CLUSTERED PO’s



7TH GRADE

SCIENCE

CURRICULUM MAP

Revised 06-01-11

Developed for

Mesa Public Schools

Please Note

➢ The December District Assessment will cover the following: Safety, Measurement, Problem, Hypothesis, Experimental Design, Graphing, Analysis of Results, Conclusion and Astronomy

➢ The May District Assessment will cover the following: Experimental Design, Graphing, Analysis of Results, Conclusion and the Layers of the Earth, Plate Tectonics, Minerals, the Rock Cycle, and Ecology.

➢ It is suggested that Safety and the Scientific Processes be imbedded throughout the year.

o For ease of reference, all Safety, Measurement, and Scientific Processes objectives are presented at the front of the Curriculum Map.

Timeline for 7th Grade Science Curriculum

1st Semester

Page

1. Safety and Measurement 6

a. Inquiry: Safety, Measurement

b. Historical: e.g. French Academy of Sciences, Madame Marie Curie, Thomas Alva Edison

c. Personal & Social Perspective: scientific contributions

2. Scientific Processes 7

a. Inquiry: Measurement, Observation/Inference/Classification, Hypothesis, Experimental Design, Data Collection

b. Historical: Aristotle, Ibn al-Haytham

c. Personal & Social Perspective: careers in science

3. Deep Space (Suggested finish before end of 1st Quarter) 11

a. Inquiry: Observation, Scientific Questions, Hypothesis

b. Historical: e.g. Lowell, Hubble

c. Personal & Social Perspective: e.g. Ancient observatories (AZ and

world), constellation mythology, Lowell’s observations of Mars

4. Sun, Moon, Earth System (Suggested to begin at the start of 2nd Quarter) 12

a. Inquiry: Observation, Scientific Questions, Hypothesis

b. Historical: e.g. Ptolemy, Copernicus, Galileo, Newton, Luis and Walter

Alvarez

c. Personal & Social Perspective: e.g. telescopes, space exploration and

travel, Space Shuttle, Hubble telescope, planetary missions

(Conclude by the end of 1st semester, the December District Assessment)

Timeline for 7th Grade Science Curriculum

2nd Semester

5. Earth’s Structures

Page

Part I Earth’s Interior: Layers of the Earth 15

Part II Plate Tectonics

Part III Forces on Earth’s Surface

a. Inquiry: Experimental Design, Data Collection, reinforce Safety,

Measurement, and Scientific Processes from 1st Semester

b. Historical: e.g. Alfred Wegner, Harry Hess, Charles Richter

c. Personal & Social Perspective: e.g. Earthquake construction standards,

tsunami warning systems

6. Rocks and Minerals 18

Part I Minerals

Part II Rocks and the Rock Cycle

a. Inquiry: reinforce Safety,

Measurement, and Scientific Processes from 1st Semester (Experimental Design, Data Collection)

b. Historical: e.g. Friedrich Mohs

c. Personal & Social Perspective: e.g. Introduce non-renewable resources,

mineral uses, mining

7. Ecology (Conclude by the end of 4th semester, the May District Assessment) 20

Part I Ecosystems

Part II Ecological Interactions

a. Inquiry: Graphing, Analysis of Results, Conclusion, reinforce Safety,

Measurement, and Scientific Processes from earlier in the school year

b. Historical: e.g. Rachel Carson, Jacques Cousteau, John Muir, Teddy Roosevelt

c. Personal & Social Perspective: e.g. Interactions of all parts in ecosystems,

human impact on the environment.

1st Semester

1. Safety & Measurement

a. Inquiry: Safety, Measurement

b. Historical: e.g. French Academy of Sciences, Madame Marie Curie, Thomas Alva Edison

c. Personal & Social Perspective: scientific contributions

2. Scientific Processess

a. Inquiry: Measurement, Observation/Inference/Classification, Hypothesis, Experimental Design, Data Collection

b. Historical: Aristotle, Ibn al-Haytham

c. Personal & Social Perspective: careers in science

3. Deep Space (Suggested finish before end of 1st Quarter)

a. Inquiry: Results/Data and Conclusions; Nature of Science

b. Historical: e.g. Lowell, Hubble

c. Personal & Social Perspective: e.g. Ancient observatories (AZ and world), constellation mythology, Lowell’s observations of Mars

4. Sun, Moon, Earth System (Suggested to begin at the start of 2nd Quarter)

a. Inquiry: Observation, Hypothesis, Data Collection, Scientific Questions

b. Historical: e.g. Ptolemy, Copernicus, Galileo, Newton, Luis and Walter Alvarez

c. Personal & Social Perspective: e.g. telescopes, space exploration and travel,

Space Shuttle, Hubble telescope, planetary missions

Semester: __1-2__

SAFETY & MEASUREMENT

Strand 1: Inquiry Process

Concept 1: Observation, Questions, Hypothesis

Concept 2: Safe Behavior

Introduced in first quarter and integrated into all units.

