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District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Resources: Prentice Hall Science Explorer Series
Curriculum
Pacing Guide for 2010/2011
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Grade Level |
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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6th |
U1 -
Nature and History of Science, Safety, Scientific Process (2 weeks
and reinforced throughout)
U2 -
The physical characteristics and changes of solid, liquid, and gas
states can be explained using the particulate model
(3 weeks)
U3 -
Distinguish among, explain, and apply the relationships among mass,
weight, volume, and density
(3 weeks)
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U4 -
All matter is made of atoms, which are far too small to see directly
through a light microscope. Elements have unique atoms and thus,
unique properties. Atoms themselves are made of even smaller
particles
(5 weeks)
U5 -
Atoms may stick together in well-defined molecules or be packed
together in large arrangements. Different arrangements of atoms into
groups compose all substances.
(4 weeks)
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U6 -
Water on Earth is distributed and circulated through oceans,
glaciers, rivers, ground water, and the atmosphere
(3 weeks)
U7 -
Earth’s natural resources provide the foundation for human society’s
physical needs. Many natural resources are nonrenewable on human
timescales, while others can be renewed or recycled
(3 weeks)
U8 -
Complex interrelationships exist between Earth’s structure and
natural processes that over time are both constructive and
destructive
(3 weeks)
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U9 -
Changes in environmental conditions can affect the survival of
individual organisms, populations, and entire species
(3 weeks)
U10 -
Organisms interact with each other and their environment in various
ways that create a flow of energy and cycling of matter in an
ecosystem
(3 weeks)
U11 -
Classification of plants and animals (1 week)
U12 -
Health (2 weeks)
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7th |
U1 -
Safety, Lab Skills & The Scientific Process (2 weeks)
U2 -
Mixtures of substances can be separated based on their properties
such as solubility, boiling points, magnetic properties, and
densities
(3 weeks)
U3 -
Major geologic events such as earthquakes, volcanic eruptions,
mid-ocean ridges, and mountain formation are associated with plate
boundaries and attributed to plate motions
(4 weeks)
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U4 -
Geologic time, history, and changing life forms are indicated by
fossils and successive sedimentation, folding, faulting, and
uplifting of layers of sedimentary rock (9 weeks)
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U5 -
Multiple lines of evidence show the
evolution of organisms over geologic time (2 weeks)
U6 -
Cells are the smallest unit of life that can function independently
and perform all the necessary functions of life (4 weeks)
U7 -
Photosynthesis and cellular respiration are important processes by
which energy is acquired and utilized by organisms (3 weeks)
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U8 -
The human body is composed of atoms, molecules, cells, tissues,
organs, and organ systems that have specific functions and
interactions (6 weeks)
U9 -
Individual organisms with certain traits are more likely than others
to survive and have offspring in a specific environment (2 weeks)
U10 -
Health (1 week- some aspects covered in human body) |
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8th |
U1 -
Safety & The Scientific Process, Equipment/Technology (2 weeks)
U2 -
Identify and calculate the direction and magnitude of forces that
act on an object, and explain the results in the object’s change of
motion
(7 weeks)
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U3 -
There are different forms of energy, and those forms of energy can
be changed from one form to another – but total energy is conserved
(2 weeks)
U4 -
Recognize that waves such as electromagnetic, sound, seismic, and
water have common characteristics and unique properties
(2 weeks)
U5 -
Distinguish between physical and chemical changes, noting that mass
is conserved during any change
(5 weeks)
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U6 -
The relative positions and
motions of Earth, Moon, and Sun can be used to explain observable
effects such as seasons, eclipses, and Moon phases (5 weeks)
U7 -
The solar system is comprised of various objects that orbit the Sun
and are classified based on their characteristics (4 weeks)
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U8 -
Weather is a result of complex interactions of Earth's atmosphere,
land and water, that are driven by energy from the sun, and can be
predicted and described through complex models
(2 weeks)
U9 -
Earth has a variety of climates defined by average temperature,
precipitation, humidity, air pressure, and wind that have changed
over time in a particular location
(2 weeks)
U10 -
Human activities can deliberately or inadvertently alter ecosystems
and their resiliency
(1 week)
U11 -
Organisms reproduce and
transmit genetic information (genes) to offspring, which influences
individuals’ traits in the next generation (3 weeks)
U12 -
Health (1 week) |
Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Scientists investigate the world around them and
communicate to others through the scientific process.
