the goal of mid-del science is to use an inquiry approach...

The goal of Mid-Del science is to use an inquiry approach making science HANDS-ON MINDS-ON learning for all students All science course offerings from grade K ndash 12 have been aligned with the OK PASS Objectives The curriculum is focused in two areas process skills and content knowledge Order and transition of process skills and content knowledge are arranged so that one will complement the other with each being equally taught and interwoven throughout the year

General Course Description

Pre-AP Course DescriptionSeventh grade curriculum incorporates an integrated approach to science content knowledge and process drawing from the areas of Life Earth and Space Science This format is used to establish a general foundation to assist students as they transition to the 8th grade The honors course will delve deeper into material with an accelerated pace have more advanced lab activities and may require additional projects The students will regularly demonstrate a thorough and comprehensive understanding of the science processes and consistently apply many different strategies for evaluating organizing analyzing and synthesizing scientific data The curriculum and tests have further been aligned to the OKPASS standards involving questions between process inquiry and content This correlates with the types of questions students will experience on the 8th grade state OCCT

Adopted Textbook McDougal Integrated Science copyright 2006

Special Notes1 Standards and Objectives are correlated to the OK PASS and National Science Standards and are geared towards building depth of knowledge in the areas of Life Earth and Space Science2 A pacing guide is given based on vertical alignment of PASS objectives correlating with 8 th grade state testing 3 Observing and Measuring (Process Standard 1) will be introduced at the beginning of 7 th grade using measurement content and lab activities with continuing practice throughout the year 4 Interdisciplinary activities will be determined by the teacher in order to show competency in the knowledge of the basic principles governing the study of Life Earth and Space Science Suggested lab activities videos and technological applications have been listed 5 Use of the graphing and inquiry methods to present and reinforce content material is imperative to insure students will be able to demonstrate an understanding of scientific process standards via data modeling pattern recognition and relationships of key themes 6 The 10 district required lab activities are in bold print in the order corresponding to the teachingpacing guide These lab activities must be taught to reinforce the following process skills to classify observe measure experiment interpret and communicate scientific findings using visual

Revised January 2013

Seventh grade curriculum incorporates an integrated approach to science content knowledge and process skills drawing from the areas of Life Earth and Space Science This format is used to establish a general foundation to assist students as they transition to the 8th grade The curriculum and tests have further been aligned to the OKPASS standards involving questions between process inquiry and content This correlates with the types of questions students will experience on the 8th grade state science exam (OCCT)

A District Benchmark Exam will be given at the end of each the first three nine week periods An optional District Benchmark may be given at the end of the fourth nine weeks A portion of tests 2-4 will be comprehensive

representation and mathematical equations 7 Lab or field activities should have an emphasis on both student and teacher safety8 Student career options in science will be interwoven during the discussion of the various units


Glossary of Common Science Words

1 analyze ndash break apart

2 classifying - classifying establishes order Objects organisms and events are classified based on similarities differences and interrelationships

3 compare ndash identify common and distinguishing characteristics among objects or events all the ways objects or organisms are alike

4 communicating - communicating is the process of describing recording and reporting experimental procedures and results to others Communication may be oral written or mathematical and includes organizing ideas using appropriate vocabulary graphs other visual representations and mathematical equations

5 contrast ndash identify differences among objects or events all the ways objects or organisms are different

6 dependent variable- the factor that you measure to gather results

7 describe ndash to tell about

8 dichotomous key ndash a tool used for the classification of objects or organisms

9 draw conclusions ndash interpret data to make a final summary of the experiment the final step of an investigation

10 evaluate ndash judge

11 experimental design ndash scientific method design procedures for gathering data to test hypotheses under conditions in which variables are controlled or manipulated

12 experimenting - experimenting is a method of discovering information It requires making observations and measurements to test ideas

13 explain ndash to tell how

14 formulate ndash create

15 hypothesize ndash pose a testable explanation for observations or events and state it as the expected outcome of the experiment subject to verification by observation or experimentation ldquoHypothesis- a testable statementrdquo

16 independent variable- the factor that you wish to test and that is manipulated or changed so that it can be tested in an experiment

17 infer ndash use logical reasoning to make conclusions based on observations read between the lines 18 inquiry - inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking In order for inquiry to occur students must have the opportunity to ask a question formulate a procedure and observe phenomena


19 interpreting - interpreting is the process of recognizing patterns in collected data by making inferences predictions or conclusions

20 measure ndash make quantitative (amount) observations using both nonstandard and standard units

21 modeling - modeling is the active process of forming a mental or physical representation from data patterns or relationships to facilitate understanding and enhance prediction

22 observing and measuring - observing is the first action taken by the learner to acquire new information about an object or event Opportunities for observations are developed through the use of a variety of scientific tools Measurement allows observations to be quantified

23 order ndash place into categories based on specific criteria

24 predict ndash anticipate outcomes of future events based on patterns or experience tell what will happen next

25 qualitative changes - qualitative changes refer to any characteristics of relating to or involving quality or kind Examples include texture color or odor

26 qualitative observations - qualitative observations describe property such as color texture odor and taste (as appropriate) Qualitative observations utilize descriptive language

27 quantitative changes - quantitative changes can be measured by quantity or amount Examples include mass volume and temperature USE NUMBERS

