COMSTOCK PUBLIC SCHOOLS 7TH GRADE SCIENCE CURRICULUM GUIDE UNIT ONE: INTRODUCTION TO CHEMISTRY & SCIENTIFIC METHOD Driving Question / Text Title: How Can I Make New Stuff From Old Stuff Core Ideas: Chemical Reactions, Conservation of Matter Lesson 1 Performance Expectations (I can statements) Students will generate original questions as students observe a chemical reaction. Students will carry out an investigation to set a foundation for learning about the properties of matter as unique characteristics that help identify a substance and distinguish one substance from another macroscopically.  I can investigate unique characteristics of matter that help identify a substance. Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 3 MS-PS1-2 Scientific Lesson 1: How Is Formative Days MS-PS1-3 observation/m This Stuff the Same Written ethod, and Different Response substances, Class mixtures, Activity 1.1 Activity 1.1: 500 ml beaker, 150ml beaker, 4j0g copper Discussion atoms, Can I make new chloride, 400ml of water, 0.5 g aluminum foil, stirring spoon or Lab molecules, stuff from old stuff? rod, thermometer, activity sheet 1.1 Observations solubility, Class physical Activity 1.2 Reading properties, How is this stuff the Activity 1.2: vegetable shortening or lard, 1 small piece of Journal density, same and different? white soap, activity sheet 1.2, reading 1.1 Check chemical reaction, Activity 1.3 Summative reactants, Demonstration and Activity 1.3: white chalk, sodium hydroxide, activity sheet 1.3, Pre/Post products, review of substance, reading 1.2 Tests phase change, mixture, and Quick conservation property. Quizzes of mass, conservation of matter, macroscopic, microscopic Lesson 2 Performance Expectations (I can statements) Students will plan and carry out an investigation of solubility in order to expand one's conception of substances and their properties. Students will analyze and interpret data about properties of substances to identify how the substances are the same or different.  I can investigate the solubility of substances.  I can analyze and interpret data about properties of substances in order to identify them. Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 1 MS-PS1-2 Solubility Lesson 2: Do Fat Formative Day and Soap Dissolve Written in the Same Liquid? Response Class Activities 2.1 Activity 2.1: 1tsp butter, 1tbsp baking soda, 1tbsp road salt, Discussion Teacher 150ml warm tap water, 150ml warm vegetable oil, 150ml Lab Demonstration: beakers (6), glass stirring rods (6), craft stick or small spatula, Observations Investigating label or tape, 1tsp fat, whit soap (tiny broken-off chips), plastic Class solubility. containers with snap caps (2), Activity sheet 2.1, reading 2.1 Reading Journal Activities 2.2 Check Investigating solubility of soap Summative and fat. Pre/Post Tests Quick Quizzes

Lesson 3 Performance Expectations (I can statements) Students will collect melting point and hardness data, and use data as evidence to argue that the two substances are not the same. Students will carry out an investigation to determine whether the size of sample affects its properties. Use data to construct an explanation of the relationship between amount and properties.  I can argue that two substances are not the same using melting point and hardness data as evidence.  I can explain the relationship between amount and properties. Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 2-3 MS-PS1-2 Melting point, Lesson 3: Do Fat Days data analysis, and Soap Melt at scientific Different explanation Temperatures?

Activity 3.1 Activity 3.1: 30g butter (about 1/4 stick), 25g margarine (about Teacher 1/4 stick), demonstration apparatus, PI: heating curve of a demonstration of substance, vegetable shortening (size of egg), broken-off piece melting point. of soap, thermometers (2), hotplate, test tubes (2), test tubes clamps (2), ring stand, 500ml beaker, water, small metal spatula, ruler, plastic knife, activity sheet 3.1, reading 3.1

Activity 3.2 Activity 3.2: long strip of zinc, short strip of zinc, strip of iron, Does the size of strip of copper, strip of aluminum, activity sheet 3.2, reading 3.2 something affect its properties Lesson 4 Performance Expectations (I can statements) Students will collect, analyze, and interpret data, then use data as evidence to distinguish properties from non-properties of substances  I can collect, analyze and interpret data as evidence to distinguish properties and nonproperties. Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 2 MS-PS1-2 Data analysis, Lesson 4: What Days physical Other Properties properties, Can Distinguish density, Soap from Fat? volume Identical large boxes (2, one filled with books, one with packing Activity 4.1 peanuts or other light weight material) Exploring the Activity 4.1: metal blocks of the same size but different relationship substances (e.g., aluminum, iron)(2), larger metal block of either between mass and substance, balance, large pieces of white chalk (2), 100ml volume graduated cylinder, 200ml water, calculator, Activity sheet 4.1, reading 4.2

Activity 4.2 Activity 4.2: fat (cut to fit into a graduated cylinder without Do fat and soap rubbing along the sides), soap (cut similarly as the fat pieces), have the same balance, 100ml graduated cylinder, 50ml rubbing alcohol (70% density? isopropyl alcohol, 30% water, calculator, activity sheet 4.2 Lesson 5 Performance Expectations (I can statements) Students will use data as evidence to construct an argument that is properties of matter that must be used to distinguish substances from one another scientifically.  I can construct an argument using data.  I can explain how properties of matter distinguish one substance from another. Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 1 MS-PS1-2 Data analysis, Lesson 5: How are Day scientific Fat and Soap explanation, Different? properties of matter Activity 5.1 Activity 5.1: PI: Scientific Explanations (optional), activity 5.1, Are fat and soap the reading 5.1 same or different substances? Lesson 6 Performance Expectations (I can statements) Students will carry out an investigation and analyze data to determine whether what happened meets the criteria for a chemical reaction. Students will use data as evidence to construct an argument that what happened in their investigation was, indeed, a chemical reaction.

Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 2 MS-PS1-2 Scientific Lesson 6: What Prior reading before activity: Rumpelstiltskin (pgs. 78-80 in Days experiment, happens to Teacher's Edition) chemical Properties When I Activity 6.1: large plastic bag, plastic bag with zip seal, plastic reaction, Combine spoon, 100ml graduated cylinder, film canister or small reactants, Substances container, plastic spoon full of sodium bicarbonate (baking products, Activity 6.1 soda), plastic spoon full of calcium chloride (road salt), 10ml particle nature water, Activity Sheet 6.1, reading 6.1, reading 6.2 of matter 1 Day Lesson 7 Performance Expectations (I can statements) MS-PS1-2 Chemical Lesson 7: Is Activity 7.1: 30ml warm tap water, large test tubes (2), stoppers reaction, Burning a Chemical (2), small spoon or scoop, test tube rack, marshmallow chemical Reaction? molecules (refer to lesson 7 preparation section), activity sheet formulas, 7.1, reading 7.1 molecular Activity 7.1 models, physical properties 2-3 Lesson 8 Performance Expectations (I can statements) Days Students will conduct an investigation using data as evidence to explain why the Statue of Liberty and a piece of copper "turn green" in the rain. Students will construct and use models (word equations, chemical formulas, molecular representations) to explain what happens at the molecular level in a chemical reaction. MS-PS1-2 Scientific Lesson 8: Does Activity 8.1: 10ml tap water, copper squares (2), 10ml distilled investigation, Acid Rain Make vinegar, petri dish, clear plastic cup, clay, label or tape, activity chemical New Substances? 8.1, reading 8.1 equations, Activity 8.2: experimental setup from activity 8.1, copper chemical Activities 8.1, 8.2, square (in addition to copper squares from activity 8.1), 30ml reactions, 8.3 warm tap water, large test tubes (2), stoppers (2), test tube rack, chemical label or tape, activity sheet 8.2, reading 8.2 formulas Activity 8.3: illustrations of marshmallow models: copper (Cu), vinegar (CH2COOH), copper acetate Cu(CH3COO)2; activity sheet 8.3, reading 8.3, marshmallows or styrofoam balls to represent atoms (4 different colors) 2 Lesson 9 Performance Expectations (I can statements) Days Students will carry out an investigation to determine whether a single substance can undergo a chemical reaction. Students will analyze data and use it as evidence to support an argument that a chemical reaction can also occur when only one reactant's atoms rearrange into two products. MS-PS1-2 Electrolysis, Lesson 9: Is This a Activity 9.1: splint for flame test, 300ml water, 50ml of 1M MS-PS1-4 chemical New Substance? sulfuric acid, 500ml beaker, stirring rod, test tubes (2), rubber reaction, stoppers (2), electrodes (2), wires with alligator clamps (2), 9- products, Activity 9.1 volt batteries (3), matches (2+), ring stand, test tube clamps, reactants tape, marshmallows (4 of one color, 2 of a second color-to build 2 molecules of water), toothpicks, activity 9.1, reading 9.1 2-3 Lesson 10 Performance Expectations (I can statements) Days Students will carry out an investigation and use data as evidence to argue whether combining drink mix and water is a chemical reaction. MS-PS1-4 Mixture, Lesson 10: How is Activity 10.1: oil, vinegar, clear container with lid, 1tsp chemical a Mixture Different powdered drink mix, 100ml water, 100ml graduated cylinder, reaction from a Chemical balance, calculator, 250ml Erlenmeyer flasks (2), rubber stopper Reaction? with hole, 5mm glass tubing for rubber stopper, rubber hose (must fit securely on glass tubing), hot plate, ring stand, ring Activity 10.1 clamp, ice bath (container of ice water, large enough to hold 250ml Erlenmeyer flask), tape, coffee filter, activity sheet 10.1, reading 10.1 2 Lesson 11 Performance Expectations (I can statements) Days Students will carry out an investigation in which they collect data as evidence that a chemical reaction can turn surprising "old stuff" into "new stuff". MS-PS1-2 Chemical Lesson 11: How Activity 11.1: large plastic cup, 150ml beaker, stirring rods or reaction Can I Make Soap plastic spoons (2), hot plate, balance, graduated cylinder, from Fat? masking tape, paper cups (4), coffee filters (2), 50g table salt, 175 ml water, 11g fat, 20ml rubbing alcohol, 20ml 6M sodium Activities 11.1, 11.2 hydroxide solution, paper towel, activity sheet 11.1, reading 11.1 Activity 11.2: Reading follow-up 3 Lesson 12 Performance Expectations (I can statements) Days Students will design and carry out an investigation to investigate what happens at the macro- and micro-levels in a chemical reaction in an open and a closed system, thus experiencing conservation of matter. Students will use data as evidence to construct an explanation of the principle of conservation of mass. MS-PS1-2 Conservation Lesson 12: Does Activity 