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APS DISTRICT MIDDLE SCHOOL SCIENCE CURRICULUM FRAMEWORK

Course Title: Science 7 Course Number: SEE BELOW

Department: Science ADS Number: SEE BELOW

Prerequisites: None

Length of Course: One Year Credit/PRI Area: .50 per Semester Grade Level(s): 7

COURSE AND ADS NUMBERS:

40700 SCIENCE 7 07057 SCIENCE 7 D LEVEL

40701 SCIENCE 7 17054143 07157 SCIENCE 7 C LEVEL

17052143

40702 SCIENCE 7 07257 SCIENCE 7 B LEVEL

40703 SCIENCE 7 07457 SCIENCE 7 BIP4070B SCIENCE 7 BILINGUAL 170581434070D SCIENCE 7 DUAL LANGUAGE

17058143 07557 SCIENCE 7 GIFTED

17056143

SCIENCE 7 2.1.26 Albuquerque Public Schools 04/05

Important Notes:

COURSE DESCRIPTION: Science 7 is an inquiry, laboratory-based course which focuses on the use of science process skills to facilitate the mastery of the state science standards. Areas of study include, but are not limited to, scientific thinking and practice; physical science, life science, and earth/space content; and science and society, with the focus for seventh grade being life science. Reading, writing, speaking, and research strategies are integrated throughout the course.

References in parentheses following each performance standard refer to and are aligned with the State of New Mexico Science Standards (NM), the Albuquerque Public Schools Mathematics Standards (APS – MA), and the APS Language Arts Standards (APS – LA).


STRATEGIES: The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by the middle school science teachers in the Albuquerque Public Schools (APS).

ASSESSMENTS:Assessments may include authentic and performance-based assessment, cooperative learning, teacher observation, checklists, tests and exams, formal and informal writing, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics.

SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:

Current state adopted science textbooks Laboratory equipment Laboratory materials and supplies Supplementary Materials Teaching Science Process Skills – Ramig, Joyce; Bailer, Bill; Ramsey,

John – Learning is Fun – 1995 Toxic Leak – Wright, Russell – Dale Seymour Publications, 1996 Environmental Detective – LHS Gems – 2001 Life Through Time – Lawrence Hall of Science (LHS Gems), 2003 The Jason Project – National Science Teachers Association – 2003 Project Wild – Council for Environmental Ed, 2001 Budding Botanist – AIMS Education Foundation, 1993 Blood and Guts – Allison, Linda – Scholastic, 1997 Hot Zone – Preston, Richard Baby Whale’s Journey – London, Jonathan The Condor’s Egg – London, Jonathan A Drop of Water – Wick, Walter

The Reasons for Seasons – Gibbons, Gail And Still the Turtle Watched – MacGill-Callahan, Sheila A River Dream – Say, Allen Space Songs – Livingston, Myra and Fisher, Leonard Everett Series on the planets and stars – Simon, Seymour She’s Wearing a Dead Bird on Her Head – Lasky, Kathryn Wishing the Willow Tree Loon – Martin, Jacqueline Briggs An American Safari: Adventures on the North American Prairie –

Brandenburg, Jim Animals Eat the Weirdest Things – Swanson, Diane A Desert Scrapbook – Wright-Frierson, Virginia Letting Swift River Go – Yolen, Jane The Unhuggables – National Wildlife Federation Will We Miss Them? – Wright, Alexandra Creatures of the Earth, Sea, and Sky – Heard, Georgia Safe, Snug, and Warm – Swinburn, Stephen Rio Grande: From the Rocky Mountains to the Gulf of Mexico – Lourie,

Peter

SUGGESTED TITLES/ AUTHORS WEB SITES : http://www.reachoutmichigan.org/funexperiments/quick/middlesch.html http://www.accessexcellence.org/AE/ATG/data/released/o508-Lanahayes/index.html

Approved by MSCB: October 2004


http://www.accessexcellence.org/AE/ATG/data/released/o508-Lanahayes/index.html

http://www.reachoutmichigan.org/funexperiments/quick/middlesch.html

STRAND I: SCIENTIFIC THINKING AND PRACTICECONTENT STANDARD: The student understands the processes of scientific investigations and uses inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.

BENCHMARKS: A. The student uses scientific methods to develop questions, design, and conduct experiments using appropriate technologies, analyzes and evaluates results, makes predictions, and communicates findings.