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S1C2PO3 |S1C2PO1 |S1C2PO1 |S1C2PO1 |

|Conduct a controlled investigation, |Demonstrate safe behavior and |safe classroom/lab |1. Define each term. |

|utilizing multiple trials, to test a |appropriate procedures in all science |behavior |2. Identify safety equipment in the classroom and|

|hypothesis using scientific processes. |inquiry. |appropriate procedures |explain its use. |

| | | |3. Demonstrate safe behaviors and appropriate |

| | | |procedures during scientific inquiry. |

| | | | |

| | |S2C1PO1 |S2C1PO1 |

| |S2C1PO1 |e.g. |Describe the benefits of the development of the |

| |Identify how people and cultures have |French Academy of Sciences |metric system of measurement. |

| |contributed to scientific innovations. |Marie Curie | |

| | |(safety) | |

| | |Thomas A. Edison | |

| | | | |

| | |S1C2PO4 |S1C2PO4 |

| |S1C2PO4 |metric system |1. Define bolded terms. |

| |Perform measurements using appropriate |graduated cylinder |2. Match the scientific tool to the property and |

| |scientific tools. |metric ruler |unit. |

| | |balance |3. Determine the appropriate scientific tool for |

| | |length |measuring physical properties of objects. |

| | |volume | |

| | |mass | |

| | |gram | |

| | |meter | |

| | |liter | |

| | |density | |

| | |thermometer | |

| | |Celsius | |

| | |Fahrenheit | |

| | |beaker | |

| | |test tube | |

| | |meniscus | |

| | |microscope | |

| | |displacement | |

| | |base unit | |

| | | | |

| | | | |

| | | | |

Semester: __1-2__

SCIENTIFIC PROCESSES

Strand 1: Inquiry Process

Concept 1: Observation, Questions, Hypothesis

Concept 2: Safe Behavior

Introduced in first quarter and integrated into all units.

Strand 2: History and Nature of Science

Concept 2: Nature of Scientific Knowledge

Strand 3: Science in Personal and Social Perspective

Concept 2: Science and Technology in Society

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S1C1PO1 | |S1C1PO1 |S1C1PO1 |

|Formulate questions based on | |observation |1. Define each term. |

|observations that lead to the | |inference |2. Differentiate between an observation and |

|development of a hypothesis. | |testable question |an inference. |

| | |hypothesis |3. Differentiate between testable and |

| | |data |non-testable questions. |

| | |fact |4. Formulate a testable question based on |

| | | |observations or data. |

| | | | |

| | | | |

| | | | |

| | | | |

| |S2C1PO1 |S2C1PO1 | |

| |Identify how people and cultures have |Aristotle | |

| |contributed to scientific innovations. |Idn al-Haytham | |

| | | | |

| | | |S2C2PO3 |

| | | |Apply bolded processes to scientific |

| |S2C2PO3 | |investigations. |

| |Apply the following scientific processes|S2C2PO3 | |

| |to other problem solving or decision |observing | |

| |making situations. |inferring | |

| | |questioning | |

| | |comparing | |

| | |measuring | |

| | |classifying | |

| | |predicting | |

| | |communicating | |

| | |organizing data | |

| | |generating hypotheses | |

| | |identifying variables |S1C1PO2 |

| |S1C1PO2 | |1. Choose relevant resources related to a |

| |Select appropriate resources for | |question. |

| |background information related to a |S1C1PO2 |2. Use relevant resources in the design of a|

| |question, for use in the design of a |resources |controlled investigation. |

| |controlled investigation. |controlled investigation | |

| | |relevant | |

| | | | |

| | | | |

| |S1C1PO3 | |S1C1PO3 |

| |Explain the role of a hypothesis in a | |1. Explain that every hypothesis |

| |scientific inquiry. | |includes the cause and effect relationship |

|S3C2PO1 | | |in a scientific investigation. |

|Propose viable methods of responding to | |S1C1PO3 |2. Write a testable hypothesis. |

|a need or a problem. | |cause (independent variable) | |

| | |effect (dependent variable) | |

| | | |S3C2PO2 |

| |S3C2PO2 | |1. Define each term. |

| |Compare solutions to best address an | |2. Students demonstrate |

| |identified need or problem. | |problem solving skills |

| | |S3C2PO2 |through inquiry activities. |

| | |problem | |

| | |solution | |

| |S3C2PO3 | |S3C2PO3 |

| |Design and construct a solution to an | |Students demonstrate skill through teacher’s|

