7. Scope and Sequence 2016-17
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OUSD 7th Grade Yearlong Scope and Sequence
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Documents titled “OLD” are still functional. They need to put into the “NEW” format.How To Use the 7th Grade Curriculum - CLICK HERE first
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Curriculum Tools folder
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Instructional Tool Kit
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Overarching Question: How can we sustainably manage Earth's resources for our future survival?
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Unit of Study:
Unit 0: Launch / Like an EngineerUnit 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 OnlyUnit 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 DepartmentUnit 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)
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Table of Contents:
Unit 0: ToCUnit 1: ToCUnit 2: ToCTeacher OverviewUnit 3: ToCIn order to obtain curriculum, you must attend the training(s). Contact Ilsa Bertolini at ilsa.bertolini@ousd.orgUnit 4: ToCUnit 5: ToC
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Unit Feedback:Unit 0 FeedbackUnit 1 FeedbackUnit 2 FeedbackBenchmark 1 FeebackUnit 3 FeedbackUnit 4 FeedbackUnit 5 Feedback
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Unit Length & Dates:2 weeks5 weeks 6 weeks 3 days within
Jan. 13th - 20th
5 weeks14 days
(2/6-2/17/17)
8 weeks 6 weeks2 Weeks
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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
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Anchor Phenomenon: N/AWhy does a popcorn pop?Why does a glow stick glow?Instant reusable heat packHow 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
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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 states of matter to explain how different devices collect and purify water.

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
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Learning Tasks:
OUSD email required
7.0.0: Building a Circuit7.1.0: In a Time of Drought7.2.0: Electrolysis-7.3.0: Finding Out More About CarbonPre-teach Lesson7.4.0: How the Earth was Formed7.5.0: Saving the Wetlands
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7.0.1: What happen here?7.1.1: Wonderful, Wonderful Water7.2.1: Physical vs. Chemical Changes-7.3.1: Carbon Dioxide Generators: Yeast InvestigationLesson 1 - How do our bodies work?7.4.1: How Water Shaped Earth7.5.1: Modeling a Wetland
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7.1.2: Elements and Compounds7.2.2: Chemical Detectives-7.3.2: Plants Are Our Friends: Elodea Investigation and Plant StimulationLesson 2 - Why do people have sex?7.4.2: Water and Rocks as Resources7.5.2: Ecosystem Interactions
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7.1.3: Phase Change Investigations7.2.3: Changes and Energy-7.3.3: Connecting Photosynthesis and RespirationLesson 3 - What is safer sex?7.4.3: Mapping as Modeling7.5.3: Human Ecosystem Impact: The Good, The Bad and the Ugly
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-Lesson 4 - What is HIV?
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-Lesson 5 - How do I say what I what to say?
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7.0.S Building a Flashlight7.1.S: Desalination Engineering7.2.S: Dub Nation Rahabilitation-7.3.S: Biodome CatastropheLesson 6 - What is a healthy relationship?7.4.S: Rebuilding Oakland After a Natural Disaster7.5.S: Leaving a Legacy
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NGSS Alignment
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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
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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 structuresMS-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.
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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.
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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.
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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.*
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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.
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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.
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Science and Engineering Practices (SEPs):1. Asking Questions and Defining Problems1. Asking Questions and Defining Problems
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2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models
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3. Planning and Carrying Out Investigation
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4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data
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5. Using Matematics and Computational Thinking
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6. Constructing Explanation and Designing Solutions6. Constructing Explanation and Designing Solutions6. Constructing Explanation and Designing Solutions6. Constructing Explanation and Designing Solutions6. Constructing Explanation and Designing Solutions6. Constructing Explanations and Designing Solutions
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7. Engaging in Argument from Evidence7. Engaging in Argument from Evidence7. Engaging in Argument from Evidence7. Engaging in Argument from Evidence
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8. Obtatining, Evaluating, and Communication Information
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Disciplinary Core Ideas
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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
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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
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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
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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
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Crosscutting Concepts (CCC):1. Patterns1. Patterns1. Patterns
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2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect
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3. Scale, Proportion, and Quantity3. Scale, Proportion, and Quantity3. Scale, Proportion, and Quantity
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4. Systems and System Models
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5. Energy and Matter: Flows, Cycles, and Conservation5. Energy and Matter: Flows, Cycles, and Conservation5. Energy and Matter: Flows, Cycles, and Conservation5. Energy and Matter: Flows, Cycles, and Conservation5. Energy and Matter: Flows, Cycles, and Conservation5. Energy and Matter: Flows, Cycles, and Conservation
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6. Structure and Function6. Structure and Function6. Structure and Function
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7. Stability and Change7. Stability and Change7. Stability and Change7. Stability and Change
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