B. The student understands the processes of scientific investigation and how scientific inquiry results in scientific knowledge.C. The student uses mathematical ideas, tools, and techniques to understand scientific knowledge.

GRADE7

PERFORMANCE STANDARDS ILLUSTRATIONS

1. Uses a variety of print and web resources to collect information, inform investigations, and answer a scientific question or hypothesis (NM – I.I.1).

2. Uses models to explain the relationships between variables being investigated (NM – I.I.2).

3. Describes how bias can affect scientific investigation and conclusions (NM – I.II.1).

4. Critiques procedures used to investigate a hypothesis (NM – I.II.2; APS – MA I.5).

5. Analyzes and evaluates scientific explanations (NM – I.II.3; APS – MA I.5).

6. Understands that the number of data (sample size) influences the reliability of a prediction (NM – I.III.1; APS – MA IV.6).

7. Uses mathematical expressions to represent data and observations collected in scientific investigations (NM – I.III.2; APS – MA V.1).

8. Selects and uses an appropriate model to examine a phenomenon (NM – I.III.3; APS – MA IV.4).

NOTE: Illustrations include suggested activities for attaining each performance standard. A check for () refers to a key feature to look for while assessing student performance.

1 – 8. The student chooses either an experiment or survey to apply all the science process skills he/she has learned. He/She completes the following steps:

Ask a question about a physical or biological event or relationship that offers the potential for experimentation.

Meet with the teacher to get final approval on the experiment or survey plan.

Choose a manipulated variable and a responding variable and define the variables so they can be measured.

Write a specific research question. Write hypotheses that provide an exact focus for the experiment. Conduct a library search and write a review of the literature (a summary

of the information) about the topic. Design an experiment to collect data that answers the research question

and hypotheses. Remember to control all variables except the manipulated and responding variables.

Write a procedure for your experiment. Gather materials. Do the experiment. Remember, more data is better than less data. Compile the results. Quantitative data should be recorded in data tables

and include graphs to help with interpretation. Don’t forget to record qualitative data also.

Interpret the data. Write conclusions, inferences, and discussion. Make recommendations.

Prepare a final report. Use the experiment or survey report as you will be held accountable for all critical information and techniques.


GRADE7


Type or write clearly your final product. The project is assessed by a student-teacher generated rubric.

completion of all required components a variety of sources analysis communication skills adherence to rubric


STRAND II: CONTENT OF SCIENCECONTENT STANDARD I (PHYSICAL SCIENCE): The student understands the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.

BENCHMARKS: A. The student knows the forms and properties of matter and how matter interacts. B. The student explains the physical processes involved in the transfer, change, and conservation of energy.

C. The student describes and explains forces that produce motion in objects.

GRADE 7


1. Explains how matter is transferred from one organism to another and between organisms and their environment (e.g., consumption, the water cycle, the carbon cycle, the nitrogen cycle) (NM – III.I.1).

2. Knows that the total amount of matter (mass) remains constant although its form, location, and properties may change (e.g., matter in the food web) (NM – II.I.I.2).

1, 4 – 6. The student conducts an experiment to answer the question,“Without light, can carbon dioxide be used and converted to complete the process of photosynthesis? By completing the following steps, the student observes how the absence of light halts photosynthesis, causing carbon dioxide to build up and no oxygen released. He/She notes the presence of carbon dioxide through the use of Bromothymol Blue and records results and conclusions.

Add 100 ml or 1/2 cup of water to each plastic cup (2). Label one cup bottled water and the other plant water.

Add six drops of Bromothymol Blue to each cup of water. Place several strands of Anacharis into the cup labeled plant water. Cover the cups with plastic wrap and secure with a rubber band. Place the cups in a dark location overnight and check the water in 24

hours. Complete questions one and two on the lab sheet. Place the cups in a sunny location for 30-45 minutes. Observe.

Complete questions three through five on the lab sheet. Questions:

1) After 24 hours, observe the water in your cups. Explain what has happened. 2) Compare your cups of water to those of your classmates. Are they the same? Why or why not?3) Place the cups in a sunny location for 30-45 minutes. What do you observe?4) What effect did the sun have on the water?5) How would the information you learned help you maintain a freshwater environment for fish?

all required components clear explanations ability to answer the essential question

2. The student works through the “What’s for Dinner” project from Project Wild. Working alone or in a small group, the student lists everything

he/she had for dinner or he/she can invent a dinner menu of his/her choice.


