7th Grade Science Curriculum Map
*Please note that these are reviewed and revised annually
Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
|
September |
Measurement Scientific
Method Lab
Safety |
STANDARD 1 – Analysis, Inquiry, and Design (Mathematical
Analysis) Students
will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers, and develop
solutions. STANDARD
1- Analysis, Inquiry, and Design ( Scientific Inquiry) |
Chapter
1 |
Key
Idea: 1 Abstraction and symbolic representation are used to communicate
mathematically. Key
Idea 3 : Critical thinking skills are used in the solution of mathematical
problems. Key
Idea 2: Beyond the use of reasoning and consensus, scientific inquiry
involves the testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable
ingenuity. |
M1.1
Extend mathematical notation and symbolism to include variables and
algebraic expressions in order to describe and compare quantities and
express mathematical relationships. M1.1c
Apply mathematical equations to describe relationships among variables in
the natural world. S2.3
Carry out their research proposals, recording observations and
measurements (e.g., lab notes, audiotape, computer disk, videotape) to
help assess the explanation. S
3.1 Design charts, tables,
graphs, and other representations of observations in conventional and
creative ways to help them address their research question or hypothesis. |
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mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
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Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing |
Volume,
Length, Mass Scientific
Method Lab
Safety |
Manute
Bol Lab The
Better Buy Lab Battle
of the Paper Towel Lab Metric
Lab Practical Just
Bag –it Lab Measurement,
Scientific Method, Safety, Graphing unit test Journal
Entries |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
|
October |
Characteristics
of Life Cells |
Standard 4: The Living Environment Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. |
|
Key Idea 5: Organisms maintain a dynamic equilibrium that
sustains life. Introduction: All organisms must be able to obtain
and use resources, grow, reproduce, and maintain stable internal
conditions while living in a constantly changing external environment.
Organisms respond to internal or environmental stimuli. Key Idea 1: Living things are both similar to and
different from each other and from nonliving things. Introduction:
Living things are similar to each other yet different from nonliving
things. The cell is a basic
unit of structure and function of living things (cell theory).
For all living things, life activities are accomplished at the
cellular level. Human beings
are an interactive organization of cells, tissues, organs, and systems.
Viruses lack cellular organization. |
Performance
Indicator 5.1. Compare the
way a variety of living specimens carry out basic life functions and
maintain dynamic equilibrium. Performance
Indicator 1.1. Compare and
contrast the parts of plants, animals, and one-celled organisms. |
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|
mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
|
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5.1c
All organisms require energy to survive.
The amount of energy needed and the method for obtaining this
energy vary among cells. Some
cells use oxygen to release the energy stored in food. 5.1g
The survival of an organism depends on its ability to sense and
respond to its external environment. 1.1a
Living things are composed of cells.
Cells provide structure and carry on major functions to sustain
life. Cells are usually
microscopic in size. 1.1c
Most cells have cell membranes, genetic material, and cytoplasm.
Some cells have a cell wall and/or chloroplasts.
Many cells have a nucleus. 1.1e
Cells are organized for more effective functioning in multicellular
organisms. Levels of
organization for structure and function of a
multicellular organism include cells, tissues, organs, and organ
systems. |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Computer
Simulations |
Characteristics
of Life Cell
Sizing |
Case
of the Living Matter Lab Journal
Entries Quizzes Building
a Eukaryotic Cell |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
November |
Microscope Plant/Animal
Cell Cell
Processes |
Standard 4: The Living Environment Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. |
Chapter
3 Chapter
4 |
Key Idea 1: Living things are both similar to and
different from each other and from nonliving things. Introduction:
Living things are similar to each other yet different from nonliving
things. The cell is a basic
unit of structure and function of living things (cell theory).
For all living things, life activities are accomplished at the
cellular level. Human beings
are an interactive organization of cells, tissues, organs, and systems.
Viruses lack cellular organization. Key Idea 2: Organisms inherit genetic information
in a variety of ways that result in continuity of structure and function
between parents and offspring. Introduction:
Every organism requires a set of instructions for specifying its traits.
This information is found in the genes of cells.
As organisms reproduce, these instructions are passed from one
generation to the next. |
Performance
Indicator 1.1. Compare and
contrast the parts of plants, animals, and one-celled organisms Performance
Indicator 2.1. Describe
sexual and asexual mechanisms for passing genetic materials from
generation to generation. |
|
mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
|
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|
1.1a
Living things are composed of cells.
Cells provide structure and carry on major functions to sustain
life. Cells are usually
microscopic in size. 1.1b
The way in which cells function is similar in all living things.
Cells grow and divide, producing more cells.
Cells take in nutrients, which they use to provide energy for the
work that cells do and to make the materials that a cell or an organism
needs. 1.1c
Most cells have cell membranes, genetic material, and cytoplasm.
Some cells have a cell wall and/or chloroplasts.
Many cells have a nucleus. 1.1e
Cells are organized for more effective functioning in multicellular
organisms. Levels of
organization for structure and function of a
multicellular organism include cells, tissues, organs, and organ
systems. 2.1a
Hereditary information is contained in genes.
Genes are composed of DNA that makes up the chromosomes of cells. 2.1d
In asexual reproduction, all the genes come from a single parent.
