G!df )$ay
a(e to 'oo'le+
11T% tt!"##www. elearnin'%
de(.wca!e.scool .za#...# 2J#1K3#2>= #/to$icFstructure.!!t )$ay a(e to
?oo'le+
=. Teacer introduces te (ideo )2"31+ wic e,!lores ow te !eriodic table of
ele$ents took sa!e; students learn ow te !eriodic table de(elo!ed its
current for$ wen Mendelee, or'anized te ele$ents by fa$ilies wit si$ilar
!ro!erties as well as by relati(e wei't. Tey learn ow :endelee( was able
to !redict ele$ents tat ad not yet been disco(ered* and ow te !eriodic
table as acco$$odated dozens of new ele$ents tat a(e since been
disco(ered. Teacer assi'ns s!ecific Blook%forC Auestions to different
students; after te (ideo students answer Blook%forsC and class discusses
-uestions 6attached+. 6#S%/%;a #S%/%;'9
(ideo % tt!"##www.!bs.or'#w'b#no(a#education#!ysics#de(elo!in'%
!eriodic%table.t$l
)opt!onal+Teacer introduces acti(ity by askin'* B2at 2as :endelee(
Tinkin'D 9ow did e fi'ure out te !ositions of te ele$ents on te
!eriodic tableDC Students fi'ure out a classification te$e usin' 21 cards of
ele$ents and arran'in' te$ accordin' to teir !ro!erties. Teir first try
August #+, -.# Page -@
Curriculum Map for (Mapleton 7
th
Grade Science,)
Determine t$e
meaning o&
s'm*ols, "e'
terms, and
ot$er domain6
speci&ic )ords
and p$rases as
t$e' are used in
a speci&ic
scienti&ic or
tec$nical
conte9t rele2ant
to grades *+8
te&ts and
topics.
!>ST(< Dra)
e2idence &rom
in&ormational
te9ts to support
anal'sis
re&lection, and
researc$(
$ay result in anywere fro$ 3%1K 'rou!s* but in te second try tey sould
a(e e,actly = 'rou!s )fa$ilies+ wic tey use to fill in te 'rid and !redict
te !ro!erties of te undisco(ered ele$ents. Ten te class $ust co$e to a
decision as to wic classification is te best and wy. 6#S%/%; #S%/%;a9

M. Teacer discusses structure and or'anization of te !eriodic table wit
students as tey read !arts of te article at a ti$e; students color teir co!y
of a blank 1eriodic table to sow different "eriods and &a!ilies referred to in
te article and create a key of te colors and wat tey re!resent. )Note
fa$ilies of ele$ents are called 'rou!s at tis source.+ 6#S%/%;a #S%/%;'9
/rticle % tt!"##www.ce$4kids.co$#files#ele$F!ertable.t$l )if !ro.ection is
!referred to sow color+.
J. Teacer e,!lains tat te 1eriodic table can be di(ided into nine fa$ilies of
ele$ents eac a(in' si$ilar !ro!erties. Te fa$ilies include" al5ali !etals
al5aline !etals transition !etals other !etals !etalloids halogens no'le gases
rare earth. 4lass is di(ided into ei't 'rou!s wic are 'i(en a fa$ily na$e;
students refer to 1eriodic Table sown in T%6 33 to find te !ro!erties of teir
fa$ily based on te uses of te ele$ents wic are illustrated or consult oter
outside sources. ?rou!s introduce teir fa$ily usin' your own $etod )e.'.*
!oster* drawin'* sock !u!!ets* son'* !oe$ 1ower1oint* skit* and cartoon+ by
describin' fi(e of teir !ro!erties and $ention ow tese !ro!erties $ake te$
uniAue. 6#S%/%;a #S%/%;'9
August #+, -.# Page -?
Curriculum Map for (Mapleton 7
th
Grade Science,)
Time
Frame/Pacing
Unit Title/
Topics
Science AND
ELA Content
Standards
Essential
Questions
Resources/Materials Assessment
+
t$
Science
- !ee"s
Electrical
Energ'
1S.=.3 7ner'y can
be transferred
trou' a (ariety of
ways.