GRADE 7


3. Identifies characteristics of radioactivity, including (NM – II.I.I.3): decay in time of some elements to others, release of energy, and damage to cells.

4. Describes how substances react chemically in characteristic ways to form new substances (compounds) with different properties (e.g., carbon and oxygen combine to form carbon dioxide in respiration) (NM – II.I.I.4).

5. Knows that chemical reactions are essential to life processes (NM – II.I.I.5).

6. Knows how various forms of energy are transformed through organisms and ecosystems, including (NM – II.I.II.1):

sunlight and photosynthesis, energy transformation in living systems (e.g., cellular processes

changing chemical energy to heat and motion, and effect of mankind’s use of energy and other activities on living

systems (e.g., global warming, water quality).

He/She analyzes where the food comes from with every item being traced back to a plant, creates a flow diagram or chain that shows the major sources of each food, and discusses what was learned. The student performs research if necessary to obtain the information needed. all required components appropriate visual accuracy individual participation communication skills

Extension: The student chooses from a variety of activities as a follow up: Make a poster of a menu showing the food chains, Create a master list of all plants identified during the above activity, or Trace plants to soil, soil to its parent matter, which includes rocks.

3, 6. The student participates in and completes the following scenario: You have been chosen to be part of a team studying the location of hazardous waste sites in the United States (e.g., WIPP). The U. S. Environmental Protection Agency has identified 1, 201 hazardous waste sites. Your task is to make a detailed study of waste sites in one state (e.g., NM). Based on your findings, identify the industry(s) responsible for creation of these sites, and describe the impact that these sites are having on the people of the state.

Procedures: Using information provided by the teacher, the student creates a color-coded map of the United States that shows the hazardous waste sites by state and develops a legend following guidelines. After this is done, the student selects an individual state to investigate further and draws a large map of the state on a piece of poster paper coloring it the same color as it appeared on the map and showing the locations of hazardous waste sites within that state. He/She locates and labels the 10 largest cities found within the state and includes the following information: total population of the state, total area, population density, and total population rank when compared to the other states. The student identifies the major industries located within the state, creates small pictures that represent each of these industries, and draws them on the map. The student uses this information and writes a brief report explaining the impact of hazardous waste sites on the people living in this state.

completion of all components accuracy writing conventions effective communication


GRADE 7


7. Knows that forces cause motion in living systems, including (NM – II.I.III.1):

the principle of a lever and how it gives mechanical advantage to a muscular/skeletal system to lift objects, and

forces in specific systems in the human body (e.g., how the heart generates blood pressure, how muscles contract and expand to produce motion).

Extension: After the research, the student can participate in a variety of activities. Suggestions: Make a board game, create scenarios and have students brainstorm solutions (e.g., a truck spills its contents at the Big-I), interactive hands-on activities, create a cartoon or a documentary, and/or write a letter to the governor regarding hazardous waste sites.

7. The student makes a model of an arm to help explain the workings of muscle teams (See Blood and Guts – p. 39.). He/She follows the outlined steps:

For the bones, cut some cardboard squares equal to your arm measurements (in length, roll them tightly, bind the ends with tape, and label them.

For the joint, make a hole through all three bones with something sharp, unbend a paper clip, thread it through the holes, and loop the ends.

For the muscles, slightly inflate two long balloons and tie knots in both ends.

Tie on the balloon muscles – first the biceps, then the triceps. Remember that this arm has only two muscles whereas a real one has many.

Answer the question “What happens when the biceps contracts?” realistic replication (e.g., model) procedures response to question

Extension: The student selects from a variety of activities that enhance his/her learning of the human body’s systems:

Create a model of the heart showing all the arteries and veins. (Hint: use red and blue clay). The school nurse comes in and takes the students’ blood pressures

and explains the meaning of the numbers. Check the heart rate after running in place. Make a model of the lung. See Blood and Guts, p. 62.


STRAND III: CONTENT OF SCIENCECONTENT STANDARD II (LIFE SCIENCE): The student understands the properties, structures, and processes of living things and the interdependence of living things and their environments.