12.A: activity sheet 12.A, 8oz plastic cup, 6tsp white MS-PS1-5 of mass Mass Change in a glue, 5ml water, 15 ml sodium borate solution, craft stick, Conservation Chemical Reaction? graduated cylinder, mass balance, plastic bags of matter Activity 12.1: seltzer tablets (3), 50ml water, small cup, 20oz Activities 12.A, empty and clear soda bottle without cap, balance, activity sheet 12.1, 12.2 12.1, reading 12.1 Activity 12.2: seltzer tablets (3), 50ml water, small test tube, empty and clear soda bottle without cap, small cup, balance, match, activity sheet 12.2, reading 12.2 2 Lesson 13 Performance Expectations (I can statements) Days Students will plan and carry out an investigation in which they gather data about the properties of their soap, and use those data as evidence to construct an explanation that a chemical reaction explains how fat and sodium hydroxide can interact to become soap. MS-PS1-2 Scientific Lesson 13: Is My Activity 13.1: PI: Molecular Model for Fat and Soap, PI: investigation, Soap a New Comparing the Structures of Fat and Soap, electronic balance, scientific Substance? 100ml graduated cylinder, 50ml rubbing alcohol, calculator, explanation, broken-off piece of students' soap, 15ml warm tap water, 15ml data analysis, Activity 13.1 warm cooking oil, test tube, stopper, thermometer, hot plate, test density, tube, test tube clamp, ring stand, 500ml beaker, tap water, small solubility, metal spatula. activity sheet 13.1, reading 13.1 melting point 3 Lesson 14 Performance Expectations (I can statements) Days Students will plan can carry out an investigation in which they compare soaps, or improve their own soap, as they apply what they have learned about properties and scientific investigation to a new problem-solving task. MS-PS1-2 Scientific Lesson 14: How Activity 14.1: broken-off piece of students' soap, broken-off method, Does My Soap piece of commercial brand soap, 100ml graduated cylinder, investigation Compare or How plastic wrap or aluminum foil, rubber band, pieces of cloth (3), Can I Improve My items to dirty the cloths (charcoal, dirt, markers), activity sheet Soap? 14.1, reading 14.1 Activity 14.2: large plastic cup, 150ml beaker, stirring rods (2), Activities 14.1, 14.2 eye dropper, hot plate, balance, graduated cylinder, masking tape, paper cups (4), coffee filters (2), 50g table salt, 175m water, 11g fat, oils (coconut oil, olive oil), extracts (vanilla, peppermint), 20ml rubbing alcohol, 20ml 6M sodium hydroxide solution, paper towel, activity 14.2, reading 14.1

COMSTOCK PUBLIC SCHOOLS 7TH GRADE SCIENCE CURRICULUM GUIDE UNIT 2: INTRODUCTION TO PHYSICAL SCIENCE Driving Question / Text Title: Why Do Some Things Stop While Others Keep Going? Core Ideas: Laws of Motion, Conservation of Energy Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 2 Days Lesson 1 Performance Expectations (I can statements) Students will as questions (based on observation and comparison of devices in motion) whose answers they anticipate will help them explain how the devices work and/or answer the Driving Question. MS-PS3-1 Energy, Lesson 1: Activity 1.1: radiometer, flashlight, video 1.1: Isaac Newton vs. Formative transfer, Introducing Rube Goldberg, PI: Newton vs. Goldberg video events, activity Written transformation, Energy? sheet 1.1 Response conservation of Activity 1.2: rolling can + station instruction card, Pendulums Class energy Activities 1.1, 1.2 (3): simple, Jupiter with non-working battery,, Jupiter with Discussion working battery + station instruction cards, tops (2), regular top, Lab "secret" top + station instruction card Observations Class Reading Journal Check

Summative Pre/Post Tests Quick Quizzes 3 Days Lesson 2 Performance Expectations (I can statements) Students will plan and carry out an investigation and analyze data to determine that mass and speed affect the amount of kinetic energy an object has. MS-PS3-1 Scientific Lesson 2: Kinetic Activity 2.1: "secret top" (magnetic) and Jupiter pendulum experiment, Energy (w/battery), video 2.1: Objects in Motion, PI: Energy Chart, kinetic energy, activity sheet 2.1, homework 2.1, reading 2.1 variables, Activities 2.1, 2.2, Activity 2.2: toothpick, small can, larger can, balls of clay, 30cm constants 2.3 ruler, PI: Kinetic Energy Activity, activity sheet 2.2 Activity 2.3: video 2.2: Energy Cart, video 1.1: Isaac Newton vs. Rube Goldberg, activity 2.3 3 Days Lesson 3 Performance Expectations (I can statements) Students will plan and carry out an investigation and analyze data to determine the relationship between elevation and mass and an object's gravitational energy. Students will develop and use models (energy conversion diagrams) to explain the conversions between kinetic and gravitational energy in a rising and falling object (a pendulum). Students will develop and use models to explain energy