1S.=.3.d
7lectrical ener'y
transfers wen an
electrical source is
connected in a
co$!lete electrical
circuit to an
electrical de(ice.
Note 1" 7ner'y
transfers sould be
e,!eriential and
obser(able.
Note 2"
7lectricity can be
$easured trou'
current* (olta'e and
resistance.
6&T78/45
ST/N-/8-S
8ST.1K Ly te
end of 'rade M* read
and co$!reend
science#tecnical
te,ts in te 'rades
>M te,t co$!le,ity
band inde!endently
and !roficiently.
29ST.G 2it
so$e 'uidance and
su!!ort fro$ !eers
and adults* de(elo!
and stren'ten
writin' as needed by
!lannin'* re(isin'*
editin'* rewritin'* or
tryin' a new
a!!roac* focusin'
on ow well !ur!ose
Students
co$!are ow
car'es can be
transferred
between
e(eryday
ob.ects to
!roduce static
electricity and
ow car'es
can tra(el
trou' a
co!!er wire to
!roduce
current
electricity.
Students
in(esti'ate te
relationsi!
a$on' current*
(olta'e and
resistance of a
circuit. Student
build teir own
series and
!arallel circuits
to understand
tat different
circuit desi'ns
result in
different
electrical
bea(iors*
current flow
and o!erational
differences.
Students
conduct a
sort%ter$
ener'y audit of
a!!liances at
o$e to
1. Teacer describes set%u! and de$onstrates 6e$on 4lock )see te,t !'. 1=+
and asks ow tis clock works witout batteries or a !ower source; class
discusses !ossible reasons. Teacer e,!lains circuit in(ol(ed in 6e$on
4lock; Teacer e,!lains te role of co!!er* zinc* and te (olt$eter in te
a!!aratus; students ask Auestions about te de$onstration to clarify wat
tey a(e obser(ed. Students na$e oter circuits and ow te circuit can be
broken )un!lu''in'* takin' out a bulb* in 6e$on 4lock takin' out te !robe+.
Teacer asks students to tink about te e,a$!les#de$o of static electricity
and current electricity for a $inute... -id you notice tat tey donNt all a(e
wires[ Teacer e,!lains tat electricity doesnNt e,ist only in tin's wit wires.
Te reason is tat tere are two kinds of electricity" static and current wic
te class co$!ares in a T%cart. )1S.=.3* 1S.=.3a+
2. Students in s$all 'rou!s are assi'ned to read a !a'e in te,t 7lectricity and
:a'netis$ )!a'es 12%1J+ and write bullet !oints on cart !a!er wic are
sared and !osted for duration of unit. )1S.=.3* 1S.=.3a+
3. Teacer uses cosen $etod of instruction )e.'.* lecture* !ower !oint* (ideo+
to introduce electric circuits; students take notes and label teir dia'ra$s
usin' related (ocabulary. Teacer e$!asizes tat te ener'y source does
not create te car'es; it transfers energy to te car'es already in te
circuit. )1S.=.3* 1S.=.3a+
4. 4lass conducts witeboard acti(ities )electricity basics* si$!le circuits*
co$!onents* conductors#insulators+ at interacti(e website; eac student
co$!letes a workseet durin' te acti(ities. )1S.=.3* 1S.=.3a+
interacti(e % tt!"##www.learnin'circuits.co.uk#flas$ain.t$.
G. Teacer asks" Bwat deter$ines te size#kind of a battery so$etin' needsD
4ould you start your car wit a // battery % 2y#or wy notD 2at does te
//* ///* 4* - label on a battery tell usD 2at do (olts tell usDC 4lass reads
article )attaced+ and take a look at a guide to ty!es of ouseold 'atteries
)///* //* 4* -* and J@ sizes+ and wic kind of 'atter* is best for wic
!ur!oseD )1S.=.3a+
Lattery 'uide % tt!"##$icaelblue.ay.co$#batteries
>. Teacer !re(iews interacti(e si$ulation )sowin' te a!!aratus to be used+
wic illustrates te Uwater%flow $odelU of electricity* a co$$only%used
analo'y to el! learners understand te flow of current trou' an electric
circuit and discusses te role of eac of te !arts of te a!!aratus. Students
control te flow rate to increase or decrease te a$ount of water runnin'
T7/4978 /SS7SS:7NT
Unit Test
;% 2%and 4%!oint Auestions
7% /ssi'n$ents # workseets # notebooks# lab
acti(ities
:% Quizzes
4.1S/ !oster
/utentic /ssess$ent
1. Students e(aluate teir 'oals for te Unit.
2. 'proposed( Students in(esti'ate te a$ount of
electricity tat tey use in teir o$e and
desi'n a !lan to reduce te consu$!tion.