BENCHMARKS: A. The student explains the diverse structures and functions of living things and the complex relationships between living things and their environments. B. The student understands how traits are passed from one generation to the next and how species evolve. C. The student understands the structure of organisms and the function of cells in living systems.

GRADE 7


Populations and Ecosystems 1. Identifies the living and nonliving parts of an ecosystem and describe the relationships among these components (NM –II.II.I.1). 2. Explains biomes (i.e., aquatic, desert, rainforest, grasslands, tundra) and describe the New Mexico biome (NM – II.II.I.2).

1 – 3. The student works through Habitat Rummy from Project Wild, pp. 14 – 16. As background, the student learns that humans and animals have some of the same basic needs, shelter being one of them. The student learns the difference between a home and a habitat. Procedures: Each student is assigned to a group of two or three. Each group selects an animal to research (e.g., library, teacher’s references). Findings include what each animal uses to meet its need for food, water, shelter, space, and where the animal lives. The group makes a large master Habitat Information Chart that includes the major categories food, water, shelter, space, and arrangement. Once this information is on the master chart, the group makes a smaller version by hand or by using the computer. The group prepares playing cards by making six equal-sized rectangles on each page, with each page including the habitat components needed for one animal. The group makes copies so that students can glue the information to 3” x 5” note cards. Cards are distributed to every group who in turn glue card sheets onto construction paper. Once cut, each set of five habitat cards per animal makes a book. To play Habitat Rummy : See p. 16 for complete instructions. After the game has been played, the student summarizes what he/she has learned. Summary includes habitat needs of at least five animals.

individual participation acquisition of habitat information accuracy teamwork/collaboration communication skills

Extension: The student writes a story that describes a day in the life of a wild animal as it meets its needs for survival and identifies and describes all the necessary components of habitat for that kind of animal.

OR The student creates books or designs a travel brochure for biome.


GRADE 7


3. Explains how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs) (NM – II.II.I.3).

4. Explains the conditions and resources needed to sustain life in specific ecosystems (NM – II.II.I.4).

5. Describes how the availability of resources and physical factors limit growth (e.g., quantity of light and water, range of temperature, composition of soil) and how the water, carbon, and nitrogen cycles contribute to the availability of those resources to support living systems (NM – II.II.I.5).

Biodiversity 6. Understands how diverse species fill all niches in an ecosystem (NM – II.II.I.6).

7. Knows how to classify organisms: domain, kingdom, phylum, class, order, family, genus, species (NM – II.II.I.7).

Reproduction 8. Knows that reproduction is a characteristic of all living things and is essential to the continuation of a species (NM – II.II.II.1).

9. Identifies the differences between sexual and asexual reproduction (NM – II.II.II.2).10. Knows that, in sexual reproduction, an egg and sperm unite to begin the

OR The student completes the activity “Who’s Home in Biome.”

3 – 6. The student creates a model that explains normal conditions for biomes and hypothesizes what will happen (e.g., What happens if Albuquerque starts getting more rain or if Alaska gets more sunlight?).

pertinent information accuracy conjectures

Extension – See Jason Project for ideas for the student to create mobiles, books or predator/prey games.

7. The student is given a bag of objects and a list (e.g., Doodads & Gismos) to sort and classify based on attributes. He/She follows a dichotomous key to isolate individual objects with nonsense names and match them with their common, familiar names.

correct identification and classification of objects understanding of classifications

Extension: The student creates concept maps or graphic organizers.

OR

The student creates a mneumonic device for kingdom, phylum, class, order, family, genus, and species (e.g., Kids Prefer Candy Over Fresh Green Salad) to help him/her remember classification categories.

8 – 11. The student participates in a flower lab where he/she dissects a flower and looks at the female and male reproduction parts of the flower.

correct identification of flower parts individual participation

OR


GRADE 7


development of a new individual (NM – II.II.II.3).

11. Knows that organisms that sexually reproduce fertile offspring are members of the same species (NM – II.II.II.4).

Heredity 12. Understands that some characteristics are passed from parent to offspring as inherited traits and others are acquired from interactions with the environment (NM – II.II.II.5).

13. Knows that hereditary information is contained in genes that are located in chromosomes, including (NM – II.II.II.6):

determination of traits by genes, traits determined by one or many genes, and more than one trait sometimes influenced by a single gene.