| |identified need or problem using simple | |choice of lab or demo activities, historical|

| |classrooms materials. | |examples. |

| | |S3C2PO3 | |

| | |constant variables | |

| |S1C2PO5 | | |

| |Keep a record of observations, notes, | |S1C2PO5 |

| |sketches, questions, and ideas using | |1. Define bolded terms. |

| |written or computer logs. | |2. Record data accurately in a teacher made,|

| | | |labeled data table. |

| | | |3. Create a graph which correctly represents|

| | |S1C2PO5 |the data from a data table, on a teacher |

| | |double bar graph |made, labeled graph. |

| | |line graph | |

| | |histogram | |

| |S1C2PO2 |stem and leaf plot |S1C2PO2 |

| |Design an investigation to |trend |1. Define terms. |

| |test individual variables |data |2. Explain the characteristics of a |

| |using scientific processes. |data table |controlled investigation (experiment). |

| | | | |

| | | | |

| | | |S1C2PO3 |

| | | |1. Define each term. |

|S1C2PO3 | |S1C2PO2 |2. Conduct a controlled investigation, |

|Conduct a controlled investigation, | |controlled- |utilizing multiple trials, to test a |

|utilizing multiple trials, to test a | |investigation |hypothesis using scientific processes. |

|hypothesis using scientific processes. | |(experiment) | |

| | | | |

| | | | |

| | | | |

| | |S1C2PO3 | |

| | |trial | |

| | |variable | |

| | |independent variable | |

| | |dependent variable | |

| | |control / constant | |

| | | | |

| | | | |

| | | | |

| | | | |

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S1C3PO5 |S1C3PO1 |S1C3PO1 |S1C3PO1 |

|Formulate a conclusion based on data |Analyze data obtained in a scientific |analyze |1. Recognize trends in data and analyze graphic |

|analysis. |investigation to identify trends. |trend (pattern) |representations of data. |

| | |correlation |2. Write a conclusion based on data analysis. |

| | | | |

| | | |S1C3PO2 |

| |S1C3PO2 | |1. Define each term. |

| |Form a logical argument about a |S1C3PO2 |2. Analyze data to identify the cause and effect |

| |correlation between variables or |cause |relationships among variables. |

| |sequence of events. |effect | |

| | | |S1C3PO3 |

| |S1C3PO3 | |1. Define each term. |

| |Analyze results of data collection in | |2. Determine if a hypothesis is accepted or |

| |order to accept or reject the |S1C3PO3 |rejected after analyzing the data. |

| |hypothesis. |accept | |

| | |reject |S1C3PO4 |

| | | |1. Explain the relationship between validity and |

| |S1C3PO4 | |experimental design. |

| |Determine validity and reliability of | |2. Explain how accurate measurements and multiple|

| |results of an investigation. |S1C3PO4 |trails affect reliability. |

| | |validity | |

| | |reliability | |

| | |trial |S1C3PO6 |

| | | |Suggest a different hypothesis |

| |S1C3PO6 | |after analyzing the data of a |

| |Refine hypotheses based on results from | |scientific investigation. |

| |investigations. | | |

| | |S1C3PO6 | |

| | |refine (e.g. edit) |S1C3PO7 |

| | | |Create a new testable question based on the |

| |S1C3PO7 | |results of a previous investigation. |

| |Formulate new questions based on the | | |

| |results of a previous investigation. | | |

| | |S1C3PO7 | |

| | |testable question | |

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S1C4PO5 |S1C4PO1 |S1C4PO1 |S1C4PO1 |

|Communicate the results and conclusion |Choose an appropriate graphic |bar graph |1. Chose a graph which appropriately |

|of the investigation. |representation for collected data: |line graph |represents data from a data table. |

| |line graph |double bar graph |2. Create a graph which appropriately |

| |double bar graph |stem and leaf plot |represents data from a data table. |

| |stem and leaf plot |histogram | |

| |histogram | | |

| | | | |

| | | |S1C4PO2 |

| |S1C4PO2 | |1. Construct and label a data table |

| |Display data collected from a controlled|S1C4PO2 |2. Determine an appropriate graph |

| |investigation. |data tables | |

| | |graphs | |

| | | |S1C4PO3 |

| |S1C4PO3 | |1. Define each term. |

| |Communicate the results of an |S1C4PO3 |2. Distinguish between a qualitative and |

| |investigation with appropriate use of |qualitative |quantitative observation. |

| |qualitative and quantitative |quantitative | |

| |information. | | |

| | | | |

| |S1C4PO4 | |S1C4PO4 |

| |Write clear, step-by-step instructions | |Conduct an investigation by |

| |for following procedures. |S1C4PO4 |following correct, step-by-step |

| | |procedure |procedures. |

| | | | |

| | | |S1C4PO5 |

| | | |Communicate the results and conclusion of the |

| | | |investigation. |

| | | |individual or small group |

| | | |written |

| | | |oral |

| | | |technology |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Semester: __1__