Tey will"
4onduct an ener'y audit#sur(ey of electrical
a!!liances in teir o$e* in ter$s of te
ener'y used and te costs in(ol(ed.
-eter$ine te a$ount of ener'y used by
different a!!liances.
:ake si$!le calculations and con(ersions
relatin' to ener'y use.
-esi'n and i$!le$ent a s!ecific strate'y or
conser(ation !lan tat will lead not only to a
reduction in te a$ount of electricity tat
you use* but also to a lower $ontly cost.

August #+, -.# Page -+
Curriculum Map for (Mapleton 7
th
Grade Science,)
and audience a(e
been addressed.
Auantify teir
ener'y usa'e
and write a
!lan to reduce
ener'y
consu$!tion.
trou' te !i!e; te water !u$! is analo'ous to a battery in a circuit; coiled
water !i!in' is analo'ous to te resistor in an electric circuit. Teacer asks
Auestions about te cause and effects wic are obser(ed )see last !ara'ra!
on infor$ation andout+. )1S.=.3* 1S.=.3a+
interacti(e
tt!"##www.$a'net.fsu.edu#education#tutorials#.a(a#currentflow#inde,.t$l
=. Teacer introduces series circuits; students read !'. 2> in te,tbook
)7lectricity and :a'netis$+. Student work in s$all 'rou!s#!airs usin' te
!ro(ided $aterials )li't bulbs* wires or 4rist$as li't strands cut in sort
se'$ents of a sin'le bulb or a few to'eter in a line* alli'ator cli!s* -%
batteries+ to $ake te li't bulb li't; teacer facilitates as te students try
(arious co$binations and ways to connect te wires* battery* and li't bulb
to'eter. Students answer te Auestion 2at did you do tat $ade your
circuit workD by drawin' a dia'ra$ usin' sy$bols for co$!onents and write
an instruction seet on ow%to%$ake a circuit. )1S.=.3a+
M. Teacer de$onstrates wat a!!ens to te circuit usin' tree different
a$ounts of bulbs and writes Auestions on board" a.+ wat a!!ens to te
bri'tness wen $ore bulbs are in a circuit;
b.+ if one bulb is re$o(ed wat a!!ens and wy; c.+ wen you sut off
li'ts in one roo$* wat a!!ens to te li't in oter roo$s and wyD
Students write Auestions and record answers fro$ discussion. 4lass does
interacti(e wire e,!eri$ent to in(esti'ate ow resistance of te circuit is
affected by te len't of wire and its tickness; students su$$arize te
effects of bot.
interacti(e % tt!"##www.y!erstaffs.info#science#work#!ysics#cild#$ain#t$l.
)1S.=.3a+
J. Teacer re(iews series circuit desi'n* ten introduces !arallel circuits;
students read !'. 2= in te,tbook )7lectricity and :a'netis$+. Students follow
acti(ity directions )website+ and use $aterials to build !arallel circuits and
co$!lete student workseet. Teacer assists and asks Auestions as students
work on acti(ity. /t te end of te acti(ity teacer asks class te followin'" 9ow
is your !arallel circuit wired and wyD 2at a!!ens wen 1 bulb is burned out
or is looseD &s tat te sa$e in a series circuit wy or wy notD )1S.=.3*
1S.=.3a+
acti(ity website %tt!"##www.tryen'ineerin'.or'#lessonFdetail.!!DlessonE21
August #+, -.# Page -:
Curriculum Map for (Mapleton 7
th
Grade Science,)
August #+, -.# Page -<

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