- The scientific process is the basis of an integrated
approach to understanding our world. (topic/problem, testable question,
hypothesis, procedure)
- Scientists use a plan to carry out an investigation
(variables, control, data, observations, investigations).
- Scientists select, appropriate tools to collect,
organize, and record data using the metric system in tables, charts, and
graphs. Scientists analyze data for reliability, validity to
form conclusions. Scientists analyze data to infer past and predict
future events.
- Scientists ask questions based on their
investigations and these questions can lead to new investigations.
- Scientists communicate the results of their
investigations in many formats and appropriate ways.
- Scientists identify, determine, compare, and control
variables. Scientists must be objective and bias free when examining
their work. Scientists communicate their results using various methods.
Scientists use models to predict change.
- The climate is a determining factor in supporting the
types of organisms within a biome
- The diversity of living things impacts how they
interact with each other and their environment.
- Food chains show transfer of energy within an ecosystem. Food webs
are made of many food chains.
- The availability of resources is a major limiting factor in
determining the number of organisms an ecosystem can support.
- Biotic and abiotic factors are recycled in an ecosystem.
- Identification of various organisms is based on specific criteria.
- Genetic diversity within a species promotes its survival.
- Decomposers play an essential role in the recycling of resources in
an ecosystem.
- The world population uses both renewable and
nonrenewable resources. The world is affected by the interrelationship of
science and technology. New technology continually impacts human
activity.
- New technology continually impacts human activity.
- Experiments must be controlled and have reproducible
results.
- Scientists identify, determine, compare, and control
variables. Scientists must be objective and bias free when
examining their work. Scientists communicate their results using various
methods.
- Scientists use models to predict change.
- Safety is a primary concern with all laboratory
techniques.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What is a testable question that leads to a proposed
hypothesis? How is a testable question developed
- How do scientists design a plan for investigating a
testable questions? How is an investigation organized?
- How do scientists develop and perform a scientific
investigation? What are the independent/manipulated and
dependent/responding variables? What is the standard of control?
- What are the appropriate tools, technologies, and
measurement systems used by scientists?
- How do scientists interpret and evaluate data? How do
scientists infer/predict past and future events?
- What new questions have arisen based on unexpected
results of the investigation? How is scientific information effectively
communicated to specific audiences?
- How is scientific information effectively
communicated to specific audiences?
- How does climate determine the biomes' ability to support life?
- How do changes in populations affect the balance of an ecosystem? How do adaptations affect an organism's survival in an ecosystem? How are energy and matter transferred in food webs and chains? Why
does energy decrease as it moves through the food chain?
- What resources are available in different environments? What causes biotic and abiotic materials to cycle in an ecosystem?
- How and why are classification systems based on the structure of
organisms? How has the advent of DNA analysis impacted the
classification of organisms? How does diversity encourage survival of a species?
- How are the matter and energy of ecosystems recycled? What would
happen if there were no decomposers?
- What are the differences between and uses of
renewable and nonrenewable resources?
- What are the advantages and disadvantages of
using technology to solve problems?
- How has technology influenced the way people work?
What are advantages/disadvantages created by new technology?
- How do people use science and technology in their
professional lives?
- How do controlled/uncontrolled variables affect the
outcomes of experiment
- How do you identify, compare, and control
variables in an investigation?
- How does bias, opinion, and evidence affect the
way science is communicated in various media?
- What are some different sources and methods a
scientist uses to collect and record data?
- How can models help us predict future outcomes?
- What are safe laboratory practices?
Colorado State Standards
December 2009
PHYSICAL SCIENCE
Grade Level Expectations and Evidence Outcomes:
1.