Biological Evolution14. Describes how typical traits may change from generation to generation due to environmental influences (e.g., color of skin, shape of eyes, camouflage, shape of beak) (NM – II.II.II.7).

15. Explains that diversity within a species is developed by gradual changes over many generations (NM – II.II.II.8).

16. Knows that organisms can acquire unique characteristics through naturally occurring genetic variations (NM – II.II.II.9).

17. Identifies adaptations that favor the survival of organisms in their

The student: a) views prepared slides of hydra and amoeba to observe asexual reproduction (e.g., budding and cell division), b) grows ferns, mushrooms, bread mold, and yeast to observe different types of asexual reproduction, or c) makes a T-chart comparing mitosis and meiosis.

12, 13. The student participates in an activity that helps explain why meiosis is responsible for the tremendous variation that exists in every species. See the November, 1992 issue of The Science Teacher for complete instructions. Basically, the student “breeds” reebops and observes the offspring produced by one set of reebop parents. The student constructs chromosomes according to a code, thus modeling the process of meiosis, fertilization, development, and birth. After the activity is completed, the student writes a summary of what he/she learned about variation and the causes of it.

adherence to codes completion of all steps comprehension clear communication writing conventions

OR

Using the March 1995 AIMS Education Foundation handout called “Picturing a Dichotomy”, the student colors in the wheel to determine his/her own traits based on the code provided.

12 – 16. The student creates a scavenger hunt where he/she surveys the class and looks for dominant/recessive traits (e.g., eye or hair color, widow’s peak, roll your tongue) and presents findings to the class.

individual participation identification of dominant and recessive traits presentation of information

OR

The student creates Punnett squares to determine whether offspring will inherit various traits. 17. The student goes through a set of stations using different tools simulating bird


GRADE 7


environments (e.g., camouflage, shape of beak) (NM – II.II.II.10).

18. Understands the process of natural selection (NM – II.II.II.11).

19. Explains how species adapt to changes in the environment or become extinct and that extinction of species is common in the history of living things (NM – II.II.II.12).

beaks and different items representing bird food. He/She determines which beak best matches the food source, collects the data, and explains to the class the choices made.

collection of data clear explanation

OR

The student uses goldfish to check their respiration levels at room temperature and a lower, cooler temperature. He/She compares the two respiratory levels and movement rates of the goldfish.

18, 19. The student does the Adaptation Artistry activity (Council for Environmental Education, 2001) designed to help the student identify and describe the advantages of bird adaptations and to evaluate the importance of adaptations to birds. Birds have a variety of adaptations that have evolved so that the bird is better suited to its particular environment and lifestyle. The student realizes that there are advantages for birds in looking the way they do and recognizes some of the ways in which birds are physically adapted to their environments. Procedure: The student discusses the various adaptations given in a background chart or the student brings in pictures of birds along with information about their habitat and food, groups the data from the other students and makes his/her own chart. The student brainstorms characteristics, names the birds with such characteristics, and describes the advantage of the adaptation represented by the characteristic. The student then designs his/her own original bird (e.g., drawing, sculpture) that is adapted to its habitat and decides where the bird lives, what it eats, how it moves, its gender or sex, and how it raises its young. The student writes a short report that includes the name of the bird, it good sources, habitat, lifestyle, adaptations, reasons for the adaptations, and the advantages provided by the adaptations for the habitat of the bird. All the completed projects are displayed in the room.

participation in discussions originality of bird design all required components writing conventions

Extensions: a) The student makes a mobile of his/her bird. b) The student prepares a slide presentation (e.g., overhead, computer) showing different types of bird adaptations. c) The student collects pictures


GRADE 7


20. Knows that the fossil record documents the appearance, diversification, and extinction of many life forms (NM – II.II.II.13).

Structure of Organisms21. Understands that organisms are composed of cells and identify unicellular and multicellular organisms (NM – II.II.III.1).

22. Explains how organs are composed of tissues of different types of cells (e.g., skin, bone, muscle, heart, intestines) (NM – II.II.III.2).

Function of Cells23. Understands that many basic functions of organisms are carried out in cells, including (NM – II.II.III.3):

growth and division to produce more cells (mitosis), and specialized functions of cells (e.g., reproduction, nerve-signal

transmission, digestion, excretion, movement, transport of oxygen).

of birds to develop a bulletin board showing some of the adaptations discussed. Look for pictures showing bird parts compatible with the “invented birds and display them. 20. See Strand IV, the illustration for performance standard #3.