28 quantitative observations - quantitative observations describe the amount of mass weight temperature length and time Quantitative observations require the use of numbers USE NUMBERS

29 safety - safety is an essential part of any science activity Safety in the classroom and care of the environment is the responsibility of the individual and the group

30 serial order - serial order refers to the task of ordering objects from least to greatest and greatest to least

31 support ndash to back up with details

32 summarize ndash give the short version

33 synthesize- summarize the important ideas of the information and develop an opinion perspective or new idea create propose an alternative design formulate generate state a rule For example ldquoHow would youhelliprdquo Find an unusual way tohellip ldquoInventhelliprdquo

34 trace ndash list in steps

word definitions adapted from Larry Bellrsquos ldquo12 Powerful Wordsrdquo 2005


Students should be familiar with the following vocabularyequipment in addition to the PASS

substances mass volume temperaturebeaker stopwatch scalesbalance texturemicroscopes goggles gloves graduated cylindermetric ruler metric balance barometer Celsius thermometer

Metric measurements ldquoUNITSrdquo grams meters liters degrees Celsius amp secondsMetric prefixes micro- milli- centi- kilo-

Steps of a scientific investigation scientific design with emphasis on Infer inference Identify variables andor controls in an experimental setup (tested experimental (independent) and measured variables

Forms of graphs-parts of the graphs amp how to read and label titles x-axis amp y-axis identify independent and dependent variables line of best fit

Read and understand illustrations graphs and keys as appropriate to the topic

Potential hazards and safety procedures in all science activities

Physical properties similarities differences amp interrelationships

Chemical properties similarities differences amp interrelationships

Suggested 7th grade Pre-AP Course Adaptations

Teaching should move more towardshellip Explanation and elaboration Inquiry-based labs Required Unit Projects found in Unit Resource Materials Lab notebooks kept and full lab write ups should be made (see examples) Cornell note taking (suggested website

httpcoejmuedulearningtoolboxcornellnoteshtml) DOK level 2 and 3 summarization and questioning [on homework lab reports and

formativesummative exams) Extensive vocabulary studying with emphasis on roots prefixes suffixes when applicable

(see Appendix A)

Appendices at end of document

Appendix A ndash Common roots prefixes and suffixes

Appendix B ndash Lab report formatexpectations

Appendix C ndash Sample grading rubric


1st 9 Weeks Suggested Pacing Guide

Pass Standard 1 Properties and Physical Changes in Matter ndash Physical characteristics of objects can be described using shape size and mass whereas the materials from which objects are made can be described using color and texture Objective 11 Matter has physical properties that can be measured (ie mass volume temperature color texture and density) Physical changes of a substance do not alter the chemical nature of a substance (eg phase changes of water andor sanding wood)Objective 12 Mixtures can be classified as homogeneous or heterogeneous and can be separated by physical meansPass Standard 2 Structure and Function in Living Systems ndash Living systems at all levels of organization demonstrate the complementary nature of structure and functionObjective 21 Living systems are organized by levels of complexity (ie cells tissues organs andor systems)

Objective 22 Specialized structures perform specific functions at all levels of complexity (eg leaves on trees and wings on birds organelles in cells)

Standard 3 Reproduction and Heredity ndash Reproduction is the process by which organisms give rise to offspring Heredity is the passing of traits to offspring All organisms must be able to grow reproduce

Objective 31 Characteristics of an organism result from inheritance and from interactions with the environment (eg genes chromomsomes DNA inherited traits cell division)Objective 32 Similarities among organisms are found in anatomical features which can be used to infer the degree of relatedness among organisms

Standard 4 Behavior and Regulations ndash All organisms must be able to maintain stable internal conditions while living in a constantly changing external environment Behavioral response is a set of actions determined in part by heredity and in part by experience

Objective 41 Living organisms strive to maintain a constant internal environment (ie homeostasis)

Objective 42 Living organisms have physical andor behavioral responses to external stimuli (eg hibernation migration geotropism)Approx

of Days on Subject

Textbook UnitChapter

Textbook SectionLesson LabsDemosActivities(US)United

Streaming Videos

1-2 Lab equipment Lab Safety

(R-resource book) R12-R17 R10-R-11

Lab Safety Contract httpwwwflinnscicomDocumentsmiscPDFssafety_contract_MSpdfUS-Lab Safety Awareness (4133)

4-5Graphing (Data Tables Bar Line Circle Interpret) R23-27

Graphing Activities (5) from McDougal Littell Oklahoma Lab Manual p 29-38M amp M lab

5 Metric System amp Measurement R16-21

Measuring Activities (6) from McDougal Littell Oklahoma Lab Manual p 3-12 US-Scientific Measurement (2040)


2Observation Skills (Quantitative and Qualitative) R2-R7 R33

Observing Activities (3) from McDougal Littell Oklahoma Lab Manual p 13-16

1Microscope

Use prepared slides and Viewing an object p R15 (text) US-How to Use a Microscope (1933)

3

Scientific Method (Experimental Design- Independent Dependent variable) R2-8

Scientific Method Activities (5) from McDougal Littell Oklahoma Lab Manual p 19-28 httpsciencespotnet SpongeBob WkSh US-The Scientific Method (1627)