DEEP SPACE UNIT

Strand 6: Earth Science

Concept 3: Earth in the Solar System

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S6C3PO6 | |S6C3PO6 |S6C3PO6 |

|Explain the relationship among common | |solar system |1. Define bolded terms. |

|objects in the solar system, galaxy, and| |galaxy |2. Explain the spatial relationship between |

|universe. | |universe |stars, galaxies, and the universe. |

| | |asteroid |3. Explain that the sun is one example of a star |

| | |meteors |in the Milky Way galaxy which has objects in |

| | |meteorite |orbit around it. (solar system) |

| | |comets | |

| | | |S2C1PO1 |

| | | |Describe how the model of the universe has |

| |S2C1PO1 |S2C1PO1 |changed with the use of computer technology. |

| |Identify how people and cultures have |Neil deGrasse Tyson | |

| |contributed to scientific innovations. |Lowell | |

| | |Hubble | |

| | |Hubble telescope |S2C2PO2 |

| | |Stephen Hawking |Explain the mythology behind the constellations. |

| |S2C2PO1 and S2C2PO2 | | |

| |Describe how science is an ongoing |S2C2PO2 | |

| |process that changes in response to new |mythology | |

| |information, technologies and | | |

| |discoveries to challenge theories. | | |

| | | |S6C3PO5 |

| |S6C3PO5 | |1. Define each term. |

| |Identify major constellations visible | |2. Explain why the North star |

| |(seasonally) from the Northern | |appears to be stationary in the |

| |Hemisphere. |S6C3PO5 constellation |night sky. |

| | |horizon |3. Explain why the constellations appear to move |

| | | |across the sky at night. |

| | | |4. Identify each of the following Northern |

| | | |Hemisphere constellations using a planisphere: |

| | | |● Orion |

| | | |● Ursa Major (Great Bear) |

| | | |● Cygnus |

| | | |● Scorpius |

| | | |● Cassiopeia |

Semester: __1__

SUN, MOON, EARTH UNIT

Strand 6: Earth Science

Concept 3: Earth in the Solar System

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S6C3PO6 |S2C1PO1 |S2C1PO1 |S2C1PO1 |

|Explain the relationship among common |Identify how people and cultures have |heliocentric |1. Define terms. |

|objects in the solar system, galaxy, and|contributed to scientific innovations. |geocentric |2. Describe how ancient |

|universe. | |Ptolemy |civilizations studied astronomical |

| | |Copernicus |events. |

| | |Galileo |3. Describe the contributions of |

| | |Newton |each scientist to the current model |

| | | |of the solar system. |

| |S2C2PO2 | | |

| |Describe how a major milestone in |S2C2PO2 |S2C2PO2 |

| |science or technology has revolutionized|Optical and non-optical |Explain how the use of telescopes and mathematics|

| |the thinking of the time. |telescopes |caused changes in models of the solar system and |

| | |Hubble telescope |universe. |

| |S6C3PO4 | | |

| |Explain the seasons in the Northern and | | |

| |Southern Hemispheres. | |S6C3PO4 |

| | |S6C3PO4 |1. Define bolded terms. |

| | |seasons |2. Describe the direction of |

| | |N. Hemisphere |Earth’s axis (relative to the sun) |

| | |S. Hemisphere |during each season as toward, |

| | |tilt |away, or parallel. |

| | |axis |3. Explain that each season is |

| | |revolution |caused by: |

| | |rotation |● the angle of the sun’s rays |

| | |equator |● the tilt of the axis |

| | |planet |● the location of Earth in its |

| | |day |orbit |

| | |night |4. Use a model or diagram to |

| | |year |show the relationship between |

| | |orbit |the orientation of the Earth’s |

| | | |axis and the sun at each |

| | | |season (relative positions). |

| | | | |

| | | | |

| | | | |

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

| |S6C3PO1 |S6C3PO1 |S6C3PO1 |

| |Explain the phases of the moon in terms |phases |1. Define bolded terms. |

| |of the relative positions of the Earth, |full moon |2. Explain why half of the moon’s surface is |

