| A | B | C | D | E | F | G | H | I | J | ||
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1 | 6 | OUSD 7th Grade Yearlong Scope and Sequence | |||||||||
2 | Documents titled “OLD” are still functional. They need to put into the “NEW” format. | How To Use the 7th Grade Curriculum - CLICK HERE first | |||||||||
3 | Curriculum Tools folder | ||||||||||
4 | Instructional Tool Kit | ||||||||||
5 | Overarching Question: | How can we sustainably manage Earth's resources for our future survival? | |||||||||
6 | Unit of Study: | Unit 0: Launch / Like an Engineer | Unit 1: A Mighty Molecule (Living and Nonliving Matter Consists of Atoms and Molecules) | Unit 2: Dub Nation Rehabilitation (Chemical reactions - Matter Cycles and Energy Flows) | Benchmark 1 - OUSD Only | Unit 3: Biodome Catastrophe [Photosynthesis/Respiration - Matter Cycles and Energy Flows through the Living and Nonliving Components in an Ecosystem] | Unit: Sexual Health Education - Written by OUSD's Community Schools and Student Services Department | Unit 4: Community Planning based on Natural Resources [Natural Processes and Human Activities Shape Earth's Resources and Ecosystems] IN DEVELOPMENT | Unit 5: Leaving a Legacy [Ecosystems] IN DEVELOPMENT | Unit: Science Fair (Floating Unit) | |
7 | Table of Contents: | Unit 0: ToC | Unit 1: ToC | Unit 2: ToC | Teacher Overview | Unit 3: ToC | In order to obtain curriculum, you must attend the training(s). Contact Ilsa Bertolini at ilsa.bertolini@ousd.org | Unit 4: ToC | Unit 5: ToC | ||
8 | Unit Feedback: | Unit 0 Feedback | Unit 1 Feedback | Unit 2 Feedback | Benchmark 1 Feeback | Unit 3 Feedback | Unit 4 Feedback | Unit 5 Feedback | |||
9 | Unit Length & Dates: | 2 weeks | 5 weeks | 6 weeks | 3 days within Jan. 13th - 20th | 5 weeks | 14 days Feb. 5-16 | 8 weeks | 6 weeks | 2 Weeks | |
10 | Essential Question(s): | How can failure lead to innovation? | How does understanding physical properties and molecular structure enable a scientist to purify water? | How are products designed based on chemical reactions? | How does an instant reusable heat pack work? | - How do different chemical reactions support life on Earth? | How does our body respond to change? | How does Earth's systems influence the abundance of natural resources? | How can we measure whether an ecosystem is stable or experiencing change? | Reference the OUSD Science Fair Participation Guidelines on the website | |
11 | Anchor Phenomenon: | N/A | Why does a popcorn pop? | Why does a glow stick glow? | Instant reusable heat pack | How can a plant survive in a sealed bottle for 40 years but an animal can not? | Why are there sink holes? | Restoration of Lake Merritt | |||
12 | Storyline: (Student's role) | You are a hardware engineering investigation the flow of energy through devices. Your team is designing a flashlight that can meet the needs of your client. | As a hydrologist, you have been asked to use your knowledge of physical properties and molecular structure to design and construct a desalination device. | As a chemical engineer, you have been hired by the Golden State Warriors athletic department to design a device using chemical reactions to treat injuries by heating and cooling. | - | You are an environmental scientist sent to a small community living under a dome. A catastrophe has occurred and death is imminent. Your task is to find out what is wrong based on data collected from the monitoring devices before it's too late. | You are you. | As a scientist that survived an apocalyptic event, you must use your knowledge of natural resources and hazards to find the best location for a new human settlement in Oakland | As a scientist studying the local environment, you need to show how specific changes to the ecosystem have affected the living organisms and nonliving elements in the area. | K-12 OUSD Science Fair website | |
13 | Learning Tasks: OUSD email required | 7.0.0: Building a Circuit | 7.1.0: In a Time of Drought | 7.2.0: Electrolysis | - | 7.3.0: Finding Out More About Carbon | Pre-teach Lesson | 7.4.0: How the Earth was Formed | 7.5.0: Saving the Wetlands | ||
14 | 7.0.1: What happen here? | 7.1.1: Wonderful, Wonderful Water | 7.2.1: Physical vs. Chemical Changes | - | 7.3.1: Carbon Dioxide Generators: Yeast Investigation | Lesson 1 - How do our bodies work? | 7.4.1: How Water Shaped Earth | 7.5.1: Modeling a Wetland | |||
15 | 7.1.2: Elements and Compounds | 7.2.2: Chemical Detectives | - | 7.3.2: Plants Are Our Friends: Elodea Investigation and Plant Stimulation | Lesson 2 - Why do people have sex? | 7.4.2: Water and Rocks as Resources | 7.5.2: Ecosystem Interactions | ||||