conservation. Students will plan an investigation of the energy conversions involved when using a piece of playground equipment, applying and reinforcing these ideas in a new context. MS-PS3-1 Potential Lesson 3: Activity 3.1: simple pendulum, Jupiter pendulum with MS-PS3-2 energy, Gravitational connected battery, video 1.1: Isaac Newton vs. Rube Goldberg, MS-PS3-5 gravitational Energy large cans (2), clay balls (2), toothpicks (15), 30cm ruler, fine energy, energy point markers of different colors (3), calculator, activity sheet transformation, Activities 3.1, 3.2, 3.1, homework 3.1, reading 3.1 conservation of 3.3 Activity 3.2: PI: Falling Object, PI: Bar Charts, activity sheet energy, 3.2, homework 3.2 reference Activity 3.3: PI: Energy Conversion Diagram, simple pendulum height, bar (from lesson 1), Jupiter pendulum with working battery, activity graph sheet 3.3 3-4 Lesson 4 Performance Expectations (I can statements) Days Students will use data from investigations as evidence to construct an explanation of how various factors influence the amount of elastic energy an object has. Students will use models to explain conversions among elastic, kinetic, and gravitational energy when an object bounces. MS-PS3-2 Kinetic energy, Lesson 4: Elastic Activity 4.1: racquetballs (more than 1), PI: Energy Conversion, MS-PS3-5 gravitational Energy Video 4.1: Basketball Bounce, Video 4.2: Soccer Ball Kick, energy, elastic Video 4.3: Inverted Racquetball Bounce, activity sheet 4.1, energy, Activities 4.1, 4.2, reading 4.1, homework 4.1 compression, 4.3 Activity 4.2: rubber bands, springs, racquetballs, inverted half- stretching, balls, guitar or other string instrument, hairclip, snakes in a can, rigidity, coiled spring toy, toaster, mouse trap, marbles, tennis shoe, pop deformation can, modeling clay, activity sheet 4.2 Activity 4.3: 12-inch rulers (2), crumpled paper balls (2) 2-3 Lesson 5 Performance Expectations (I can statements) Days Students will develop and use models (energy conversion diagrams) to explain how energy is transferred and conserved in systems. Students will plan and carry out an investigation to determine what happens to a pendulum as it swings. Students will collect, analyze, and interpret data to engage in argument from evidence how energy transfers occur in systems. MS-PS3-2 Energy Lesson 5: Energy Activity 5.1: PI: Final Energy Conversion, Video 5.1: Bouncing MS-PS3-5 systems, Systems, Transfer, Ball, racquetball, Video 5.2: Billiards, simulation of a bouncing energy and Conservation ball, activity sheet 5.1, reading 5.1 transformation, Activity 5.2: basketball, racquetball, meter stick, activity 5.2 energy transfer, Activities 5.1, 5.2, Activity 5.3: simple pendulum (from lesson 1), meter stick, conservation of 5.3, 5.4 piece of poster paper, activity sheet 5.3 energy, pie Activity 5.4: Video 1.1: Isaac Newton vs. Rube Goldberg, PI: charts Newton vs. Goldberg Systems, activity sheet 5.4 2-3 Lesson 6 Performance Expectations (I can statements) Days Students will carry out an investigation of energy conversions/transformations between gravitational, kinetic, elastic, and thermal energy of bouncing and colliding balls. Students will analyze the relationship between temperature, thermal energy, and the kinetic energy of molecules in solids, liquids, and gases, identifying temperature and mass as the factors that determine the amount of thermal energy an object has. MS-PS1-4 Microscopic, Lesson 6: Activity 6.1: steel balls (2), meter sticks (2), sheet of paper, MS-PS3-2 molecules, Thermal Energy Video 6.1: Colliding Balls, activity sheet 6.1, reading 6.1, MS-PS3-5 molecular homework 6.1 motion, Activities 6.1, 6.2, Activity 6.2: Video 6.2: Molecular Motion in a Hot and Cold molecular 6.3, 6.4 Solid, activity sheet 6.2 energy, energy Activity 6.3: Video 6.3: Molecular Motion in a Hot and Cold transfer, energy Liquid, Video 6.4: Molecular Motion in a Hot and Cold Gas, transformation, 150ml beakers (2), water (very hot and very cold – no ice), food elastic energy, coloring, eye dropper, thermometer, activity sheet 6.3 deformation, Activity 6.4: PI: Thermal Energy, activity sheet 6.4 thermal energy 1 Day Lesson 7 Performance Expectations (I can statements) Students will explain why a guitar string’s vibrations fade and then stop as it generates sound. Students will use evidence to explain how sound energy relates to a bouncing ball’s inability to return to its original height. MS-PS4-1 Sound, sound Lesson 7: Can Activity 7.1: PI: Rolling Can, petri dish half-filled with water, MS-PS4-2 energy, sound Sound Make tuning fork, guitar or other string instrument, ticking clock, wave, Things Stop? meter stick, rolling can (from lesson 4), racquetballs, drum, wavelength, activity sheet 7.1, reading 7.1 frequency, Activity 7.1 states of matter 3 Days Lesson 8 Performance