INSTRUCTIONAL GUIDE Course ID # 360103 Integrated Science … 7 2020... · 2020. 8. 14. ·...

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE Course ID # 360103

Integrated Science – NGSS Based, Middle School 7

Los Angeles Unified School District has selected the Integrated Model published in the CA NGSS Framework for science middle grades. This course is meant to be a guide for educators on how to approach the teaching of CA NGSS in grade seven according to the Preferred Integrated Learning Progression model. The Preferred Integrated Model provides an opportunity for students to engage in real world phenomena, ask questions, and seek answers to those questions without regard to disciplinary boundaries. The cross-cutting concepts of the Next Generation Science Standards serve as lenses for students to engage in science and engineering practices to figure out disciplinary core ideas. Standards and the complete curriculum map for science is available at http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html

**LAUSD offers one semester of Health Education and one semester of Integrated Science in grade 7. Therefore, the Division of Instruction, in consultation with NGSS experts and the science leadership team, has prioritized the following units for the one-semester of science. The main goal of the prioritization is to ensure that students are learning the foundational science needed to succeed in high school science courses.

Content

Students will study the following topics:

• Unit 3: Chemical Processes

• Unit 4: Matter and Energy in Organisms and Rock

• Unit 5: Earth’s Resources and Ecosystems

• Unit 6: Earth’s Surface and Society

Text and Website

• CA HMH Science Dimensions

• Online Textbook available on: www.cityofangelsschool.org OR using Schoology HMH Science App o Student Resources HMH COLLECTIONS, HMH SCIENCE DIMENSIONS

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2 hours per day, Monday through Friday. Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B B 80-89%

C C 70-79%

D D 60-69%

F F 0-59%

The Three Dimensions of the Next Generation Science Standards:

1. Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html

http://www.cityofangelsschool.org/

M.S. Science 7 Instructional Guide

of 26 www.cityofangelsschool.org Revised 8/13/2020

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

2. Disciplinary Core Ideas

LS: Life Science

LS1: From Molecules to Organisms: Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

ESS: Earth and Space Science

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

PS: Physical Science

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

ETS: Engineering, Technology and the Application of Science

ETS1: Engineering Design

3. Cross Cutting Concepts

1. Patterns.

2. Cause and effect:

3. Scale, proportion, and quantity.

4. Systems and system models.

5. Energy and matter: Flows, cycles, and conservation..

6. Structure and function.

7. Stability and change.



Unit 3 Chemical Processes

Unit Storyline: In Unit 3, you will explore the changes in matter and energy. You will learn about chemical reactions and how chemical equations model what happens in a chemical reaction.

Anchoring Phenomenon: A series of chemical reactions can change a chemical from yams into a lab-generated version of a human hormone. Different chemical processes can generate hear in a hand warmer or absorb hear in a cool pack.

Guiding Questions:

• How can we use chemical equations to prove that matter is conserved in a chemical reaction?

• How do matter and energy change in chemical processes?

Week 1 Overview: Unit 3 Chemical Process

• Lesson 1 Matter Changes Identity in Chemical Reactions pp. 133-153

• Lesson 2 Chemical Equations Model Chemical Reactions pp. 154-173

Lesson 1 Objective: Students analyze physical and chemical properties and how they can be used to identify substances, compare physical changes and chemical reactions, explain how chemical reactions can form new substances, and use specific indicators to help identify chemical reactions.

Vocabulary: As you find a vocabulary word within the unit, fill in the boxes on p. 135. You should always fill in the definition box but need not fill in all the other boxes.

Vocabulary terms: chemical reaction, reactant, product

Lesson 1 Matter Changes Identity in Chemical Reactions pp. 133-153 Lesson 1 Textbook Assignment Explore Online

Day 1 Engage

1. Unit 3 Unit Opener: Anchoring Phenomenon p.133-134 *Optional: Unit Project Planning: Design a Chemical Cold Pack

2. Investigative Phenomenon pp. 136-137 *Optional: Explore First

Can You Explain it? p. 137 Answer questions 1-2

*Optional: Evidence Notebook

1. Unit 3 Unit Opener: Anchoring Phenomenon *Optional: Unit Project Planning: Design a Chemical Cold Pack

2. Unit 3 Lesson 1 Engage: Lesson Opener Can You Explain It? Video Answer embedded questions

*Optional: Evidence Notebook/Explore First



Explore/Explain 3. Exploration 1: Analyzing Natural Systems pp. 138-139 Answer questions 3-6

4. Exploration 2: Using Properties to Identify Substances pp. 140-142 Answer questions 7-9 *Optional: Do the Math p. 142


5. Exploration 3: Comparing Physical Changes and Chemical Reactions pp. 143-145 Answer questions 15-22

3. Explore/Explain 1: Analyzing Natural Systems Answer embedded questions

4. Explore/Explain 2: Using Properties to Identify Substances Answer embedded questions


5. Explore/Explain 3: Comparing Physical Changes and Chemical Reactions Answer embedded questions

Day 2 Explore/Explain cont.