16 | 7.1.3: Phase Change Investigations | 7.2.3: Changes and Energy | - | 7.3.3: Connecting Photosynthesis and Respiration | Lesson 3 - What is safer sex? | 7.4.3: Mapping as Modeling | 7.5.3: Human Ecosystem Impact: The Good, The Bad and the Ugly | ||||
17 | - | Lesson 4 - What is HIV? | |||||||||
18 | - | Lesson 5 - How do I say what I what to say? | |||||||||
19 | 7.0.S Building a Flashlight | 7.1.S: Desalination Engineering | 7.2.S: Dub Nation Rahabilitation | - | 7.3.S: Biodome Catastrophe | Lesson 6 - What is a healthy relationship? | 7.4.S: Rebuilding Oakland After a Natural Disaster | 7.5.S: Leaving a Legacy | |||
20 | NGSS Alignment | ||||||||||
21 | Performance Expectations (PEs) - Linked to Evidence Statements. Evidence Statements should not be used as assessments but as a guide. | MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem | |||
22 | MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures | MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | ||||
23 | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* | MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | |||||
24 | MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. | MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | ||||||
25 | MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* | |||||||
26 | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | ||||||||||
27 | MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | ||||||||||
28 | Science and Engineering Practices (SEPs): | 1. Asking Questions and Defining Problems | 1. Asking Questions and Defining Problems | ||||||||
29 | 2. Developing and Using Models | 2. Developing and Using Models | 2. Developing and Using Models | 2. Developing and Using Models | 2. Developing and Using Models | 2. Developing and Using Models | |||||
30 | 3. Planning and Carrying Out Investigation | ||||||||||
31 | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | |||||
32 | 5. Using Matematics and Computational Thinking | ||||||||||
33 | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanations and Designing Solutions | |||||
34 | 7. Engaging in Argument from Evidence | 7. Engaging in Argument from Evidence | 7. Engaging in Argument from Evidence | 7. Engaging in Argument from Evidence | |||||||
35 | 8. Obtatining, Evaluating, and Communication Information | ||||||||||
36 | Disciplinary Core Ideas | ||||||||||
37 | PS1.A: Structure and Properties of Matter PS3.A: Definitions of Energy | PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions | PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions | PS3.D: Energy in Chemical Processes and Everyday Life | |||||||
38 | LS1.C Organization for Matter and Energy Flow in Organisms LS2.C: Ecosystem Dynamics, Functioning, and Resilience | LS1.A-Structure and Function LS1.B-Growth and Development LS2.D-Social Interaction and Group | LS2.A: Interdependent Relationship in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems | ||||||||
39 | ESS1.C: The History of Planet Earth ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth's Surface Processes ESS3.A:Natural Resources ESS3.B: Natural Hazards | ESS2.A: Earth Materials and Systems ESS2.C: The Roles of Water in Earth's Surface Processes ESS3.A: Natural Resources | |||||||||
40 | ETS1.A Defining and Delimiting an Engineering Problem ETS1.B-Developing Possible Solutions ETS1.C-Optimizing the Degin Solution | ETS1.A: Defining and Delimiting Engineering Problems ETSS1.B: Developing Possible Solutions | ETS1.A Defining and Delimiting an Engineering Problem ETS1.B-Developing Possible Solutions ETS1.C-Optimizing the Degin Solution | ||||||||
41 | Crosscutting Concepts (CCC): | 1. Patterns | 1. Patterns | 1. Patterns | |||||||
42 | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | ||||
43 | 3. Scale, Proportion, and Quantity | 3. Scale, Proportion, and Quantity | 3. Scale, Proportion, and Quantity | ||||||||
44 | 4. Systems and System Models | ||||||||||
45 | 5. Energy and Matter: Flows, Cycles, and Conservation | 5. Energy and Matter: Flows, Cycles, and Conservation | 5. Energy and Matter: Flows, Cycles, and Conservation | 5. Energy and Matter: Flows, Cycles, and Conservation | 5. Energy and Matter: Flows, Cycles, and Conservation | 5. Energy and Matter: Flows, Cycles, and Conservation | |||||
46 | 6. Structure and Function | 6. Structure and Function | 6. Structure and Function | ||||||||
47 | 7. Stability and Change | 7. Stability and Change | 7. Stability and Change | 7. Stability and Change | |||||||