21. The student creates models out of “junk” or food (e.g., onion, elodea, cheek cells) to build and show parts and functions of cells. The student then views through the microscope the work to compare and contrast cells.

22. The student dissects something (e.g., frog, chicken wings, sheep heart) to compare and contrast cells, tissue, organs and the functions of specialized cells. After the lab experiment, he/she writes a paragraph explaining what was observed.

clear communication individual participation

OR

The student uses chicken eggs, wings, gizzards, hearts, and livers to discuss similarities and differences between cells, tissue, and organs. He/She creates a T-chart showing the structures observed and the functions of the structures.

23. The student works with a partner to test certain areas of the nervous system. He/She completes a handout designed for this activity. The handout charts certain body parts’ (e.g., right middle fingertip, left palm, top of foot, left side) sensitivity to wire ends ranging in length from 1 to 6 cm in length. The student cuts a thin piece of wire or straightened paper clip into two pieces about 5 cm long. The partner touches different parts of the student’s body with the ends of the two pieces of wire. The student’s eyes are closed the whole time. The partner varies the distance between the ends of the wire and randomly decides when to touch the student with only one piece of wire. If the student feels the two ends of the wire, the partner puts a in the appropriate box on the chart. If the student feels only one piece of the wire, the partner writes Yes in the appropriate box. The student and partner then switch places and the activity is repeated with results recorded in the partner’s chart. After the activity, both student and partner answer the following questions:

How many times were you able to correctly determine whether your


GRADE 7


24. Compares the structure and processes of plant cells and animal cells (NM – II.II.III.4).

25. Describes how some cells respond to stimuli (e.g., light, heat, pressure, gravity) (NM – II.II.III.5).

partner touched you with one or two pieces of wire? How many times were you not able to determine whether your partner

touched you with one or two pieces of wire? How did the results for the right side of your body compare with those

for the left side? What did you learn about the various parts of your body?

individual participation cooperation completion of chart accuracy response to questions

21, 24. The student makes at home a three-dimensional model of a cell (plant or animal) using the following guidelines:

The vast majority of the work should be done by you. Show the assignment to your parent(s). They may help you.

Use simple, easy to find materials (e.g., food or nonfood items). Decide what items you will use to represent the cell wall, chloroplast,

vacuoles, nucleus, chromatin, endoplasmic reticulum, ribosomes, mitochondria, golgi bodies, cell membrane, and cytoplasm. Create a chart to list these parts and include the function of each part. Refer to the diagram of a cell in your textbook for ideas for the shapes and sizes of cell parts. Label each part.

The base of your cell may not be larger than a standard sheet of paper (8 1/2 x 11).

Attach to the model a 3 x 5 index card with your name and class period on it.

If your cell is made from edible materials, we’ll eat it during class. Plan to share. (Caution to the teacher: Be aware of food allergies the students may have prior to allowing students to eat the cells.)

adherence to guidelines originality understanding of cell structure accuracy individual participation

25. The student does a lab experiment to learn about phototropism. He/She puts a plant on a window sill and places it so that it grows toward the light. He/She observes the growth over a period of time and keeps a journal recording measures taken, graphs, and results. At the end of the designated growth period, the student writes up his/her results to include a conclusion


GRADE 7


26. Describes how factors (radiation, UV light, drugs) can damage cellular structure or function (NM – II.II.III.6).

and a rationale for it. completion of the experiment record of results reasonable explanation for growth pattern

26. The student places different colored pieces of construction paper on a window sill and covers certain spots to see how the sun fades the paper over time. This activity leads the student to do research on a topic of interest (e.g., skin cancer, drugs, brain functions) and presents findings to the class.

observations thorough research effective presentation communication skills


STRAND IV: CONTENT OF SCIENCECONTENT STANDARD III (EARTH AND SPACE SCIENCE): The student understands the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.

BENCHMARKS: A. The student describes how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures. B. The student describes the structure of earth and its atmosphere and explains how energy, matter, and forces shape Earth’s systems.

GRADE7


1. Explains why Earth is unique in our solar system in its ability to support life (NM – II.III.I.1).

2. Explains how energy from the sun supports life on Earth (NM –II.III.I.2).

3. Understands how the remains of living things give us information about the history of Earth, including (NM – II.III.II.1):

layers of sedimentary rock, the fossil record, and radioactive dating showing that life has been present on Earth for more than 3.5 billion years.