| |Sun, and, Moon. |new moon |always illuminated. |

| | |quarter moon |3. Describe the relative positions and motions of|

| | |(1st, 3rd or last) |Earth, Moon, and Sun. |

| | |waxing |4. Use a model or diagram to show positions of |

| | |waning |the Earth and Moon at each phase. |

| | |crescent | |

| | |gibbous | |

| | |reflected sunlight | |

| | |relative position | |

| | | |S6C3PO2 |

| |S6C3PO2 | |1. Define bolded terms. |

| |Construct a model for the relative |S6C3PO2 |2. Explain how a solar eclipse |

| |positions of the Earth, Sun, and, Moon |solar eclipse |occurs. |

| |as they relate to corresponding |lunar eclipse |3. Explain how a lunar eclipse |

| |eclipses. |eclipse |occurs. |

| | | |4. Use a model or diagram to |

| | | |show the relative positions of |

| | | |the Earth, Sun, Moon as they |

| | | |relate to the corresponding |

| | | |eclipses. |

| | | | |

| | | | |

| |S6C3PO3 | |S6C3PO3 |

| |Explain the interrelationship between | |1. Define bolded terms. |

| |the Earth’s tides and the Moon. |S6C3PO3 |2. Explain high and low tides. |

| | |high tide |3. Use a model or diagram to |

| | |low tide |show the positions of the Earth |

| | |tides |and Moon at high and low tide. |

2nd Semester

5. Earth Structures

Part I Earth’s Interior: Layers of the Earth

Part II Plate Tectonics

Part III Forces on Earth’s Surface

a. Inquiry: Experimental Design, Data Collection, reinforce Safety, Measurement, and Scientific Processes

b. Historical: e.g. Alfred Wegner, Harry Hess, Arthur Holmes, Charles Richter, Giuseppe Mercalli

c. Personal & Social Perspective: e.g. Earthquake construction standards,

tsunami warning systems

6. Rocks and Minerals

Part I Minerals

Part II Rocks and the Rock Cycle

a. Inquiry: Experimental Design, Data Collection, reinforce Safety, Measurement,

and Scientific Processes

b. Historical: e.g. Friedrich Mohs

c. Personal & Social Perspective: e.g. rock and mineral uses, mining, geological influences on the development of civilizations (local resources).

7. Ecology

Part I Ecosystems

Part II Ecological Interactions

a. Inquiry: Graphing, Analysis of Results, Conclusion, reinforce Safety,

Measurement, and Scientific Processes from earlier in the school year

b. Historical: e.g. Rachel Carson, Jacques Cousteau, John Muir, Teddy Roosevelt

d. Personal & Social Perspective: e.g. Interactions of all parts in ecosystems, human

impact on the environment

Semester: __2__

EARTH STRUCTURES UNIT

PART I: Earth’s Interior

PART II: Plate Tectonics

PART III: Forces on Earth’s Surface

Strand 6: Earth Science

Concept 1: Structure of the Earth

Concept 2: Earth’s Processes and Systems

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

Strand 3: Science in Personal and Social Perspective

Concept 2: Science and Technology in Society

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

| | | | |

|PART I | | | |

|EARTH’S INTERIOR | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|S6C1PO3 |S6C1PO2 |S6C1PO2 |S6C1PO2 |

|Explain the processes involved in |Describe the properties and composition of|crust |1. Define each term. |

|the formation of the Earth’s |Earth layers. |mantle |2. Describe the change in |

|structure. | |outer core |concentrations of Si, O, Ni, |

| | |inner core |and Fe in the crust mantle |

| | |lithosphere |and core. |

| | |magma |3. Complete a diagram of |

| | | |Earth’s layers, naming each |

| | | |layer and listing its state of |

| | | |matter. |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|PART II | | | |

|PLATE TECTONICS |S6C2PO4 |S6C2PO4 |S6C2PO4 |

| |Explain lithospheric plate movement as a|lithosphere |1. Define bolded terms. |

| |result of convection. |asthenosphere |2. Explain that the crust is broken into pieces|

| | |convection current |called plates. |

| | |density |3. Explain that magma moves in the mantle by |

| | | |convection. |

| | | | |

| | | |S6C2PO3 and S6C1PO4 |

| |S6C2PO3 | |1. Define bolded terms. |

| |Analyze the evidence that lithospheric |S6C2PO3 and S6C1PO4 |2. Identify which continents |

| |plate movements occur. |trench |appear to fit together. |

| | |fossil |3 Explain how key plant and |

| |S6C1PO4 |Theory of Plate Tectonics |animal fossils indicate |

| |Describe how the rock and fossil record |mountain |ancient climate conditions. |