2-3Taxonomy dichotomous key amp Levels of Classification

httpsciencepppstcomsortinghtml (Why do we need classification ppt)

httpwwwbiologycornercomworksheetspamishanhtml

1 Review cell organelles

httpcellsalivecom (click lsquocell modelsrsquo and go to the animation)

8 Single Celled Organisms amp VirusesCH 1

11 Single celled organisms have all the characteristics of living things

Microscopic Life and you p 7 (text) US-The Kingdom of Animals from simple to complicated (2124)

12 Bacteria are organisms without nuclei

Graphing Growth p 15 (text) US-Bacteria (1500)

13 Viruses are not aliveViruses p 25 (text) US-Viruses (1635)

14 Protists are a diverse group of organisms

Protists p 31 (text) US-Protists (1443) US-Life in a Drop of Water (2333)

8 Multicellular Organisms Ch 2

21 Multicellular organisms meet their needs in different ways

Making Data Visual p 50 (text) US-Jeff Corwin Experience The Galapagos Islands-Land of Evolutionary Change (4226)

22 Plants are producersStored energy p 115 (text) US-The World of Plants (234)

23 Animals are consumers

Owl Pellets p 60 (text)httpwwwbiologyproductscom

24 Most Fungi are decomposers

Spore Print Lab httpwwwmiddleschoolsciencecomsporehtm US-The World of Fungi (1428)Yeast Lab p 72 (text)

Additional activities can be found on these websitessciencespotnet


middleschoolsciencecom


2nd 9 Weeks Suggested Pacing GuidePass Standard 2 Structure and Function in Living Systems ndash Living systems at all levels of organization demonstrate the complementary nature of structure and function The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives Objective 21 Living systems are organized by levels of complexity (ie cells tissues organs andor systems)Objective 22 Specialized structures perform specific functions at all levels of complexity (eg leaves on trees and wings on birds organelles in cells)

Standard 3 Reproduction and Heredity ndash Reproduction is the process by which organisms give rise to offspring Heredity is the passing of traits to offspring All organisms must be able to grow reproduce and maintain stable internal conditions while living in a constantly changing external environment

Objective 31 Characteristics of an organism result from inheritance and from interactions with the environment (eg genes chromosomes DNA inherited traits cell division)

Objective 32 Similarities among organisms are found in anatomical features which can be used to infer the degree of relatedness among organisms

Standard 4 Behavior and Regulations ndash All organisms must be able to maintain stable internal conditions while living in a constantly changing external environment Behavioral response is a set of actions determined in part by heredity and in part by experience The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives


Objective 42 Living organisms have physical andor behavioral responses to external stimuli (eg hibernation migration plant geotropism)Approx

of Days

on Subject

Textbook UnitChapter Textbook SectionLesson

LabsDemosActivitiesUnited Streaming Videos

8PlantsCh 3

31 Plants are adapted to living on land Explore Leaf Characteristics p85 text

Celery Lab httpwww3nstaorgmainnewsstoriesscience_and_childrenphpnews_story_ID=49197

32 Mosses and Ferns US- Plants that make spores (234)

33 Seeds and PollenWhich seeds will grow P 104-105 (text)

34 Plant Reproduction Chloroplast Math p 115 (text) Parts of a Plant- httpwwwgtchildcoukcontentindexphpoption=com_contentamptask=viewampid=1


99ampItemid=66

10InvertebratesCh 4

41 Most animals are Invertebrates Investigate Invertebrates p 124 (text)

42 Cnidarians and Worms

Worm Behavior p 134-135 (text)Worm Dissection httpjrsowashwikispacescomfileviewearthworminstructorpdf

43 Mollusks and Echinoderms

Investigate Mollusks and Echinoderms p 138 (text)

44 Arthropods Insect Metamorphosis p 146 (text)10 VertebratesCh 5 51 Vertebrates US-Animals with Backbones (1907)

52 Amphibians and Reptiles Life science fish amp amphibians (3321)

What good are legs P 164 (text)

53 Birds

Beak Adaptations p 180-181 (text) US-Life Science Birds (2137)

54 Mammals US- Life Science Mammals (2000) Unit 3 Human Biology

US-Overview Video The Human Body

Organ Systems Working Together (1340)QU- Human Body Video (excellent)

8 Support and MovementCh 8

81 Human body is complex

Bones in hand p 267 (text)Class Zone ndash Human Body Systems

82 Skeletal System

Joints p 279 (text)httpwww2verniercomsample_labsMSV-33-COMP-graphing_motionpdf

83 Muscular System

Muscles Lab p 288-289 (text) US-The skeletal amp muscular systems (2404)


3rd 9 Weeks Suggested Pacing GuidePass Standard 2 Structure and Function in Living Systems ndash Living systems at all levels of organization demonstrate the complementary nature of structure and function

Objective 21 Living systems are organized by levels of complexity (ie cells tissues organs systems)

Objective 22 Specialized structures perform specific functions at all levels of complexity (eg leaves on trees wings on birds organelles in cells)







of Days

on Subject


Textbook SectionLesson LabsDemosActivitiesUnited Streaming Videos

8

Absorption Digestion Exchange CH 9

91 Respiratory System

QU Activity 5 (Build a Diaphragm) Investigate lungs p299 (text) US-Respiration at high elevations (749)wwwclasszonecom ndash Lung and Diaphragm Movement (visualization)