4. Understands how living organisms have played many roles in changes of Earth’s systems through time (e.g., atmospheric composition, creation of soil, impact on Earth’s surface) (NM – II.III.II.2).

1, 3, 4. The student conducts research (e.g., Web Quest, library) to identify the conditions it takes to support life on planets. He/She compares the conditions for the different planets and presents findings with support to the class. The student is evaluated by his peers using a student-teacher designed rubric.

adherence to rubric guidelines research skills support for position effective communication

2. See Strand II, illustration for performance standards # 3 and 6.

3. Using adding machine tape, each student makes a timeline on when the Earth was formed to present day. He/She selects a scale unit (e.g., 1 mm = 1 million years) and, starting backwards, marks off fossil records, first mammal, first bird, etc. He/She places pictures (e.g., drawings, magazine pictures, computer graphics) on the timelines. Each student puts up his/her timeline on the walls around the room and does a gallery walk to view each other’s work and to compare each other’s timelines to see where humans are compared to present day.

creativity accuracy individual participation appropriate scale

OR

To answer the essential question “How old is Earth?” the student works through the LHS Gems (Life Through Time) project called “Introducing the Tree of Life”. The activity is quite lengthy and detailed and, thus, won’t be described in this space. In essence, the student studies what life was like many millions of years ago, becoming time travelers, learning about the


GRADE7


5. Knows that changes to ecosystems sometimes decrease the capacity of the environment to support some life forms and are difficult and/or costly to remediate (NM – II.III.II.3).

animals, plants, and environment of long ago, and studying how life has changed over large chunks of time. The activity provides for hypothesis, discussion, thought, activity, collaboration, and communication. 5. In the following activities, the student identifies, describes, and evaluates the positive and negative effects that forest and grassland fires have on wildlife. As background information, the student learns that the environment is always changing, sometimes subtly and sometimes dramatically. Fire is one of the natural agents of change and has helped shape open spaces for thousands of years and has been essential for the survival of many plants and animals. Today many fires are allowed to burn as part of a natural cycle within forest and grassland ecosystems. “Prescribed burns” are planned and tended by qualified resource managers and designed to reduce the fuel load in a forested area. The student participates in a discussion on forest and grassland fires and then brainstorms positive and negative consequences of forest and grassland fires for wildlife, specifying and giving examples. One, several, or all of the activities ensue to enhance the student’s understanding on fire ecologies.

a) Take a field trip, if possible, to a forest or grassland to see areas that have recently been burned or not burned in recorded history. If the trip is possible, the student makes and records observations and takes small soil samples for testing purposes.

b) Contact a regional forester, state wildlife agency, or other resource person for information on the subject or invite this individual to come to the classroom and talk to the students about different circumstances under which fires can be helpful and harmful to wildlife.

c) Research (e.g., library, computer) the information that the field trip or guest speaker would have provided and organize and present the

findings of the research to the class. At the end of this unit, the student, either orally or in written format, explains the benefits and challenges in allowing and preventing fires.

comprehension of the impact from wild and controlled burns

effective communication appropriate behaviors on field trip or for guest speaker

OR

See LHS Gems – “Environmental Detective”.


GRADE7


Extension: The student researches the forest fire situation in New Mexico and presents findings to the class to include the effect of the fires on ecology (e.g., erosion).


STRAND V: SCIENCE AND SOCIETYCONTENT STANDARD: The student understands how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.

BENCHMARK: The student explains how scientific discoveries and inventions have changed individuals and societies.

GRADE 7


1. Analyzes the contributions of science to health as they relate to personal decisions about smoking, drugs, alcohol, and sexual activity

(NM – III.I.1).

1. The student completes the following activity to see the effect one infected person can have on a specified number of people. Preparation requires clear numbered cups – one for each student. All student cups are filled with 1/2 cup water. To one cup add 3-4 drops NAOH.