| |shows that environmental conditions have|fault |4. Match the geologic |

| |changed over geologic and recent time. |boundary |formations (coal) and |

| | |Continental Drift |structures (mountains) from continent to |

| | |Pangea |continent. |

| | |sea floor spreading |5. Explain why scientists rejected |

| | |glacier |Wegner’s hypothesis of |

| | |divergent boundary |Continental Drift. |

| | |convergent boundary |6. Describe the evidence that |

| | |subduction |supported the development |

| | |transform boundary |of the Plate Tectonic |

| | |mid-ocean ridge |Theory: |

| | |Ring of Fire |● sea floor spreading |

| | |magnetic reversal |● mid-ocean ridge |

| | | |● concentration of |

| | | |earthquakes at plate |

| | | |boundaries |

| | | |7. Label a diagram showing the relative plate |

| | | |motions, related geologic features and indicate|

| | | |the direction of magma convection cells with |

| | | |arrows. |

| | | |● volcano |

| | | |● rift valley |

| | | |● trench |

| | | |● mountain |

| | | |● fault |

| | | |● boundary |

| | | |● convergent |

| | | |● divergent |

| | | |● transform |

| | | |● mid-ocean ridge |

| | | |● subduction |

| | | |● continental crust |

| | | |● oceanic crust |

|CLUSTERED PO’s |UNWRAPPED PO’s |

|Priority POs |Linking PO’s |Knowledge |Skills |

| | | | |

| |S2C1PO2 and S3C2PO4 |S2C1PO2 and S3C2PO4 |S2C1PO2 and S3C2PO4 |

| |Describe how a major milestone in |Alfred Wegener |Explain the development of the Plate |

| |science or technology has revolutionized|Harry Hess |Tectonics model using the data collected|

| |the thinking of the time. | |by Wegener and Hess. |

| | | | |

| |S2C2PO2 | | |

| |Describe how scientific | |S2C2PO2 |

| |knowledge is subject to |S2C2PO2 |1. Describe how technology |

| |change as new information |sonar |lead to the development of |

| |and/or technology |radiometric dating |modern Earth structures |

| |challenges prevailing |GPS |models. |

| |theories. |Robotics/submarines |2. Describe the role technology played |

| | |construction standards |in the development of the Plate |

| | |Tsunami warning systems |Tectonics Theory. |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|PART III | | | |

|FORCES ON EARTH’S SURFACE | | | |

| | |S6C1PO3 |S6C1PO3 |

|S6C1PO3 | |volcanism |1. Define bolded terms. |

|Explain the processes involved in the | |plate tectonics |2. Differentiate between |

|formation of the Earth’s structure. | |faulting and folding |constructive and |

| | |constructive |destructive forces. |

| | |destructive | |

| | | | |

| | | | |

| | | | |

| | |S6C2PO5 | |

| |S6C2PO5 |mountains |S6C2PO5 |

| |Relate plate boundary movements to their|faulted |1. Define bolded terms. |

| |resulting landforms. |volcanic |2. Describe the resulting |

| | |rift valley |landform for specific |

| | |trench |plate boundary |

| | |folded |movement |

| | |hotspot volcano |● convergent |

| | | |● divergent |

| | | |● transform |

| | | | |

| |S6C2PO6 |S6C2PO6 | |

| |Describe how earthquakes are measured. |earthquake |S6C2PO6 |

| | |Charles Richter |1. Define each term. |

| | |Giuseppe Mercalli |2. Compare and contrast the Richter and |

| | |Richter scale |Mercalli scales. |

| | |Mercalli scale | |

| | |seismograph | |

Semester: __2__

ROCK AND MINERLS UNIT

PART I: MINERALS

PART II: ROCKS AND THE ROCK CYCLE

Strand 6: Earth & Space Science

Concept 1: Structure of the Earth

Concept 2: Earth’s Processes and Systems

Strand 2: History and Nature of Science

Concept 1: History of Sconce as a Human Endeavor

Concept 2: Nature of Scientific Knowledge

|CLUSTERED PO’s |UNWRAPPED POs |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|PART I | | | |

|MINERALS | | | |

| | | | |

|S6C1PO1 |S6C1PO1 |S6C1PO1 |S6C1PO1 |

|Classify rocks and minerals |Identify minerals by conducting a |mineral |1. Define bolded terms. |

|by the following observable |hardness and color test; differentiate |crystal |2. Classify minerals by the |