Asexually produced offspring are genetically identical to the
parent. |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing |
Microscope
Usage Plant/Animal
Cell Osmosis/Diffusion |
The
Letter “e” Lab Quizzes Mitosis
Lab Plant
and Animal Performance Assessment Cell
Parts and Microscope Test Potato
Takes a Plunge Lab Incredible
Shrinking Egg Journal
Entries |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
December |
Classification Survey
of Kingdoms Viruses
and Bacteria
|
Standard 4: The Living Environment Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. |
Chapter
9 Chapter
10 |
Key Idea 1: Living things are both similar to and
different from each other and from nonliving things. Introduction:
Living things are similar to each other yet different from nonliving
things. The cell is a basic
unit of structure and function of living things (cell theory).
For all living things, life activities are accomplished at the
cellular level. Human beings
are an interactive organization of cells, tissues, organs, and systems.
Viruses lack cellular organization. |
Performance
Indicator 1.1. Compare and
contrast the parts of plants, animals, and one-celled organisms. |
|
mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
|
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|
1.1h
Living things are classified by shared characteristics on the
cellular and organism level. In classifying organisms, biologists consider details of
internal and external structures. Biological
classification systems are arranged from general (kingdom) to specific
(species). |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Computer
Simulation |
Dichotomous
Key Lab Making
a Model of a Virus |
USS
Adventure Lab Shape
Island Lab Classify
the States Lab Dichotomous
Key State Assessment Journal
Entries Quizzes Model
of a Virus Lab Science
Sleuths Computer Simulations
|
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Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
January |
Survey
of the Kingdom Protists
and Fungi |
Standard 4: The Living Environment Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. |
Chapter
10 Chapter
11 |
Key Idea 5: Organisms maintain a dynamic equilibrium that
sustains life. Introduction:
All organisms must be able to obtain and use resources, grow, reproduce,
and maintain stable internal conditions while living in a constantly
changing external environment. Organisms
respond to internal or environmental stimuli. Key Idea 4: The continuity of life is sustained through
reproduction and development. Introduction:
The survival of a species depends on the ability of a living organism to
produce offspring. Living
things go through a life cycle involving both reproductive and
developmental stages. Development
follows an orderly sequence of events. |
Performance
Indicator 5.1. Compare the
way a variety of living specimens carry out basic life functions and
maintain dynamic equilibrium. Performance
Indicator 4.4. Observe and
describe cell division at the microscopic level and its macroscopic
effects. |
|
mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
|
||
|
5.1b
An organism’s overall body plan and its environment determine the
way that the organism carries out the life processes. 5.1c
All organisms require energy to survive.
The amount of energy needed and the method for obtaining this
energy vary among cells. Some
cells use oxygen to release the energy stored in food. 4.4a
In multicellular organisms, cell division is responsible for
growth, maintenance, and repair. In some one-celled organisms, cell division is a method of
asexual reproduction. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Protists
Fungi |
Journal
Entries Quizzes Protist
Mobile Protists
People Search Ode
to a Fungi My
Moldy Garden |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY
iDEAS/CONCEPTS |
PERFORMANCE
INDICATORS/SKILLS |
|
February |
Plants
Animals |
Standard 4: The Living Environment Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. |
Chapter
12 Chapter
13 Chapter
15 Chapter
16 Chapter
17 |
Key Idea 4: The continuity of life is sustained through
reproduction and development. Introduction:
The survival of a species depends on the ability of a living organism to
produce offspring. Living
things go through a life cycle involving both reproductive and
developmental stages. Development
follows an orderly sequence of events. Key Idea 5: Organisms maintain a dynamic equilibrium that
sustains life. Introduction:
All organisms must be able to obtain and use resources, grow, reproduce,
and maintain stable internal conditions while living in a constantly
changing external environment. Organisms
respond to internal or environmental stimuli. Key Idea 6: Plants and animals depend on each other and
their physical environment Introduction:
An environmentally aware citizen should have an understanding of the
natural world. All organisms
interact with one another and are dependent upon their physical
environment. Energy and
matter flow from one organism to another.
Matter is recycled in ecosystems.
Energy enters ecosystems as sunlight, and is eventually lost from
the community to the environment, mostly as heat. |
Performance
Indicator 4.3. Observe and
describe developmental patterns in selected plants and animals (e.g.,
insects, frogs, humans, seed-bearing plants). Performance
Indicator 4.4. Observe and
describe cell division at the microscopic level and its macroscopic
effects. Performance
Indicator 5.1. Compare the
way a variety of living specimens carry out basic life functions and
maintain dynamic equilibrium. Performance
Indicator 6.2. Provide
evidence that green plants make food and explain the significance of this
process to other organisms. |
|
mAJOR
UNDERSTANDINGS |
sUPPLEMENTAL
CONTENT & LEARNING STRATEGIES |
lAB
tHEMES |
ASSESSMENTS
|
||
|
4.3e
Patterns of development vary among plants.
In seed-bearing plants, seeds contain stored food for early
development. Their later
development into adulthood is characterized by varying patterns of growth
from species to species. 4.4a
In multicellular organisms, cell division is responsible for
growth, maintenance, and repair. In some one-celled organisms, cell division is a method of
asexual reproduction. 5.1a
Animals and plants have a great variety of body plans and internal
structures that contribute to their ability to maintain a balanced
condition. 5.1b
An organism’s overall body plan and its environment determine the
way that the organism carries out the life processes. 6.2a
Photosynthesis is carried on by green plants and other organisms
containing chlorophyll. In this process, the Sun’s energy is converted into and
stored as chemical energy in the form of a sugar.
The quantity of sugar molecules increases in green plants during
photosynthesis in the presence of sunlight. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective | ||||