Expectations (I can statements) Students will carry out an investigation to determine that chemical energy can be transformed to other types of energy. Students will construct an explanation of why mass and type of substances are factors in determining the amount of chemical energy present. MS-PS1-2 Energy Lesson 8: Activity 8.1: triple beam balance (or electronic scale), 5g cupric MS-PS1-4 transformation Chemical Energy: chloride dissolved in 50ml water in a 150ml beaker, 0.5g MS-PS3-3 , thermal Why Do Some aluminum foil, thermometer, stirring rod, activity sheet 8.1 MS-PS3-5 energy, Things Keep Activity 8.2: pack of matches, plastic cup with four rectangular chemical Going? windows (5cm long by 1cm wide) cut in the same direction on energy, kinetic the outside of the cup and a small pinhole on the center of the energy, mass Activities 8.1, 8.2, bottom), piece of string approximately 22cm long, ring stand 8.3, 8.4 with ring support, tea light, activity sheet 8.2 Activity 8.3: electronic scale, 150ml beakers (2), 10g cupric chloride dissolved in 100ml of water, distributed evenly between the two beakers, 0.75g of aluminum foil, 0.5g of steel wool, activity sheet 8.3 Activity 8.4: PI: Engine, PI: Exercise, PI: Watch, PI: Fireworks, activity sheet 8.4, reading 8.4, homework 8.4 2-3 Lesson 9 Performance Expectations (I can statements Days Students will construct simple electrical circuits using a motor, battery, and connecting wires to learn about energy transformations involving electrical energy. Students will analyze energy transformations related to electrical energy and determine the factors that influence electrical energy. Students will carry out investigations of electrical energy to learn more about factors that influence electrical energy. MS-PS2-3 Electricity, Lesson 9: Activity 9.1: PI: Electrical and Water Circuits, AA battery (cut MS-PS3-5 electrical Electrical Energy open), AA battery, DC motor, battery receptacle, connecting energy, wires with clips (2 wires with different colors), activity sheet 9.1, magnetism, Activities 9.1, 9.2, homework 9.1 magnets 9.3 Activity 9.2: DC motor, connecting wires with metal clip leads, 50g of salt, 400ml of warm water, 500ml beaker, 30cm strip of magnesium tape (be sure students use plenty of magnesium, or else the battery may not work), 2-3g of steel wool, activity sheet 9.2, reading 9.2, homework 9.2 Activity 9.3: hand-cranked electrical generator, sensor interface, voltage-current sensor, secret top, PI: Electric Generator 1-2 Lesson 10 Performance Expectations (I can statements) Days Students will use the concept of light energy to explain why some things start and stop. MS-PS4-2 Light, light Lesson 10: Can Activity 10.1: PI: Traffic light, PI: Plant, PI: Camera, PI: Suntan, energy Light Make Things PI: Solar Cooker, radiometer, flashlight, guitar or other string Stop or Start? instrument, ticking clock, meter stick, activity sheet 10.1, Activity 10.1 reading 10.1, homework 10.1 1 Day Unit 11 Performance Expectations (I can statements) Students will construct explanations that address the Driving Question, sub-questions, and students’ original questions posted on the DQB, using the core ideas and crosscutting concepts studied in this unit. MS-PS3-5 Explanation, Lesson 11: Activity 11.1: PI: Activity Sheet, activity sheet 11.1, reading conservation of Concluding the 11.1 energy Unit Activity 11.1

COMSTOCK PUBLIC SCHOOLS 7TH GRADE SCIENCE CURRICULUM UNIT 3: INTRODUCTION TO EARTH SCIENCE Driving Question / Text Title: What Makes the Weather Change? Core Ideas: Atmospheric Processes in Weather and Climate Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 1-2 Lesson 1 Performance Expectations (I can statements) Days Students will analyze data to determine the conditions involved in defining weather events. Students will generate questions about the cause of weather phenomena in terms of transfer of energy and flow of air and water. MS-ESS2-5 Weather, Lesson 1: What Introduction: brainstorm what weather is and what conditions Formative MS-ESS2-6 atmosphere, is Weather? make up weather events Written temperature, Activity 1.1: data sheets for selected cities (located in the Response wind, clouds, Introduction student edition): Buenos Aires, Argentina; Atlanta, Georgia; Class precipitation, Activities 1.1, 1.2 Oslo, Norway; Belem, Brazil; Singapore; Ushuaia, Argentina, Discussion weather activity sheet 1.1 Lab events Activity 1.2: Driving Question Board (DQB) Observations Class Reading Journal Check