|properties: |between rocks and minerals; list |color |following observable |

|grain |properties of rocks and minerals. |hardness |properties: |

|color | |cleavage |color |

|texture | |fracture |hardness |

|hardness | |crystalline |cleavage |

| | |structure |fracture |

| | |crystallization |3. Use a key to identify mineral samples|

| | | |by their physical properties. |

| | | | |

| | | | |

| | | |S2C1PO1 |

| | |S2C1PO1 |Explain Mohs’ |

| | |Friedrich Mohs |contribution to Geology |

| | | | |

| |S2C1PO1 | | |

| |Identify how people and cultures have | | |

| |contributed to scientific innovations. | |S2C2PO2 |

| | |S2C2PO2 |Use Mohs Hardness Scale in the |

| | |Mohs Hardness Scale |identification of minerals. |

| |S2C2PO2 | | |

| |Describe how a major milestone in | | |

| |science or technology has revolutionized| | |

| |the thinking of the time. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |S6C2PO1 | | |

| |Explain the rock cycle. | | |

| | | | |

|PART II |S6C2PO2 | |S6C2PO1 and PO2 |

| |Distinguish the components and | |1. Define bolded terms. |

|S6C2 |characteristics of the rock cycle for |S6C2PO1 and PO2 |2. Label the rock cycle diagram using |

|EARTH’S PROCESSES AND SYSTEMS |the following types of rocks: |igneous |each of the terms. |

| |igneous |sedimentary |3. Explain how igneous, sedimentary, and|

| |metamorphic |metamorphic |metamorphic rocks form using the rock |

| |sedimentary |erosion |cycle diagram. |

| | |deposition | |

| | |weathering | |

| | |compaction | |

| | |cementation | |

| | |cooling | |

| |S6C1PO1 |crystallization |S6C1PO1 |

| |Classify rocks by the following |heat |1. Define bolded terms. |

| |observable properties. |pressure |2. Differentiate between rocks and |

| |grain size |uplift |minerals. |

| |texture | |3. Explain how the conditions of |

| | | |formation for minerals and rocks result |

| | | |in various grain size and textures. |

| | |S6C1PO1 |4. Use a key to classify rock samples; |

| | |rock |igneous, sedimentary, or metamorphic. |

| | |igneous | |

| | |sedimentary | |

| | |metamorphic |S2C1PO4 |

| | |intrusive |Compare and contrast various methods of |

| | |extrusive |acquiring resources (e.g. mining, |

| | |clastic |drilling, harvesting, etc.) |

| | |chemical | |

| | |organic | |

|S2C1PO4 | |foliated | |

|Analyze the use of technology in science| |nonfoliated | |

|related careers. | | | |

| | | | |

| | |S2C1PO4 | |

| | |Extraction of resources from Earth’s | |

| | |crust. | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Semester: __2__

ECOLOGY UNIT

PART I: ECOSYSTEMS

PART II: ECOLOGICAL INTERACTIONS

Strand 4: Life Science

Concept 3: Ecosystems

Strand 3: Science in Personal and Social Perspective

Concept 1: Changes in Environments

Concept 2: Science and Technology in Society

Strand 2: History and Nature of Science

Concept 1: History of Science as a Human Endeavor

|CLUSTERED PO’s |UNWRAPPED Pos |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|PART I | | | |

|ECOSYSTEMS | | | |

| | | | |

|S4C3PO6 |S4C3PO2 |S4C3PO2 |S4C3PO2 |

|Create a model of the interactions of |Explain how organisms obtain and use |organism |1. Define each term. |

|living organisms within an ecosystem. |resources to develop and thrive in: |ecosystem |2. Describe the biotic and abiotic components|

| |niches |niche |of a variety of ecosystem. |

| |predator/prey relationship |predator |3. Describe the roles of |

| | |prey |organisms in an |

| | |ecology |ecosystem. |

| | |abiotic |predator/prey |

| | |photosynthesis |niche |

| | |biotic |producer |

| | |population |consumer |

| | |community |decomposer |

| | |producer |scavenger |

| | |consumer | |

| | |herbivore | |

| | |carnivore | |

| | |omnivore | |

| | |scavenger | |

| | |decomposer | |

| | |adaptation | |

| | |habitat | |

| |S4C3PO1 | |S4C3PO1 |

| |Compare food chains in a specified |S4C3PO1 |1. Define each term. |

| |ecosystem and their corresponding food|energy transfer |2. Construct a food chain. |

| |web. |food chain |3. Identify a food chain within a food web. |

| | |food web |4. Construct a food web. |

| | |herbivore | |

| | |carnivore | |

| | |omnivore | |

| | |decomposer | |

| | | | |

| | | | |

|CLUSTERED PO’s |UNWRAPPED Pos |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|PART II | | | |

|ECOLOGICAL INTERACTIONS | | | |

| | | | |

|S4C3PO6 | | | |

|Create a model of the |S4C3PO3 |S4C3PO3 |S4C3PO3 |

|interactions of living |Analyze the interactions of living |limiting factors |1. Define each term. |

|organisms within an |organisms with their ecosystems. |carrying capacity |2. Describe the limiting factors that |

