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2018-19 PACING CALENDAR -GRADE 7 SCIENCE M/J Comprehensive Science 2

Making Connections for the Grade 7 Learner through an Emphasis on the Nature of Science and Life Science in the 7th grade Science classroom

This Pacing Calendar is designed to provide a realistic timeline for MS Science teachers to support them in

planning standards-aligned lessons in a specific order. It attempts to provide a theme-based storyline for our

early adolescent learners and is chunked to provide opportunities for Formative Assessment along the way.

2018-19 Weekly Calendar for Grade 7 Science

7th grade Science M/J Comprehensive Science 2 (CS2) – An instructional emphasis should be placed upon the NOS integrated into the content standards aligned to M/J Life Science in the 7th grade Science classroom Nature of Science (NOS) benchmarks should be embedded into all 7th grade content standards throughout the school year Big Idea 1 - The Practice of Science SC.7.N.1.1- Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.

SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.

Big Idea 2 - The Characteristics of Science Knowledge SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.

Big Idea 3 - The Role of Theories, Laws, Hypotheses, and Models SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models.

Lessons and resources to address the benchmarks listed can be found in the Shared OneNote Notebook curriculum guide and in IDEAS in the MS Science icon

High School Science standards (SC.912) identify expectations for advanced courses as recommended by the FLDoE

u a

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Week of Big

Idea/ Topic

Main Topic of

Instruction Science Content Standards Addressed (Benchmarks)

Pearson

Elevate “Life”

HCPS Common Assessments

August 10th, 13th–

17th Welcome students and establish school-wide and classroom culture

including expectations for lab safety August 20th – 24th

August 27th –31st

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SC.7.N.1.1- Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.

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1819-FORM1-SCI-MS- GRADE_6_SCIENCE

Test ID # _________

(CA) Big Idea 1 – Nature of Science

1819-Common-SCI-MS- Grade_7_Big_Idea_1 +written

response (SWS) September __–__

Test ID # _________

September 4th -7th

Mon. 9/3 -Labor Day (non student day

September 10th – 14th

September 17th – 21st

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SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation, and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.1: Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding; plan and carry out scientific investigations of various types, such as systematic observations or experiments; identify variables; collect and organize data; interpret data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions. SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered PROMPT: Based on evidence, if a Protist could "protest" and be reclassified into another kingdom, which Protist could you help make the strongest argument? After reading informational text and completing the classification activity, write an essay in which you address the question and argue which kingdom is best for your protest based on shared characteristics. Support your position with evidence from the text(s). (Argumentation/Analysis) Investigate the Protist Kingdom and make an argument, based on evidence, for a Protist to be reclassified into the Fungus, Plant or Animal Kingdom.

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(CA) Big Idea 14-Living things in the biosphere, structure and function

of cells (topic 2, lesson 1) / Big Idea 15 – classification

1819-Common-SCI-MS- Grade_7_Big_Idea_14 living things, viruses, bacteria, protest and fungi. Big Idea 15 classification + written

response(SWS) September-October ____

Test ID # _____

September 18th –

22nd

September 24th – 28th

October 1st -5th

Quarter 2 Lab walkthrough PD

Saturday, October 6th

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October 8th-12th

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s SC.6.L.14.2- Investigate and explain the components of the scientific theory of cells (cell

theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models. __

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Topic

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Pearson

Elevate “Life”

HCPS Common Assessments

October 15th – 19th

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SC.6.L.14.1- Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis SC.7.N.1.1: Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding; plan and carry out scientific investigations of various types, such as systematic observations or experiments; identify variables; collect and organize data; interpret data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions. SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models.

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(CA) Big Idea 14 – NOS in Cell

Structures/Function/

Body systems

(lessons 2-6) 1819-Common-SCI-MS- Grade_7_Big_Idea_14. Cells.Disease +written

response (SWS) November ____

Test ID # _____

October 22nd– 26th

Oct. 29th–Nov. 2nd

November 5th-9th

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o n

ti n

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November 13th- 16th

(no school Mon. 11/12-

Veteran’s Day)

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SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.

SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon SC.7.N.1.1 Define a problem from the seventh grade curriculum: use appropriate reference materials to support scientific understanding; plan and carry out scientific investigations of various types, such as systematic observations or experiments; identify variables; collect and organize data; interpret data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions. SC.7.N.1.4: Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models.

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(CA) Big Idea 18 – NOS in the flow of energy through environment.

1718-Common-SCI-MS- Grade_7_Big_Idea_18.Energy.i

n.Env

+written response (SWS) November-December ________

Test ID # ______

November 19th-23rd No School! - - THANKSGIVING BREAK - - No School! November 19th -23rd

November 26th–30th

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SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.

SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration. SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.7.N.1.2: Differentiate replication (by others) from repetition (multiple trials) SC.7.N.1.3: Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation, and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4: Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment SC.7.N.1.6: Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based SC.7.N.1.7: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models Carbon cycle unit of instruction: Students will do a modified version of the carbon cycle LDC unit. NOTE: This will NOT be a full version of the carbon cycle LDC. Students will only do the modified version as indicated in the curriculum guide (steps 1A, 1B, 12 and 15. NO LDC WRITTEN RESPONSE WILL BE REQUIRED. In the modified version, students will explore the inter-relatedness of photosynthesis and cellular respiration by analyzing the plants and snails GIZMO, create a model of the photosynthesis and cellular respiration equation, analyze NASA data sets on the effects of too much CO2 in the atmosphere and conduct rounds of station labs on the effect of CO2 on the Earth system P

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(CA) Big Idea 18 – NOS in the flow of energy through environment.

1718-Common-SCI-MS- Grade_7_Big_Idea_18.Ener

gy.in.Env +written response

(SWS) November-

December

________

Test ID # ______

December 3rd – 7th

December 10th – 14th Semester 1 Content Review & Semester 1 Assessment December 17th – 21st

u a

rt e

r 3

Week of Big

Idea/ Topic

Main Topic of

Instruction Science Content Standards Addressed (Benchmarks)

Pearson

Elevate “Life”

HCPS Common Assessments

January 8th-11th

(no school for Students Monday-

Teacher Work Day)

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SC.7.L.17.1 -Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels

SC.7.L.17.2- Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.

SC.912.L.17.6: Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.

SC.7.L.17.3- Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.7.N.1.5__________ SC.7.N.2.1__________

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(F) Grade 7 Formative 2

(45 item pre-test) Scanning Window: January 8

–25th

1819-FORM2-SCI-MS- GRADE_7_SCIENCE

Test ID # ____

(CA) Big Idea 17 –

NOS and the Flow of

Energy through the

Environment

1718-Common-SCI-MS-

Grade_7_Big_Idea_17.Ene

rgy flow in various

environments (SWS)

After Feb. ___

Test ID # _____

January 14th – 18th

January 22nd – 25th

(no school Monday- Martin

Luther King Jr Day)

Jan. 28th – Feb. 1st

February 4th – 7th

Florida State Fair Day February 8th

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SC.7.L.16.1 - Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. SC.912.L.16.14: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. SC.9121.L.16.16: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores SC.7.N.1.3__________ SC.7.N.1.5_________ SC.7.N.1.6__________ SC.7.N.2.1_________ SC.7.N.3.2__________

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(CA) Big Idea 16 –

NOS in Genetics &

Probability (lessons

1-3 topic 3 ONLY)

Grade_7_Big_Idea_16.

Genetics and

probability.

environments(SWS)

+written response

(SWS)

March ______

Test ID # _____

February 11th – 15th

HR STEM Fair February

February 19th-22nd

(no school Monday- President’s Day)

Feb. 25th – March 1st

March 5th-8th

Strawberry Festival Day March 4th

March 11th –15th

Spring Break is the week of March 18th – 22nd, 2019

Quarter 3 Lab walkthrough PD Monday, January 7th

Quarter 4 Lab walkthrough PD Saturday, March 9th or March

25th??

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rt e

r 4

Week of Big Idea/

Topic

Main Topic of

Instruction Science Content Standards Addressed (Benchmarks)

Pearson

Elevate “Life”

HCPS Common Assessments

March 26th – 29th

(no school Monday-

Planning Day)

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1 6

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Genetics & Probability

(lessons 4-5 topic 3 ONLY)

Grade_7_Big_Idea_16.

Genetics and probability.

environments(SWS) +written

response (SWS)

March ______

Test ID # _____

April 1st – 5th

April 9th – 12th

(no school Monday??)

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SC.7.L.15.1 -Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.

SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.

SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.

SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

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The Grade 8 Statewide Science Assessment (SSA) is administered sometime in the weeks of May 1st - May 14th, 2019 Schools can choose to administer the Post Diagnostic / “Practice” Science

SSA for 6th & 7th Grades

Test ID # ______

(CA) Big Idea 15 – NOS in Evolution

1819-Common-SCI-MS- Grade_7_Big_Idea_15.Evolution

+written response (SWS) April ________

Test ID # ______

April 15th – 18th (no school Friday??)

April 22nd – 26th

April 29th – May 3rd

May 6th – 10th

May 13th – 17th May 20th – 24th

Semester 2 Content Review & Semester 2 Assessment May 27th – 31st