1. Exploration 4: Analyzing Substances Before and After Change pp. 146-148 Answer questions 24 & 26-29, *Optional: Hands-On Lab p.147

1. Explore/Explain 4: Analyzing Substances Before and After Change Answer embedded questions *Optional: Evidence Notebook *Optional: Hands-On Lab

Analyzing Physical Changes and Chemical Reactions Answer embedded questions

Elaborate

2. Take It Further pp. 149-150 Answer question 1-4

2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Chemistry and Engineering: Airbags

Evaluate

3. Lesson 1 Self-Check pp. 151-153

4. Unit 3 Lesson 1 Quiz Worksheet

3. Evaluate: Lesson Self-check Complete: Can You Explain It? Checkpoints; Interactive Review

4. Schoology 7A Unit #3 Lesson #1 Matter Changes Identify in Chemical Reaction

Lesson 2 Objective: Students identify chemical formulas as codes that represent each atom in a unit of a substance, analyze chemical equations and how they are used to describe a chemical reaction, model chemical reactions, and demonstrate that matter is conserved in a chemical reaction and thus chemical equations must be balanced.


Vocabulary terms: chemical formula, chemical equation, law of the conservation of matter



Lesson 2 Chemical Equations Model Chemical Reactions pp. 154-173

Lesson 2 Textbook Assignment Explore Online

Day 3 Engage

1. Investigative Phenomenon pp. 154-155 Optional: Explore First

Can You Explain it? p.155 Answer questions 1-2


1. Unit 3 Lesson 2 – Engage: Lesson Opener Can You Explain it? Answer embedded questions


Explore/Explain 2. Exploration 1: Using Chemical Formulas pp. 156-158 Answer questions 3-8

3. Exploration 2: Analyzing Chemical Equations pp. 159-164 Answer questions 9-14 & 16-17 *Optional: Hands-On Lab p. 163-164

2. Explore/Explain 1: Using Chemical Formulas Answer embedded questions

3. Explore/Explain 2: Analyzing Chemical Equations Answer embedded questions *Optional: Hands-On Lab

Day 4 1. Exploration 3: Modeling Chemical Reactions pp. 165-168 Answer questions 18-23 & 25-27

1. Explore/Explain 3: Modeling Chemical Reactions Answer embedded questions

Elaborate 2. Take It Further pp. 169-170 Answer question 1-3 *Optional: #4 Collaborate

2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Balancing a Chemical Equation

Evaluate 3. Lesson Self-Check pp. 171-173


Day 5 1. Unit 3 Lesson Quiz 2 Worksheet

Schoology 7A Unit #3 Lesson #2 Chemical Equations Model Chemical Reactions



Week 2 Overview: Unit 3 Chemical Process

• Lesson 3 Engineer It: Using Thermal Energy in a Device pp. 174-193

• Lesson 4 Synthetic Materials Are Made from Natural Resources pp. 194-217

Lesson 3 Objective: Students analyze energy flow in systems, explain that some chemical reactions and other chemical processes release energy while some absorb, or store, it, and test various solutions as they undertake a design project to create a chemical cold pack.


Vocabulary term: catalyst

Lesson 3 Engineer It: Using Thermal Energy in a Device pp. 174-193 Lesson 3 Textbook Assignment Explore Online

Day 1 Engage


Can You Explain it? p. 175 Answer questions 1



*Optional: Unit Project Planning: Design a Chemical Cold Pack

*Optional: Evidence Notebook *Optional: Explore First

Explore/Explain 2. Exploration 1: Exploring Systems and Energy Flow pp. 176-178 Answer questions 2-6

*Optional: Evidence Notebook question 7

3. Exploration 2: Analyzing Energy in Chemical Processes pp. 179-183 Answer questions 8-9 & 14-16 *Optional: Do the Math p. 181

4. *Optional: Exploration 3: Designing a Cold Pack pp. 184-188

2. Explore/Explain 1: Exploring Systems and Energy Flow Answer embedded questions *Optional: Evidence Notebook

3. Explore/Explain 2: Analyzing Energy in Chemical Processes Answer embedded questions Including Language SmArts*Optional: Do the Math