Summative Pre/Post Tests Quick Quizzes 2-3 Lesson 2 Performance Expectations (I can statements) Days Students will construct and defend an explanation for the spread of heat through a material, or between materials, in terms of transfer of kinetic energy. Students will construct and defend a model of how air is heated by the sun that includes conversion of solar energy to thermal energy in Earth’s surface and the transfer of thermal energy via conduction from Earth’s surface to air. MS-ESS2-5 Systems, Lesson 2: What Introduction: Establish the idea that weather is a system and MS-PS1-4 matter, energy Makes Air Hot? will be studied as a system. transfers, Activity 2.1: Activity sheet 2.1 Earth’s Introduction Activity 2.2: ring stand, metal bar, ring stand clasp, hot plate, surface, light Activities 2.1, 2.2 pea-sized solid vegetable shortening balls, paper towels, paper energy plate, activity sheet 2.1, activity sheet 2.2 3 Lesson 3 Performance Expectations (I can statements) Days Students will analyze results from a physical model to explain why hot air rises and cold air sinks. Students will construct and defend a model of convection that explains why hot air rises and cold air sinks in terms of movement of air masses due to density differences. Students will analyze the differences between conduction and convection in terms of energy transfer and flow of matter. Students will apply a model of convection to explain one cause of wind. MS-PS1-4 Density, Lesson 3: What Introduction: lamp with 100 to 150 watt incandescent bulb MS-PS3-5 conduction, Happens to the (no lamp shade) convection Hot Air? Activity 3.1: convection box, matches, incense, petri dishes (2), soil that includes a variety of gravel (the gravel will help Introduction retain the heat longer), pair of safety goggles, activity sheet 3.1 Activities 3.1, Activity 3.2: empty, dry plastic drink bottle, small balloon that 3.2, 3.3 can be stretched over the mouth of the bottle, containers deep enough to submerge the bottle in water halfway up (2), balance or scale, tongs, safety goggles, activity sheet 3.2 Activity 3.3: activity sheet 3.3, reading 3.3 2-3 Lesson 4 Performance Expectations (I can statements) Days Students will construct and defend an explanation for how the degree of temperature difference between two air masses affects air movement. Students will revise their models of convective movement of air masses to explain the phenomena of lift and instability. Students will revise their models of convective movement of air masses to explain the causes of energy flow, precipitation, and air movement in convective storms. MS-ESS2-4 Barometers, Lesson 4: Where Activity 4.1: 250ml beaker, straw (clear enough to see water in MS-ESS2-5 weather Does the Energy it) or glass tubing with a diameter of 5mm or 7mm, ruler or fronts, Come from in a meter stick, food coloring (red or blue), activity sheet 4.1 instability, Storm? Activity 4.2: large beaker to mix food coloring and water (2), 2 humidity, air clear plastic cups (6-8oz), red and blue food coloring, warm and pressure Activities 4.1, cold water, index card, duct tape, pan, paper towels 4.2, 4.3 Activity 4.3: PI: Cirrus Clouds, PI: Cumulonimbus Clouds, PI: Altocumulus Clouds, PI: Fair Weather Cumulus Clouds, PI: U.S. Surface Analysis Map, storm video (refer to the preparation section, activity sheet 4.3 3 Lesson 5 Performance Expectations (I can statements) Days Students will analyze weather maps to identify and track movement of high- and low-pressure areas. Students will analyze weather maps to interpret data on cloud cover and precipitation. MS-ESS2-5 Air pressure, Lesson 5: What Activity 5.1: PI: U.S. Surface Analysis Map (6/15/10), PI: U.S. temperature, Can Weather Satellite Map (6/15/10), PI: U.S. Radar Map (6/15/10), activity humidity, Maps Tell Us? sheet 5.1, reading 5.1 wind, Activity 5.2: PI: Surface Area Map with Pressure Lines, PI: precipitation Activities 5.1, 5.2 Pressure Map, PI: Map Overlay, activity sheet 5.2 3 Lesson 6 Performance Expectations (I can statements) Days Students will apply their storm model to explain patterns in weather. Students will evaluate the fit of the model against he data. MS-ESS2-5 Troughs, Lesson 6: Does Lesson 6.1: P1: Surface Analysis (6/2/10), PI: Zoomed dropping the Storm Model Regional Map (6/2/10), PI: Chart of Conditions, PI: Regional pressure, Fit Data from a Map after Storm (6/3/10), activity sheet 6.1 scientific Storm? Activity 6.2: PI: Temperature Data, PI: Humidity Data, PI: explanation Activities 6.1, 6.2 Pressure Data, PI: Precipitation Data, activity sheet 6.2 4 Lesson 7 Performance Expectations (I can statements) Days Students will analyze climate data to determine the effects of latitude on average temperature. Students will consider, test, and rebut the hypothesis that the average amount of daylight can explain the effects of latitude on temperature. Students will use a physical model to test the effect of the curvature of the Earth on the intensity of light hitting the Earth at different latitudes. Students will investigate and analyze data about how the angle of light hitting an object affects its intensity. Students will construct and defend a model that explains the effects of latitude on average temperature in terms of how the angle the sunlight hits the Earth affects the intensity of the light. MS-ESS1-1 Equator, Lesson 7: Why Lesson 7.1: wall map of Earth, PI: Data Table on MS-ESS2-5 latitude, Does Temperature Temperature, activity sheet 7.1 longitude, Vary in Different Lesson 7.2: PI: Data Table on Daylight Hours, Activity 7.1 & light sensor, Locations? 