92 Digestive System

QU Activity 15 (Modeling the digestive system) httpkidshealthorgkidhtbwdigestive_systemhtml wwwclasszonecom ndash Peristalsis (visualization)

93 Urinary System

httpkidshealthorgkidhtbwkidneyshtml US-The Human Body System-The excretory system (1700)

8

Transportation and Protection Ch 10

101 Circulatory System

QU Activity 6 (Blood Circulation amp Pressure) US-The Circulatory System (930)httpwww2verniercomsample_labsMSV-01-COMP-hot_handpdf wwwclasszonecom - Pumping Heart (visualization)

102 Immune System

Membranes p 334 (text) US-How the Body Fights the Flu (740)

103 Integumentary System

QU Activity 8 (Integumentary System)Investigate Skin Protection p 345 (text)wwwclasszonecom ndash Skin Healing (visualization)

8Control and Reproduction CH 11

111 Nervous System

QU Activity 9 (Sensory receptor concentrations) US-A Sense of Sight (847)


112 Endocrine System

Response to exercise p 374 (text) httpwwwbiologyinmotioncomthyroid

113 Reproductive System

Twins and Triplets p 385 (text)US-The Genetics of Twins (650)

4 Heredity Ch 661 Traits in Patterns Offspring Models p208 (text)

62 Patterns of heredity

Punnett Square Activities- httpwwwsciencespotnetMediagen_spbobgeneticspdf

63 Meiosis Math in Science p 216

2DNA amp Genetics Ch 7

72 Changes in DNA produce variation

Genetics Lab httpsfpauburneduasimState20PAGESProject20 FilesAHSGE20ActivitiesCOS7Its20a20Toss20Uppdf

8Growth Development HealthCH 12

121 Body changes Growth p 393 (text)

122 Body systems change over time QU Wellness Activity 1 (Nutrition)

123 diseases

2-3

Dissection

Frog dissection (General) httpwwwhhsosceolak12fluspdffdlwpdf Fetal Pig dissection (Pre-AP)httpfoothilltechorgdperezBiologypigfetalpigdissectionlabpdf httpwwwbiologyproductscom (orders)

OR

Virtual Frog Dissectionhttpwwwmhhecombioscigenbiovirtual_labsBL_16BL_16htmlFetal Pig Dissectionhttpfacultyclintonccsunyedufacultymichaelgregoryfiles bio20102bio2010220laboratoryfetal20pigfetal20pightm


4th 9 Weeks Suggested Pacing Guide

Standard 5 Structures of the Earth System - The earth is mostly rock three-fourths of its surface is covered by a relatively thin layer of water and the entire planet is surrounded by a relatively thin blanket of air and is able to support life

Objective 51 Global Patterns of atmospheric movement influence local weather such as the oceans effect on climate (eg sea breezes land breezes ocean currents) Clouds formed by the condensation of water vapor affect local weather and climateObjective 52 The solid crust of the earth consists of separate plates that move very slowly pressing against one another in some places and pulling apart in other places (ie volcanoes earthquakes mountain creation)

Standard 6 Earth and the Solar System - The earth is the third planet from the sun in a system that includes the moon the sun seven other planets and their moons and smaller objects (eg asteroids and comets dwarf planets)

Objective 61 Most objects in the solar system are in regular and predictable motion Those motions explain such phenomena as the day the year phases of the moon and eclipsesObjective 62 Seasons result from variations in the amount of the suns energy hitting the surface due to the tilt of the earths rotation on its axis and the length of the day The relationship of motion of the Sun Earth and Earthrsquos Moon is a result of the force of gravityApprox of Days on

SubjectTextbook

UnitChapterTextbook

SectionLessonLabsDemosActivitiesUnited Streaming

Videos

8 Earths AtmosphereCH 13

131 Atmosphere supports life

Have students make visual representations of atmospheric layers US-The properties of the atmosphere (221)

132 The suns supplies the atmospheres energy

Solar Radiation p 437 (text) wwwclasszonecom conduction convection and radiation

133 The atmosphere absorbs radiation

wwwclasszonecom - Greenhouse Effecthttpwww2verniercomsample_labsMSV-03-COMP-greenhouse_effectpdfInvestigate Greenhouse Gases p 444 (text)

134 Humans affect the atmosphere

Observing Particulates p 454-455 (text) US-Volcanic Ash amp Dust Storms (210)

8Weather PatternsCH 14

141 Atmospheres air pressure changes

wwwstevespanglersciencecom - Candle Lab-Why does the water rise Air Pressure p 465 (text) Egg Drop teacher demonstration p 463 (text)

142 Atmosphere has wind patterns

Coriolis Effect p 469 (text) wwwclasszonecom Coriolis effect and Land amp Sea Breezes

Navigate the Jet Stream p 475 (text)

143 Cloud formation Condensation p 479 (text)

144 Precipitation Relative Humidity p 484-485 (text)


8 Weather Fronts and StormsCH 15

151 Weather changes as air masses move

Movement of a Front p 506 (text) US-How weather systems move from place to place (920)

152 Low-Pressure systems can become storms

US-Weather Smart Heat Wind amp Pressure (1449) wwwclasszonecom Warm front amp cold front

153 Vertical air motion can cause severe storms

Updrafts p 514 (text) wwwclasszonecom Process of a hurricane

154 Weather forecasters use advanced technology

What does a weather map show p 518 (text)

