GRADE: 7
TOPIC: Energy & Work (7.1)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme III: Energy Transfer and Transformation What is the role of energy in our world? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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7.1 Energy provides the ability to do work and can exist in many forms. |
How does energy provide the ability to do
work? What
are mechanical advantage and efficiency and how are they computed? How are simple machines used
to give a mechanical advantage of force or effort? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… Work is the process of making objects move through the application of force. Energy can be stored in many forms and can be transformed into the energy of motion. |
Students will be able to… Explain the relationship among force, distance and work and use the relationship (W=FXD) to calculate work done in lifting heavy objects. Explain how simple machines such as inclined planes, pulleys and levers are used to create mechanical advantage. Describe how different types of stored (potential) energy can be used to make objects move. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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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 |
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“May the Force Be With You” (LEARN performance task) http://www.learn.k12.ct.us/science/pdf/maytheforce.pdf |
Pulley, Lever & Inclined Plane Labs Homework, Journals & Projects |
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STAGE 3: SUGGESTED
RESOURCES |
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TOPIC: Human Body System (7.2)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme VI: Structure & Functions How are organisms structured to ensure
efficiency and survival? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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7.2 Many organisms,
including humans, have specialized organ systems that interact with each
other to maintain dynamic internal balance. |
How can you tell if a cell is a living
organism? How can cells be classified? How are cell types alike? Different? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… All organisms are made up of one or more cells; each functions more or less independently. Multi-cellular organisms need specialized structures and
systems to perform basic life functions. |
Students will be able to… Describe the basic structure of an animal cell, including nucleus, cytoplasm, mitochondria, and cell membrane, and how they function to support life. Describe the structures of the human digestive, respiratory, circulatory systems and explain how they function to bring oxygen and nutrients to the cells and expel waste materials. Explain how the human muscular/skeletal system supports the body and allows movement. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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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 |
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CT State Department
of Education Embedded Task for Gr7 ~ “Feel the Beat” – MANDATORY Plus: Break It Up (LEARN) The Effect of
Temperature on Fish Respiration (LEARN) |
Labs Homework Journals Projects |
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STAGE 3: SUGGESTED
RESOURCES |
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DNA
Epicenter ( Samples of various living micro-organisms Textbook Science Explorer (Prentice-Hall) Dissections and/or Virtual Dissections Human Body Models Shrinky
Dink Cells |
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TOPIC: The Changing Earth (7.3)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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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 |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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7.3 Landforms are
the result of interaction of constructive and destructive forces over time.
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Why do earthquakes and volcanoes often
occur in a predictable pattern within the Earth? Why is the physical earth dynamic? What are the major causes of earthquakes
and volcanoes? In what ways do erosion, weathering and
glaciations create and shape the Earth? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… Volcanic activity and the folding and faulting of rock layers during the shifting of Earth’s crust affect the formation of mountains, ridges and valleys. Glaciations, weathering, and erosion change the Earth’s
surface by moving earth materials from place to place. |
Students will be able to… Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust. Explain how glaciations, weathering and erosion create and shape valleys and floodplains. Explain how the boundaries of tectonic plates can be
inferred from the location of earthquakes and volcanoes. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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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 |
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“Forces that Change the Surface of the Earth” (LEARN performance task) Students will assume the role of a geologist and create a presentation (poster, brochure, multimedia) that demonstrates an understanding of the forces involved with the deformation of the Earth’s crust. |
Labs Homework Journals Projects Topic Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Prentice
Hall Inside Earth and Earth’s Changing Surface Plate Tectonic CD Supervolcano! Movie |
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TOPIC: Food Technology (7.4)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme XI: Science & Technology in
Society How do science and technology affect the quality of our lives? Science Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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7.4 Technology allows us to improve food
production and preservation, thus improving our ability to meet the
nutritional needs of growing populations. |
How does technology allow us to improve
food production and preservation? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… Various microbes compete with humans for the same sources of food. Microbes multiply rapidly. A quarter of the world’s food supply is lost to spoilage by microbes and insects. Microbes are essential to the Earth’s circle of life in that they help return the chemicals in food back to the environment. |
Students will be able to… Identify the 3 main types of microbes: bacteria, yeast and molds. Describe how freezing, dehydration, pasteurization, pickling and irradiation prevent food spoilage caused by microbes. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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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 |
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Embedded Performance Task: |
Labs (Pickle Lab) Homework Journals: Moldy Bread Lab Projects: Food Spoilage Prevention Presentation Webquest: A Gathering of Days www.mofb.org\webquest\wq14e.htm |
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STAGE 3: SUGGESTED
RESOURCES |
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Monsanto Field Trip (Mystic, CT) www.schoolscience.co.uk/content/4/biology/sgm/sgmpres1.html www.unitedstreaming.com
– Tomato Cannery (1.00) & The Road to Vaccines: Louis Pasteur ( |
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Scoring
Rubric
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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. |
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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. |
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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. |
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1 |
Demonstrates
insufficient understanding of the objectives of the task. Student demonstrates minimal understanding of the task
with little effort shown. |