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GRADE 7 Science

Content Standards and Expected Performances

Core Science for Grades 6-8

THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?
Content Standards	Expected Performances
SCIENTIFIC INQUIRY Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists. SCIENTIFIC LITERACY Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media. SCIENTIFIC NUMERACY Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.	C INQ.1 Identify questions that can be answered through scientific investigation. C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information. C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions. C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. C INQ.5 Use appropriate tools and techniques to make observations and gather data. C INQ.6 Use mathematical operations to analyze and interpret data. C INQ.7 Identify and present relationships between variables in appropriate graphs. C INQ.8 Draw conclusions and identify sources of error. C INQ.9 Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

GRADE: 6

TOPIC: Elements, Compounds & Mixtures (6.1)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme II: Properties of Matter How does the structure of matter affect the properties and uses of materials? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
6.1 - Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.	How do the properties of an element and compound differ? Why is it important to know about the properties of matter? How are physical and chemical properties used to classify matter? How do changes in temperature and pressure affect the properties of matter?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Mixtures are made of combinations of elements and/or compounds, and they can be separated using a variety of physical means. Pure substances can be either elements or compounds, and they cannot be broken down by physical means. Atoms are the smallest particle of matter Basic structure of an atom (protons, neutrons and electrons).	Students will be able to… Describe the properties of common elements such as oxygen, hydrogen, carbon, iron and aluminum. Describe how the properties of simple compounds, such as water and table salt, are different from the properties of the elements of which they are made. Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are a scientist and you have been asked to conduct research for NASA. New matter has been collected by a space probe exploring a different planet. You will be asked to work in teams, and will be given an unknown substance to analyze in terms of physical and chemical properties. Your task is to compare this unknown substance to some common matter known on Earth. Teams will utilize tests taught during this unit for their analysis. Be prepared to report your findings. Solubility Race: http://www.learn.k12.ct.us/science/pdf/solubility.pdf	Oral and/or written responses to Essential Questions Labs Homework Journals Projects Webquests Topic Assessments
STAGE 3: SUGGESTED RESOURCES
Science Explorer: Chemical Building Blocks and Chemical Interactions Unitedstreaming.com Brainpop.com DNA EpiCenter

TOPIC: Ecosystems (6.2)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme V: Matter and Energy in Ecosystems How do matter and energy flow through ecosystems? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
6.2 - An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. All organisms are interdependent with one another. Human activity has a profound influence on the natural world.	How is energy transferred through organisms in an ecosystem? What part do the abiotic, or non-living, parts play in the ecosystem? What happens to the biotic and abiotic parts of an ecosystem when there is a change to the physical environment? What roles do different organisms have in an ecosystem? How has human activity affected the natural world?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Populations in ecosystems are affected by biotic factors such as other populations, and abiotic factors such as soil and water supply. Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.	Students will be able to… Describe how abiotic factors such as temperature, water and sunlight affect plants’ ability to create their own food through photosynthesis. Explain how populations are affected by predator-prey relationships. Describe common food webs in different Connecticut ecosystems.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are an environmental scientist. Your task is to design a plant or animal which would be able to survive a given environment. Be sure to focus on adaptations which allow survival (predation, protection, etc.). Your plant or animal will become part of an overall ecosystem. Map and explain the interactions (interdependence) of organisms within it. Note: An environmental catastrophe will occur and you will assess the impact to the overall ecosystem. Food Web Fun: http://www.learn.k12.ct.us/science/pdf/foodwebfun.pdf	Oral and/or written responses to Essential Questions Labs Homework Journals Projects Webquests Topic Assessments
STAGE 3: SUGGESTED RESOURCES
Science Explorer: Environmental Science and Animals Project Oceanology Stenger Farm

TOPIC: Weather & Seasons (6.3)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme IX: Energy in the Earth’s Systems How do external and internal sources of energy affect the Earth’s systems? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)		Essential Questions Inquiry used to explore generalizations
6.3 - Variation in the amount of the sun’s energy hitting the Earth’s surface affects daily and seasonal weather patterns. The Earth’s physical features are in constant change due to external and internal forces.		How does the ocean influence the weather on land? How can we predict the weather for our area?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.		Students will be able to… Describe the effect of heating on the movement of molecules in solids, liquids and gases. Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water. Explain how the uneven heating of the Earth’s surface causes winds and affects the seasons.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)		Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are a meteorologist. Your job is to create a weather broadcast which includes local weather patterns and forecasting upcoming weather. Different groups of student meteorologists will focus on different seasons. They will also compare current weather data with past data and report on noted patterns, changes and possible explanations of differences. Broadcasts will be presented to the Regional Weather Council.	Oral and/or written responses to Essential Questions Labs Homework Journals Projects Topic Assessments
STAGE 3: SUGGESTED RESOURCES
Science Explorer: Inside Earth and Earth’s Changing Surface WTNH Weathernet Project Oceanology

TOPIC: Water Quality (6.4)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme XI: Science and Technology in Society How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
6.4- Water moving across and through earth materials carries with it the products of human activities.	How are the conditions in the ocean and those on land related? How have humans accelerated changes in the earth’s environment?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Most precipitation that falls on Connecticut eventually reaches Long Island Sound.	Students will be able to… Explain the role of septic and sewage systems on the quality of surface and ground water sources. Explain how human activity may impact water resources in Connecticut such as local ponds, rivers and the Long Island Sound ecosystem.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
CT State Department Embedded Task for Grade 6 ~ “Dig In” - MANDATORY	Oral and/or written responses to Essential Questions Labs Homework Journals Topic Assessments Projects
STAGE 3: SUGGESTED RESOURCES
Science Explorer text Earth’s Waters GEMS kit River Cutters Stenger Farm Project Oceanology Ecosystems in Long Island Sound

Scoring Rubric

4	Exceeds the objectives of the task. Demonstrates high level of understanding. Student demonstrates evidence of advanced planning and shows a highly systematic and organized approach that is neat and clearly presented. Explanations are very clear and easy to follow.
3	Meets the objectives of the task. Demonstrates a complete understanding. Student demonstrates evidence of expected planning and shows an organized approach that is neat and clearly presented. Explanations are clear and the thinking process is easy to follow.
2	Does not meet all the objectives of the task. Demonstrates some understanding. Student demonstrates evidence of some planning and organization. Presentation is disorganized and not neatly presented.
1	Demonstrates insufficient understanding of the objectives of the task. Student demonstrates minimal understanding of the task with little effort shown.