7.2 light Lesson 7.3: globe, prepared lantern model (refer to p. 82 Activities 7.1, 7.2, teacher’s manual), ring stand, lamp with 150-watt bulb, light 7.3, 7.4 sensor, activity sheet 7.3 Lesson 7.4: piece of cardboard (8.5 X 11”), sheet of graph paper, different colored fine point markers, flashlight, activity sheet 7.4

4-5 Lesson 8 Performance Expectations (I can statement) Days Students will extend their previous model of sunlight and latitude to include the tilt of the Earth in orbit and explain how the light varies across the year to cause seasonal changes in climate. Students will apply their model of seasonal changes in climate to explain why season vary in the Northern and Southern Hemispheres, and evaluate the fit of the model against yearly patterns in temperature across the globe. MS-ESS1-1 Temperature, Lesson 8: What Activities 8.1: PI: July Average Surface Temperature, PI: MS-ESS2-6 rotation, Else Is Affecting Comparison of July and January Visualizations, PI: City revolution, Temperature? Temperature Data, paper lantern model from lesson 7, activity seasons sheet 7.1 (city temperature data), activity sheet 8.1 (six Activities 8.1, 8.2, different colors) 8.3, 8.4 Activity 8.2: lamp without shade (represents the sun and exposed on all sides), Styrofoam ball (3” diameter), markers (black, blue, green, yellow, red), pencil, activity sheet 8.2 Activity 8.3: lamp without shade, Styrofoam ball from activity 8.2, activity sheet 8.3 Activity 8.4: Comparing two cities and Constructing an Explanation by answering this question: Why is the Temperature Not the Same Everywhere? (follow pgs. 119-120 in teachers manual)

COMSTOCK PUBLIC SCHOOLS 7TH GRADE SCIENCE CURRICULUM UNIT 4: INTRODUCTION TO LIFE SCIENCE Driving Question / Text Title: What Is Going On Inside Me? Core Ideas: Body Systems, Cellular Processes Time NGSS Vocabulary Common Materials & Teacher Resources Assessments Line Standards Experiences 5-7 Lesson 1 Performance Expectations (I can statements) Days Students will generate original questions as they observe a chemical reaction. Students will carry out an investigation to set a foundation for learning about the properties of matter as unique characteristics that help identify a substance and distinguish one substance from another macroscopically. MS-LS1-1 Cells, Lesson 1: How Do Activity 1.1: PI: Field of View, PI: Cheek Cells and Skin Formative multicellular I Do the Things I Cells, PI: Microscope Parts, PI: Heart Tissue and Heart Cell, Written organism, Do? methylene blue solution, scope cam for projecting slides, Response microscopes Lesson 1A: Using microscope, slides, cover slips, flat toothpicks, transparent Class the Microscope tape, sticky notes, activity sheet 1.1, driving question notes Discussion Introduction Lesson 1A: General use of the microscope, parts of the Lab Activity 1.1 microscope, observing specimens with the microscope, PI: Observations Microscope Parts, paper towels, scope cam, small piece of Class graph paper, microscope, slide and cover slip, eyedropper, Reading small container of water, small strip of newspaper, poppy seed Journal or red pepper flake, metric ruler, toothpicks (2-3), scissors, Check activity sheet 1A.1, activity sheet 1A.2, activity sheet 1A.3 Summative Pre/Post Tests Quick Quizzes

2-3 Lesson 2 Performance Expectations (I can statements) Days Students will ask empirical questions based on observations and compare characteristics of cells in single-celled organisms and multicellular organisms. Students will as questions whose answers will help them explain why single-celled organisms are living things. Students will identify cells and their parts that are visible through a microscope. MS-LS1-1 Bacteria, Lesson 2: Where Activity 2.1: container of plain yogurt (that has been thinned cells, Else Can We Find with water), eyedropper, PI: Yogurt Bacteria, slides (2), cover cytoplasm, Cells? slip, plain yogurt sample, toothpick, activity sheet 2.1 amoebae, Activity 2.2: prepared slides of amoebae (if using the scope biotic, abiotic, Activities 2.1, 2.2, camera), Amoeba proteus living culture (if using projection; characteristics 2.3 coupon for material in refill kit), sterile pipette for dispensing of living culture (if using projection), microscope, concavity slide, things, cover slip, activity sheet 2.2 metabolism Activity 2.3: PI: Cheek Cells and Amoeba, PI: Amoeba Engulfing Food, PI: Amoeba