|ecosystem. | |habitat |determine the carrying capacity of an |

| | |population |organism in an ecosystem. |

| | |adaptation |3. Analyze how major changes in the limiting|

| | | |factors affect the carrying capacity of |

| | | |organisms in an ecosystem. |

| | | | |

| | | | |

| | | |S4C3PO5 |

| | | |1. Define each term. |

| |S4C3PO5 | |2. Interpret and. data to predict survival |

| |Predict how environmental factors (e.g.,|S4C3PO5 |rates in organisms due to changing |

| |floods, droughts, temperature changes) |environment |environmental factors |

| |affect survival rates in living |environmental factors |floods |

| |organisms. |survival rate |droughts |

| | | |temperature changes |

| | | |wildfires |

| | | | |

| | | |S4C3PO4 and S2C1PO3 |

| | | |1. Define each term. |

| |S4C3PO4 | |2. List and describe possible solutions to |

| |Evaluate data related to problems | |problems created by population growth in a |

| |associated with population growth (e.g.,|S4C3PO4 and S2C1PO3 |given scenario. |

| |overgrazing, forest management, invasion|overgrazing |3. Compare the benefits and environmental |

| |of non-native species) and the possible |non-native (exotic) |costs of man’s use of natural resources |

| |solutions. |species | |

| | |invasive species | |

| | |forest management | |

| | |hunting |S4C3PO6 |

| | |urbanization |Examples: Task Assessments |

| | |renewable resources |model |

| | |nonrenewable |multimedia project |

| | |resources |diorama |

| | |mining |poster |

| | | |report/written project |

|CLUSTERED PO’s |UNWRAPPED Pos |

|Priority PO |Linking PO’s |Knowledge |Skills |

| | | | |

|S2C1 |S2C1PO1 |S2C1PO1 |S2C1PO1 |

|HISTORY OF SCIENCE AS A HUMAN ENDEAVOR |Identify how people have made important |Rachel Carson |Describe the ecological contributions of |

| |contributions to scientific innovations |Jacques Cousteau |historical figures. |

| | |John Muir | |

| | |Teddy Roosevelt | |

| |S2C1PO2 | | |

| |Describe how a major milestone in | | |

| |science or technology has revolutionized|S2C1PO2 |S2C1PO2 |

| |the thinking of the time. |e.g. computer technology, |Develop a timeline showing major milestones in |

| | |information highway, smart |science or technology. |

| |S2C1PO3 |phones. | |

| |Analyze the impact of a major scientific| | |

| |development occurring within the past | | |

| |decade. |S2C1PO3 |S2C1PO3 |

| | |e.g. hybrid and electric cars |Research the impact of a major scientific |

| |S3C1PO1, PO2, PO3 | |development occurring within the past decade. |

| |Analyze environmental benefits of the | | |

| |following human interactions with | | |

| |biological or geological systems |S3C1PO1 |S3C1PO1 |

|S3C1PO1 |reforestation |recycling |Explain reclamation and the ecological risks of |

|Analyze environmental risks caused by |habitat restoration |reclamation |mining |

|human interaction with biological or | |conservation |copper |

|geological systems. | |sustainable solutions |uranium |

| | | | |

| | |S3C1PO2 and PO3 |S3C1PO2 and PO3 |

| | |deforestation |1. Explain each of the terms as to |

| | |reforestation |its benefits and environmental costs. |

| | |habitat restoration |2. Propose a possible solution to an |

| | |dam construction |environmental issue such as but not limited to |

| | |mining |the following: |

| | | |air/groundwater pollution |

| |S3C2PO2 | |habitat destruction |

| |Compare solutions to best address an | |dams |

| |identified need or problem. | |urbanization |

| | | |non-native (invasive) species |

|S3C2PO1 |S3C1PO3 | |earth fissures/land subsidence |

|Propose viable methods of responding to |Propose possible solutions to address | |wild fires |

|a need or a problem. |environmental risks in biological or |S3C2PO2 | |

| |geological systems. |problem | |

| | |solution |S3C2PO2 |

| | | |Design/construct a solution to an identified need|

| | | |or problem (e.g. Science Fair, independent |

| | | |project). |

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h¾pÖ5?CJ h|6æCJ(h|6æCJh³rmCJh7z items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

S6C1PO2 It is suggested to. atoms, molecules, and states of matter within this PO.

The amount of Si and O decreases with depth, while the amount of Fe and Ni increases with depth in magma.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

December District Assessment at this Point

Suggested Skill 6: Compare Wegner’s observations, data collections, and analysis to the steps of the scientific method.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

Bolded items are found in the AZ State Standards. Non-bolded items are suggestions for instruction.

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