El Nino La Nina (Ocean effects on climate)16

163 Climates Can Change Suddenly or Slowly

wwwmjksciteachingideascom US- El Nino The Driving Force of Weather Patterns (57)

6 Earth Moon SunCH 18

181 Earth rotates and revolves around the sun

Time Zones p 607 (text) wwwclasszonecom - Exploring Seasons US-Reasons for Seasons (2605)

182 The moon is the Earths natural satellite

US-Closer Look at the Moon Space Science Series (1910)

183 The sun and moon affects the earth

Graphing Sunlight p 622 (text) wwwclasszonecom - Lunar Phases

9 Our Solar SystemCH 19

191 Planets orbit the sun at different distances

Distances p 646 (text) wwwclasszonecom - Virtual Flight through the solar system

192 The inner solar system has rocky planets

US-A Spin Around the Solar System-The Inner Planets (1834)

Introduce Plate Tectonics volcanoes earthquakes mountain creation as related to the earth

US- Natural Phenomena-Mountains amp Mountain BuildingUS- Continents a DriftUS- Earthquakes Our Restless Planet

193 The outer solar system has four giant planets

US-A Spin Around the Solar System-The Outer Planets (1834)

194 Small objects are made of ice and rock Exploring Impact Craters p 670-671(text)


1X

2 Standard 1 Properties and Physical Changes in Matter - Physical characteristics of objects can be described using shape size and mass whereas the materials from which objects are made can be described using color and texture The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives3 4

11 Matter has physical properties that can be measured (ie mass volume temperature color texture and

density) Physical changes of a substance do not alter the chemical nature of a substance (eg phase changes of water andor sanding wood)

12 Mixtures can be classified as homogeneous or heterogeneous and can be separated by physical means

Key Concepts Identify metric measurements ldquoUNITSrdquo grams liters degrees Celsius amp seconds metric prefixes

micro- milli- centi- kilo- Identify steps of a scientific investigationscientific design with emphasis on infer inference identify

variables andor controls in an experimental setup (tested experimental (independent) and measured variables

Construct compare and contrast all forms of graphs how to read amp label titles x-axis identify independent amp dependent variables and line of best fit

Read amp understand illustrations graphs and keys as appropriate to the topic Identify safety procedures and potential hazards in all activities and reading a MSD sheet Identify physical properties similarities differences amp interrelationships Identify chemical properties similarities differences amp interrelationships

Key Termsmass microscopes triple beam balance abioticgoggles metric ruler scalesbalance volumebeaker gloves metric balance temperature texturestopwatch graduated cylinder Celsius thermometer ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomLab Safety Contract httpwwwflinnscicomDocumentsmiscPDFssafety_contract_MSpdfGraphing Activities (5) from McDougal Littell Oklahoma Lab Manual p 29-38Measuring Activities (6) from McDougal Littell Oklahoma Lab Manual p 3-12Scientific Method Activities (5) from McDougal Littell Oklahoma Lab Manual p 19-28Observing Activities (3) from McDougal Littell Oklahoma Lab Manual p 13-16Use prepared slides and Viewing an object p R15 (text)Microscopic Life and you p 7 (text)Graphing Growth p 15 (text)Viruses p 25 (text)Protists p 31 (text)Investigate Specialization from McDougal Littell Oklahoma Lab Manual p 13-16Stored energy p 51 (text)Owl Pellets p 60 (text)Spore Print Lab httpwwwmiddleschoolsciencecomsporehtm


1X

2X

PASS Standard 2 Structure and Function in Living Systems - Living systems at all levels of organization demonstrate the complementary nature of structure and function The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives3

X4

21 Living systems are organized by levels of complexity (ie cells tissues organs andor systems)

22 Specialized structures perform specific functions at all levels of complexity (eg leaves on trees and wings on Birds organelles in cells)

Key Concepts Identify the structures that enable organisms to survive in specific habitats Identify variations in given organisms Identify the structures that are common to a given group of organisms that allows them to be classified

together Compare and contrast the structures that enable organisms to survive in specific habitats (eg limb

shape and structure shape of beak fur thickness) Classify organisms based on their adaptations that increase their ability to survive in specific habitats

(eg arctic mammals with similar body coverings increased their ability to blend into the environment)

Analyze adaptations of different organisms and how they increase the survival of the organism Evaluate an experiment (including scientific question control variables procedure results and

conclusion) designed to investigate the specialized internal and external structures and physiology of an individual or group of organisms that enhance the chance of survival

Interpret data tables graphs and models Invertebrates have developed specialized structures for meeting their needs

Key Termsphotosynthesis peristalsis antibodies endoskeletonadaptation pathogen mechanical digestion arthropodsvertebrate immunity pulseinvertebrate histamine ectothermmetamorphosis vaccine endothermblood pressure chemical digestion exoskeleton

ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomCelery Lab httpwww3nstaorgmainnewsstoriesscience_and_childrenphpnews_story_ID=49197Investigate Invertebrates p 124 (text)What good are legs P 164 (text)Beak Adaptations p 180-181 (text)Bones in hand p 267 (text)Joints p 279 (text)Muscles Lab p 288-289 (text)