4. *Optional Explore/Explain 3: Designing a Cold Pack Answer embedded questions



Day 2 Elaborate

1. Take It Further pp. 189-190 Answer question 1-3 *Optional: #4 Collaborate

1. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: People in Science

Evaluate




3. Schoology 7A Unit #3 Lesson #3

Lesson 4 Objective: Students investigate the uses of natural resources and explore the difference between nonrenewable and renewable resources, the cycling of matter, and how mismanagement of a renewable resource today can make it difficult for the resource to be renewed at the same rate in the future. Students explore materials science and how scientists identify properties of substances, how synthetic materials are produced and used for specific functions based on their composition, and investigate a chemical reaction that produces a synthetic material.

Lesson 4 Synthetic Materials are made from Natural Resources pp. 194-217 Lesson 4 Textbook Assignment Explore Online

Day 3 Engage






Explore/Explain 2. Exploration 1: Analyzing Natural Resources pp. 196-199 Answer questions 3-6 *Optional: Do the Math p. 199

3. Exploration 2: Evaluating the Effect of Using Resources and Engineer It pp. 200-205 Answer questions 9-19 *Optional: Do the Math p. 202

2. Explore/Explain 1: Analyzing Natural Resources Answer embedded questions *Optional: Do the Math

3. Explore/Explain 2: Evaluating the Effect of Using Resources Answer embedded questions *Optional: Do the Math

Day 4 1. Exploration 3: Investigation Synthetic Materials pp. 206-209 Answer questions 20-24 & 26-27 *Optional: Hands-On Lab p. 208

1. Explore/Explain 3: Investigation Synthetic Materials Answer embedded questions




2. Exploration 4: Analyzing the Design of Synthetic Materials pp. 210-212 Answer question 28-29 & 31-32

*Optional: Language SmArts pp. 212

2. Explore/Explain 4: Analyzing the Design of Synthetic Materials Answer embedded questions

*Optional: Evidence Notebook *Optional: Language SmArts


3. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Careers in Engineering

Day 5 Evaluate 1. Lesson Self-Check pp. 215-217



2. Schoology 7A Unit #3 Lesson #4 Synthetic Materials are Made from Natural Resources

Unit 4 Matter and Energy in Organisms and Rock

Unit Storyline: In this Unit, students use examples, diagrams, and chemical equations to demonstrate the conservation of matter and energy. Students analyze the flow of energy and cycling of matter that occur as the food molecules formed by plants and broken down by organism to release energy. They also explore how the flow of energy drives geologic processes, such as the rock cycle. Integrated life and Earth science examples reinforces crosscutting concepts related to matter and energy.

Anchoring Phenomenon: Energy drives fast changes, such as the burning of fuels, slower changes, such as the life activities of animals, and extremely slow changes, such as the building up and erosion of mountains.

Guiding Questions:

• How do rocks and minerals record the flow of energy and cycling of matter in Earth?

• How do we get energy from our food?

• How does the flow of energy drive the cycling of matter in natural systems at different scales?

Week 3 Overview: Unit 4 Matter and Energy in Organisms

• Lesson 1 The Flow of Energy Drives the Cycling of Matter in Organisms pp. 225-247



• Lesson 2 Chemical Reactions Provide Energy for Cells pp. 248-265

Lesson 1 Objective: Students use models to analyze the ways different organisms get matter and energy and use examples to explain that matter and energy are neither created nor destroyed as they move among organisms and nonliving things.

Vocabulary: As you find a vocabulary word with in the unit, fill in the boxes on p. 227. You should always fill in the definition box, but need not fill in all the other boxes.

Vocabulary terms: matter, molecule, energy, consumer, decomposer

Lesson 1 The Flow of Energy Drives the Cycling of Matter in Organisms pp. 225-247 Lesson 1 Textbook Assignment Explore Online

Day 1 Engage

1. Unit 4 Unit Opener: Anchoring Phenomenon p. 225 *Optional: Unit Project Planning: Investigate Fossil Fuels


Can You Explain it? p. 229 Answer question 1


1. Unit 4 Unit Opener: Anchoring Phenomenon *Optional: Unit Project Planning: Investigate Fossil Fuels

2. Lesson 1 Engage: Lesson Opener Can You Explain It? Answer embedded question


Explore/Explain 3. Exploration 1: Describing Matter and Energy in Organisms pp. 230-234 Answer questions 2-5 & 8-9