Dividing 2 Lesson 3 Performance Expectations (I can statements) Days Students will analyze a system to determine its components and functions and how they interact. Students will use evidence to explain why the body is a system. MS-LS1-1 Systems, cells Lesson 3: Am I a Activity 3.1: Projector, blank transparencies, markers, System? retractable ball-point pen, activity sheet 3.1, reading 3.1 Activity 3.2: Homework reading 3.1 Activities 3.1, 3.2 3-4 Lesson 4 Performance Expectations Days Students will explain how the structures and processes of the digestive system provide energy and building materials to the body. Students will identify the levels of organization of structures in a body system. Students will analyze the functions of mechanical and chemical digestion in breaking food into simple molecules. Students will analyze observations from experiments with a physical model and apply the findings to the body system. MS-LS1-3 Digestive Lesson 4: What is Activity 4.1: PI: Cheek and Skin Tissue (from lesson 1), PI: MS-LS1-7 system, Breaking Food Bone and Heart Tissue, pair of plastic gloves for distribution MS-LS2-2 chemical Down Inside Me? of saltines, saltine cracker sections, hand wipes, sanitizing gel, digestion, activity sheet 4.1 mechanical Activities 4.1, 4.2, Activity 4.2: PI: Mouth, PI: Esophagus and Stomach, 150ml digestion, 4.3, 4.4 beakers (2), boiled egg white cubes (2), 2.5% pepsin solution absorption, (20ml), 12-20 drops of HCl (approximately 0.5ml), driving diffusion, question notes, activity sheet 4.2 active Activity 4.3: PI: Mouth, PI: Esophagus and Stomach, PI: transport Path for food, water, any type of cooking oil, several drops of dish soap, blank transparency sheet Activity 4.4: projector, PI: Structure of the Small Intestine, 2 strips of filter paper (3cm x 25cm) and (3cm x 6cm), small transparent plastic container with water, eyedropper, pair of forceps 5-6 Lesson 5 Performance Expectations (I can statements) Days Students will explain how the structures and processes of the circulatory system move food to the cells. Students will construct a scientific explanation with claim, evidence, and reasoning of how a single-celled organism obtains food, uses food for energy, and releases waste. Students will analyze results from an experiment with a physical model and apply the findings to how cells obtain food through diffusion. Students will design an experiment with a physical model to determine what substances can enter and leave cells through diffusion. MS-LS1-2 Circulatory Lesson 5: How Activity 5.1: PI: Map of Street System, PI: Human MS-LS1-3 system, Does Food Move in Circulatory System, PI: Villi and Capillaries, Human Blood MS-LS1-7 graphs, My Body? Samples, PI: Glucose Levels, driving question notes diabetes, cell Activity 5.2: salt solution, distilled water, red onion, PI: wall, Activities 5.1, 5.2, Molecular Workbench Diffusion Model, PI: Onion and Cheek diffusion, 5.3, 5.4 Cell Comparison, microscope, slides (2), cover slips (2), yeast, villi, section of red onion, forceps or probe, 10% salt solution, capillaries, pipettes or eyedroppers (2), paper towel glucose Activity 5.3: starch solution, glucose solution, small test tubes (3), test-tube rack, 10ml graduated cylinder, distilled water, Benedict’s solution, Lugol’s (IKI) solution, PI: Benedict’s Solution Color Sample, PI: Data Summary Chart, piece of 1- 3/4” dialysis membrane (about 20 cm long), 150ml beaker, large test tubes (2), test-tube holder, pipettes or medicine droppers (5), string or dental floss Activity 5.4: sugar, dry baker’s yeast (active), test tubes (4), latex balloons (4), microscope slide, microscope, test-tube rack, 1g yeast, 2g sugar, graduated cylinder, water (10ml per test tube)

3-4 Lesson 6 Performance Expectations (I can statements) Days Students will analyze how the structures and processes of the respiratory system move oxygen to the cells and carbon dioxide away from the cells. Students will analyze data from an experiment to support the claim that exhaled air contains less oxygen than inhaled air. Students will construct a scientific explanation to address where the oxygen goes in the body and how it is used. Students will describe how the circulatory and respiratory systems work together to met the needs of the cell for food, air, and waste removal. MS-LS1-3 Respiratory Lesson 6: The Activity 6.1: short, wide candle, ceramic plate, lighter, hot MS-LS1-7 system, Case of the Missing mitt, heat-proof beaker (at least 50ml volume), stopwatch, breathing, Oxygen aluminum pan, water, plastic or rubber tubing, dropper bottle nitrogen, red containing bromothymol blue solution (BTB), small clear blood cells, Activities 6.1, 6.2, plastic cup with 30ml of water, straw, BTB solution, activity gas exchange 6.3 sheet 6.1 Activity 6.2: PI: Aveoli and Capillaries, PI: Red Blood