1X

2 Standard 3 Reproduction and Heredity - Reproduction is the process by which organisms give rise to offspring Heredity is the passing of traits to offspring All organisms must be able to grow


reproduce The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives

3X

4

31 Characteristics of an organism result from inheritance and from interactions with the environment (eg genes chromosomes DNA inherited traits cell division)

32 Similarities among organisms are found in anatomical features which can be used to infer the degree of relatedness among organisms

Key Concepts Identify the appropriate SI units andor tools that are used to classify organism by measuring internal

andor external structures Compare and contrast the similarities and differences of given organisms (eg multi-cellular vs single

cell two organisms of the same species but different characteristics) Classify organisms based on their internal andor external structures (eg reproductive methods body

coverings body appendages (limbs fins tentacles antennae etc) type of body skeleton etc) Evaluate an experiment (including scientific question control variables procedure results and


Interpret data tables graphs and models

Key Termsadaptation meiosissexual reproduction asexual reproduction

ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomTwins and Triplets p 385Growth p 393 (text)QU Wellness Activity 1 (Nutrition)Offspring Models p208 (text)

1X

2X

Standard 4 Behavior and Regulations - All organisms must be able to maintain stable internal conditions while living in a constantly changing external environment Behavioral response is a


set of actions determined in part by heredity and in part by experience The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives

3X

4

41 Living organisms strive to maintain a constant internal environment (ie homeostasis)

42 Living organisms have physical andor behavioral responses to external stimuli (eg hibernation migration geotropism)

Key Concepts Identify the structures that enable organisms to survive in specific habitats Identify variations in given organisms Identify interactions between body systems Compare and contrast the structures that enable organisms to survive (eg limb shape and structure

shape of beak fur thickness) Classify organisms based on their internal andor external structures (eg reproductive methods) Analyze adaptations of different organisms and how they increase the survival of the organism Evaluate an experiment (including scientific question control variables procedure results and



Key Termsperistalsis pathogen immunity histaminehomeostasis vaccine chemical digestion mechanical digestionblood pressure pulse antibodies addiction

ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomTwins and Triplets p 385Growth p 393 (text)QU Wellness Activity 1 (Nutrition)

1 2 Standard 5 Structures of the Earth System - The earth is mostly rock three-fourths of its surface is covered by a relatively thin layer of water and the entire planet is surrounded by a relatively thin blanket of air and is able to support life The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives3 4

X


51 Global Patterns of atmospheric movement influence local weather such as the oceans effect on climate (eg sea breezes land breezes ocean currents) Clouds formed by the condensation of water vapor affect local weather and climate

52 The solid crust of the earth consists of separate plates that move very slowly pressing against one another in some places and pulling apart in other places (ie volcanoes earthquakes mountain creation)

Key Concepts Identify how Earthrsquos atmosphere supports life Explain how the sunrsquos supplies the atmospherersquos energy Explain how gases in the atmosphere absorb radiation Identify how activities affect the atmosphere Identify how weather changes as air masses move Explain how low-pressure systems can become storms Identify how vertical air motion can cause severe storms Explain how weather forecasters use advanced technologies

Key Termsisobar weather front tornado warning precipitationatmosphere barometer anemometer ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomSolar Radiation p 437 (text)Observing Particulates p 454-455Air Pressure p 465Coriolis Effect p 469Navigate the Jet Stream p 475Condensation p 479Relative Humidity p 484-485Movement of a Front p 506Updrafts p 514What does a weather map show P 518


1 2 Standard 6 Earth and the Solar System ndash The earth is the third planet from the sun in a system that includes the moon the sun seven other planets and their moons and smaller objects (eg asteroids comets dwarf planets) The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives3 4

X61 Most objects in the solar system are in regular and predictable motion Those motions explain such

phenomena as the day the year phases of the moon and eclipses

62 Seasons result from variations in the amount of the sunrsquos energy hitting the surface due to the tilt of the earthrsquos rotation on itrsquos axis and the length of the day The relationship of motion of the Sun Earth and Earthrsquos Moon is a result of the force of gravity

Key Concepts Analyze how the Earth rotates on a tilted axis and orbits the Sun Understand that the Moon is Earthrsquos natural satellite Explain how positions of the Sun and Moon affect Earth Understand that planets orbit the Sun at different distances Understand that the inner solar system has rocky planets Understand that the outer solar system has four giant planets Explain that small objects are made of ice and rock

Key Termsequinox solstice astronomical unit (AU) atmosphere

ResourcesLabsActivities McDougal Littell Integrated Science 7th Grade ClassZonecomTime Zones p 607Graphing Sunlight p 622Distances p 646Exploring Impact Craters p 670-671


SCIENCE PROCESSES AND INQUIRY - GRADE 7

Process Standard 1 Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object organism or event Opportunities for observation are developed through the use of a variety of scientific tools Measurement allows observations to be quantified The student will accomplish these objectives to meet this process standard 1 Identify qualitative andor quantitative changes given conditions (eg temperature mass volume time position length) before during and after an event 2 Use appropriate tools (eg metric ruler graduated cylinder thermometer balances spring scales stopwatches computers and handheld data collection devices) to measure objects organisms andor events 3 Use appropriate System International (SI) units (ie grams meters liters degrees Celsius and seconds) and SI prefixes (ie milli- centi- and kilo-) when measuring objects organisms andor events