Mixtures of substances can be separated
based on their properties such as solubility, boiling points,
magnetic properties, and densities
a. Identify
properties of substances in a mixture that could be used
to separate those substances from each other
b.
Develop and design a scientific investigation to
separate the components of a mixture
LIFE SCIENCE
Grade Level Expectations and Evidence Outcomes:
1.
Individual organisms with certain traits
are more likely than others to survive and have offspring in a
specific environment
a. Develop,
communicate, and justify an evidence-based explanation for why a
given organism with specific traits will or will not survive to have
offspring in a given environment
b.
Analyze and interpret data about
specific adaptations to provide evidence and develop
claims about differential survival and reproductive
success
c.
Use information and communication
technology tools to gather information from credible
sources, analyze findings, and draw conclusions to
create and justify an evidence-based scientific
explanation
d. Use
computer simulations to model differential survival and
reproductive success associated with specific traits in
a given environment
2. The human body is
composed of atoms, molecules, cells, tissues, organs, and organ
systems that have specific functions and interactions
a. Develop and design
a scientific investigation about human body systems
b.
Develop, communicate, and justify
an evidence-based scientific explanation regarding the
functions and interactions of the human body
c.
Gather, analyze, and interpret
data and models on the functions and interactions of the
human body
3.
Cells are the smallest unit of
life that can function independently and perform all the
necessary functions of life
a. Gather,
analyze, and interpret data and models on the different
types of cells, their structures, components and
functions
b.
Develop, communicate, and justify an evidence-based
scientific explanation regarding cell structures,
components, and their specific functions
c. Compare
and contrast the basic structures and functions of plant
cells, animal cells, and single-celled organisms
d. Employ
tools to gather, view, analyze, and report results for
the scientific investigations of cells
4. Photosynthesis and cellular
respiration are important processes by which energy is
acquired and utilized by organisms
a. Gather,
analyze, and interpret data regarding the basic
functions of photosynthesis and cellular respiration
b. Use
direct and indirect evidence to describe the
relationship between photosynthesis and cellular
respiration within plants – and between plants and
animals
c. Use
computer simulations to model the relationship between
photosynthesis and cellular respiration within plants –
and between plants and animals
5. Multiple lines of evidence show
the evolution of organisms over geologic time
a.
Interpret and analyze data from the fossil record to
support a claim that organisms and environments have
evolved over time
b. Analyze
and critique the evidence regarding the causes and
effects of a mass extinction event
c. Analyze
and interpret data that show human evolution
d. Use
technology to share research findings about the evidence
regarding the causes and effects of a mass extinction
event
EARTH SCIENCE
Grade Level Expectations and Evidence Outcomes:
1.
Major geologic events such as earthquakes,
volcanic eruptions, mid-ocean ridges, and mountain formation are
associated with plate boundaries and attributed to plate motions
a. Gather,
analyze, and communicate data that explains Earth’s
plates, plate motions, and the results of plate motions
b.
Identify, interpret, and explain
models of plates motions on Earth
c. Use
maps to locate likely geologic “hot spots”, using
evidence of earthquakes and volcanic activity
d. Use
web-based or other technology tools to show connections
and patterns in data about tectonic plate boundaries and
earthquakes, volcanic eruptions, and mountain formation
2.
Geologic time, history, and
changing life forms are indicated by fossils and
successive sedimentation, folding, faulting, and
uplifting of layers of sedimentary rock
a.
Describe the geologic time scale and why it
is used
b.
Identify and describe the impact
of major geologic events on life on Earth
c.
Identify and describe major events in Earth’s geologic
history
d. Use
direct and indirect evidence to determine the sequence
of events in geologic time
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Grade 7 Essential Vocabulary
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Visual Thesaurus - use
the approved District 11 login and password to the right.
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Login:
ms68@d11.org
Password:d112009 |
Research confirms that students need at least 6
opportunities through varied activities to experience new vocabulary in
order to acquire a conceptual understanding.
The following activities are endorsed by the
Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy
to Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1: Teacher
provides a description, explanation, or example of the term
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Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student
designs a visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students
review and discuss word meanings
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Step 6: Students
practice words with games
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