Procedure: Each student takes a numbered cup containing a clear solution. One of these cups is infected with a deadly virus (NAOH). He/She compares his/her solution with three others, determines if he/she is infected, and writes his/her observations. Fluids are exchanged with three students in the class by transferring two full eyedroppers of liquid from one cup into another and back or by having the student pour 1/4 of his/her cup’s liquid into a friend’s cup and vice versa. Once students have exchanged fluids, they are seated. The teacher walks around and adds phenylthalein by eyedropper to each student’s cup and watches for the reaction. The student writes down in order the names of students with whom he/she shared fluids. When finished and seated, he/she responds to the following questions:

How did you feel while waiting for your results? How did you feel when you found out you were/weren’t infected?

Once everyone is seated, the teacher comes around with an indicator and adds 2-3 drops indicator to each cup. If the liquid turns pink the student is infected. In small groups, or as a class, the student determines the original infected class member and then determines how many and what percentage of the class were infected. He/She explains how the source was traced. individual participation appropriate behaviors response to questions analysis

Extension: As part of a career or school-to-work project, the student listens to a variety of guest speakers (e.g., health professionals) talk to the students about health issues.

NOTE: The science team that contributed to this curriculum feels


GRADE 7


2. Analyzes how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies)(NM – III.I.2).

3. Describes how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism) (NM – III.I.3).

strongly that the performance standards indicated in this strand are covered thoroughly in the health curriculum and, because it is, just covers this strand summarily.

2. The student learns parts and functions of a microscope and other scientific equipment available to them and then compares the items.

identification of parts comparisons clear communication

3. The student surveys parents, grandparents, friends, peers, and others with whom he sees on a regular basis to find out who has had various vaccines (e.g., small pox, polio, chicken pox) and reports findings to the class. After each student has reported, a class discussion can be held to talk about the implications of having or not having the required vaccinations.

individual participation collection of data clarity in communication understanding of health issues


STRAND VI: LITERACYCONTENT STANDARD: The student communicates science principles through reading, writing, and speaking opportunities.


BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, and a variety of writing and speaking requirements.


GRADE7


1. Increases and monitors reading comprehension (APS – LA I.1).

2. Demonstrates strategies to define and extend understanding of word meaning (APS – LA I.2).

3. Reads a variety of texts, both self-selected and assigned, to increase fluency and comprehension (APS – LA I.4).

4. Analyzes a variety of texts and literary selections (e.g., science fiction) (APS – LA II.11).

5. Uses the problem-solving process within various contexts and situations to refine understanding (APS – LA II.15).

6. Demonstrates increasing proficiency in using the writing process to create a final product (APS – LA III.1).

7. Demonstrates increasing proficiency with writing conventions (APS – LA III.4).

8. Demonstrates increasing proficiency with speaking and language conventions (APS – LA IV.2).

9. Refines critical thinking skills and develops criteria for evaluating arguments and judgments (APS – LA IV.5).

10. Interprets and synthesizes information that is read, heard, or viewed (APS – LA V.10).

11. Analyzes information from a variety of sources (APS – LA VI.3).

The numerous activities that have been provided by the teachers for this course exemplify the type of experiences a seventh grader should be having – a hands-on, laboratory , field experience –one where he/she can investigate, hypothesize, research, work with others in a collaborative setting, and learn through engagement in content that is rich and meaningful and are visible in every strand. Many opportunities are also included thoroughout the year for the student to strengthen his/her literacy skills. The following citations are just a few examples where these performance standards are in evidence.

1 – 5. See Strand I; Strand II – 2nd illustration; Strand III – illustration for performance standards # 1 – 3; and Strand IV – illustration for performance standard #5.

6, 7. See Strand I; Strand II – 1st illustration, illustration for #3, 6; Strand III– illustration for performance standards # 1 – 3, 12, 13, 18, 19, 22, and 25; Strand IV – illustration for performance standard #5; and Strand V – 1st illustration.

8, 9. See Strand II – 1st illustration; Strand II – illustration for performance standards # 3, 6; Strand III – 1st illustration, illustration for performance standards # 12 – 16, 18, 19, 26; Strand IV – illustration for performance standard # 5; and Strand V – 1st illustration.

10. See Strand III – illustration for performance standard # 21; Strand IV – illustration for performance standard # 3; and Strand V – illustrations for performance standards #1 and 2.

11, 12. See Strand I; Strand II – 2nd illustration; Strand III – illustration for


GRADE7


12. Produces informational products and/or presentations that communicate information effectively to a specific audience (APS – LA VI.7).

performance standards #1 – 3, 26; and Strand IV – 1st illustration.


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