Process Standard 2 Classify - Classifying establishes order Objects organisms and events are classified based on similarities differences and interrelationships The student will accomplish these objectives to meet this process standard 1 Use observable properties to place an object organism andor event into a classification system (eg dichotomous keys periodic table biological hierarchy) 2 Identify properties by which a set of objects organisms andor events could be ordered

Process Standard 3 Experimental design- Understanding experimental designs requires that students recognize the components of a valid experiment The student will accomplish these objectives to meet this process standard 1 Evaluate the design of a scientific investigation2 Identify variables andor controls in an experimental setup independent variable and dependent variable 3 Identify a testable hypothesis for an experiment 4 Follow a multistep procedure when carrying out experiments taking measurements or performing technical tasks


Process Standard 4 Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences predictions or conclusions Communicating is the process of describing recording and reporting experimental procedures and results to others Communication may be oral written or mathematical and includes organizing ideas using appropriate vocabulary graphs other visual representations and mathematical equations The student will accomplish these objectives to meet this process standard 1 Report and record both quantitativequalitative data in an appropriate method when given an experimental procedure or data2 Interpret data tables line bar trend andor circle graphs 10485853 Evaluate data to develop reasonable explanations andor predictions 10485854 Determine if results of investigations support or do not support hypotheses 10485855 Communicate scientific processes procedures and conclusions (eg model poster diagram journal entry lab report scientific paper oral presentation and digital presentation) 1048585

Process Standard 5 Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific thinking In order for inquiry to occur students must have the opportunity to make observations pose a question formulate testable hypotheses carry out experiments and make conclusions based on evidence The student will accomplish these objectives to meet this process standard

1 Ask questions that can be answered through scientific investigation 2 Design and conduct experiments utilizing scientific processes 10485853 Use the engineering design process to address a problem or need (eg identify a need conduct background research prepare preliminary designs build and test a prototype test and revise design communicate results) 10485854 Understand the value of technology and use technology to gather data and analyze results of investigations (eg probes hand-held digital devices digital cameras software computers calculators digital balances GPS)

5 Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion and suggest alternative explanation

NOTE Asterisks () have been used to identify standards and objectives that must be assessed by the local school district All other skills may be assessed by the Oklahoma School Testing Program (OSTP)


Appendix A

ROOTS MEANING EXAMPLESalter other alternate alter egoamphi both ends or all

sidesamphibian

ann enni year anniversary annual biennial perennialanthrop human man anthropology anthropomorphic misanthropeaqua aque water aquatic aquarium aqueductarthro joint Arthritisaud sound auditorium audible audiologist audiotapebio- life biography autobiography biology antibioticdent tooth dentist dentifrice dentinderm- skin dermatology epidermis hypodermicdox belief opinion orthodoxy paradox heterodoxyduc duct lead induce deduce seduction conduct abductduo two Duodynam- power dynamo hydrodynamicsego self egotist egomaniaequ equal equal equity equanimity equate equidistantfil threadlike filament geo- earth geopolitical geology geography geothermalgrad gress step gradual progression transgressiongraph- writing printing graphology biography telegraph geographygym naked Gymnasiumgyn- woman gynecologist androgynoushemo hema hem blood hemophilia hematology hemoglobiniso equal identical Isolateloc place local locationluc light lucid elucidatemagn large magnify magnate magnificentman hand manufacture manual manuscriptmar sea marine marinermater mother maternal maternity matriarchy matricidemere part segment Meremeta met behind between metacognitionmdashbehind the thinkingmetri meter- measure geometric thermometer odometermin small minority minuscule minutemit miss send permit submission mission emitmob mot mov move mobile automobile motion promote moviemor mort death mortal mortician immortalitymorph form structure metamorphosis amorphous morphologymut change mutant mutability mutateneuro nerve neurology neurosis neurobiologynomen nomin name nominal nominate nomenclaturenym onym word name synonym acronym anonymous pseudonym


odonto tooth orthodontistmdashone who straightens teethortho- straight correct orthodox orthodontist orthopedicpater father paternal paternity patricide patrilineal patrioticpath feeling suffering sympathy apathy empathy telepathy pathologyped pod foot pedal pedometer centipede gastropodpel puls push pulsate repulsive impulse compel propelpend hang weigh pendulum pendant suspend pendingphon- phono- sound voice telephone euphony cacophony phonographplan flat planar plantation planepneum lung Pneumaticpod feet Podiatristport carry portable transport portage reportquer quis ask query inquisitionscent scend climb ascend ascentsci know Scientificsciss cut Scissorssec sect cut dissect sectionsed sess sit sedentary sessionsimil same similar assimilate simile facsimile (fax)sol sun Solarson sound sonar resonate unisonspec spic look see spectacles spectator inauspicious prospect spir breathe inspire respiration conspire perspirationspont by ones own force Spontaneousstat stay position Stationtemp time temporary temporizeterr earth subterranean terrain terrestrial disintertherm- heat thermal thermos thermometertrophy nutrition food atrophymdashwithout nutritionuro urine urologist voc call revoke invocation vocal evocative convocationzoo animal zoo zoology zoolatry

PREFIXES

PREFIX MEANING EXAMPLESa- an- not without amoral anesthetic apolitical asocialab- away from abduction abstain abnormalad- to toward adjoin adjacent (lying near to)ana- up back again analogy anatomy anagramanti- against antipathy antiwar antisocialauto- self autobiography automobile autocracy automatonbene- good benediction benevolent benefactor cata- cat- down against catastrophe--a turning downcentro centri- around center concentric centrifugalcircum- around circumlocution circumference circumvent


com- with together communal communityde- down away descend deject (cast down)dia- di- through across diameter divisiondis- apart not disengage discord discomfortecto- on the outside ectoderm--outer skinendo- within inside endoscope--instrument for observing insideepi- upon epitaph epidermis epicentereu- well good euthanasia--good deathex- out of from exhume exhale exodushetero- other different heterosexual heterodoxy heterodox heterogeneoushomo- same homosexual homogeneous homogenizedhyper- over hypertension hypersensitive hyperactivityhypo- under hypotension hypodermicinter- between intervene (come between) interstateintra- within intrastate intramuralmacro- large macrocosm macroeconomicsmeta- beyond Metaphysicalmicro- small microscope microcosm microeconomicsmono- one single monologue monotheism monarchy monogamypoly- many several polygon polygamy polytechnic polytheismpost- after postgraduate posthumous postponepre- before precede predict (tell before)pro- for forward promote project proto- first prototype protoplasm protobiologypseudo false pseudonym pseudosciencere- again back repeat recede regress (step back)sub- under submarine subject subhuman subterranean syn- sym- syl- sys-

with together symphony synonym system syllable

tele- distant far off telephone telepathy television telegramtrans- across transient Transatlantic transport (carry across)

SUFFIXES

-logy study field of biology geology etymology cardiology-sis act state condition of Analysis


Appendix B

Lab Report Format PurposeProblem Why are we doing the lab

What questions are you trying to answerThis includes an independent and a dependent

variable Hypothesis What do you expect the results to be

Should be an ldquoIfhellip thenhelliprdquo statementThis should relate directly to the problemThis includes an independent and a dependent

variable Materials List of all the Materials you will use during the lab Background Info Usually provided by the teacher

Information that is necessary to make an educated guess Procedure Steps should be listed and numbered

Steps should be clearly written detailed and briefIt must indicate HOW data will be takenThis should include a control group amp an

experimental groupBe sure this is controlled

Data Must be in the form of a table or a sketch (determined by the procedure)

Be sure to label sketches andor use unitsData should match the data collection outlined in

the procedure Analysis A graph may be needed

What type of graphUse a line graph if the data is not continuous (example the height of individual trees)Use a bar graph is the data is related(growth of a single tree over a period of time)


Conclusion A good conclusion answers 3 questions

What did you do in the labRestate the purposeproblemA brief description of how you tested itWhat you used to gather data

What does your data sayLook at your data table or sketch and turn it into a sentence or two Be sure to include both the control amp experimental groups

What did you learnThis should answer the question posed in the purposeproblem


Appendix C

Kerr Middle School7th Grade Pre-AP Height Lab

Name ________________________ Teacher Mr MitchellDate ___________________ Title of Work ___________________

Criteria Points

1 2 3 4

Data Collection Has no data for any family member

Has data on one parent

Has data on two parents

Has data on both parents and all

siblings____

Self Measurement

Has no self measurements

Has one self measurement in SI

units

Has two self measurements in SI

units

Has three self measurements in SI

units____

Graphic Illustration

Has poorly defined or no graphics

Has adequate graphics

Has clear concise graphs

Has clear concise color professional

graphics____

EstimationEstimate is poorly supported by data

provided

Estimate is adequately support by two pieces of

data

Estimate is supported by three

pieces of data

Estimate is strongly supported by more than three pieces of

data

____

Appearance Report is poorly presented with errors

Report is adequate in appearance

Report is error free and has good appearance

Report is error free good appearance and use of color

____

Total----gt ____

Teacher Comments

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representation and mathematical equations 7 Lab or field activities should have an emphasis on both student and teacher safety8 Student career options in science will be interwoven during the discussion of the various units




















































(see Appendix A)














of Days on Subject



Streaming Videos











1Microscope


3



































of Days

on Subject



8PlantsCh 3







99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments





















































(see Appendix A)














of Days on Subject



Streaming Videos











1Microscope


3



































of Days

on Subject



8PlantsCh 3







99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments











of Days on Subject



Streaming Videos











1Microscope


3



































of Days

on Subject



8PlantsCh 3







99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments





1Microscope


3



































of Days

on Subject



8PlantsCh 3







99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments












of Days

on Subject



8PlantsCh 3







99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments



99ampItemid=66

10InvertebratesCh 4









53 Birds








82 Skeletal System


83 Muscular System












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments












of Days

on Subject



8




92 Digestive System


93 Urinary System


8




102 Immune System





111 Nervous System

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments

















123 diseases

2-3

Dissection


OR








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments








SubjectTextbook

UnitChapterTextbook


Videos

















































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments

































1X












1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments



1X

2X


X4












1X




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments




3X

4











1X

2X




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments




3X

4










X


























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments



























Appendix A


sidesamphibian




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments




PREFIXES






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments






SUFFIXES



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments



Appendix B



















Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments








Appendix C



Criteria Points

1 2 3 4





siblings____

Self Measurement



units


units


units____






graphics____


provided


data


pieces of data


data

____





____

Total----gt ____

Teacher Comments