*Optional: Do the Math p. 233

4. Exploration 2: Explaining How Organisms Obtain Matter and Energy pp. 235-240 Answer questions 10-11 & 13-15

*Optional: Hands-On Lab p.238-239

3. Explore/Explain 1: Describing Matter and Energy in Organisms Answer embedded questions

*Optional: Do the Math

4. Explore/Explain 2: Explaining How Organisms Obtain Matter and Energy Answer embedded questions

*Optional: Evidence Notebook *Optional: Hands-On Lab

Day 2 Explore/Explain 1. Exploration 3: Relating Cycling of Matter to Transfer of Energy pp. 241-242 Answer questions 16 & 18-19

1. Explore/Explain 3: Relating Cycling of Matter to Transfer of Energy Answer embedded questions



Elaborate

2. Take It Further pp. 243-244 Answer questions 1-4

2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Chemotrophs

Evaluate




4. Schoology 7A Unit #4 Lesson #1 The Flow of Energy Drives the Cycling of Matter in Organisms

Lesson 2 Objective: Students conduct an investigation to observe the process of photosynthesis and use chemical equations to demonstrate that matter and energy are neither created nor destroyed in chemical processes.



Lesson 2 Chemical Reactions Provide Energy pp. 248-265 Lesson 2 Textbook Assignment Explore Online

Day 3 Engage


Can You Explain it? p.249 Answer questions 1


1. Unit 4 Lesson 2 – Engage: Lesson Opener Can You Explain it? Answer embedded question


Explore/Explain 2. Exploration 1: Analyzing the Chemistry of Cells pp. 250-252 Answer questions 2-7

3. Exploration 2: Investigating Photosynthesis pp. 253-257 Answer questions 8 & 9-11 *Optional: Hands-On Lab p. 254-255

2. Explore/Explain 1: Analyzing the Chemistry of Cells Answer embedded questions

3. Explore/Explain 2: Investigating Photosynthesis Answer embedded questions




Day 4 1. Exploration 3: Describing Cellular Respiration pp. 258-260 Answer questions 12-13 & 16-17


1. Explore/Explain 3: Describing Cellular Respiration Answer embedded questions

*Optional: Do the Math *Optional: Evidence Notebook


2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Fermentation

Evaluate 3. Lesson Self-Check pp. 263-265




Week 4 Overview: Unit 4 Matter and Energy in Organisms

• Lesson 3 The Flow of Energy Drives Weathering, Erosion, and Deposition pp. 266-283

• Lesson 4 The Flow of Energy Drive the Rock Cycle

Unit 4 Lesson 3 Objective: Students observe surface features and model geological processes in order to construct explanations about how geological processes change Earth’s surface over time.


Vocabulary terms: weathering, sediment, erosion, deposition

Lesson 3 The Flow of Energy Drives Weathering, Erosion, and Deposition pp. 266-283 Lesson 3 Textbook Assignment Explore Online

Day 1 Engage

1. Investigative Phenomenon pp. 266-267*Optional: Explore First



1. Unit 4 Lesson 3 Engage: Lesson Opener Can You Explain It? Answer embedded question




Explore/Explain 2. Exploration 1: Identifying Effects of Weathering pp. 268-271 Answer questions 3-5 & 7-8

3. Exploration 2: Exploring Agents of Erosion and Deposition pp. 272-275 Answer questions 12-15 & 18


4. Exploration 3: Modeling Weathering, Erosion, and Deposition pp. 276-278 Answer questions 19-22

*Optional: Hands-On Lab p. 277

2. Explore/Explain 1: Identifying Effects of Weathering Answer embedded questions


3. Explore/Explain 2: Exploring Agents of Erosion and Deposition Answer embedded questions

*Optional: Do the Math *Optional: Evidence Notebook 4. Explore/Explain 3: Modeling Weathering, Erosion, and Deposition Answer embedded questions

*Optional: Hands-On Lab

Day 2 Elaborate 1. Take It Further pp. 279-280 Answer question 1-3 *Optional: #4 Collaborate

1. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Gold Rush

Evaluate 2. Lesson 3 Self-Check pp. 281-283

3. Unit 4 Lesson Quiz 3 Worksheet


3. Schoology 7A Unit #4 Lesson #3 The Flow of Energy Drives Weathering, Erosion, and Deposition

Lesson 4 Objective: Students explore and model how matter on Earth’s surface is cycled among Earth’s systems and are physically and chemically changed over time.


Vocabulary terms: mineral, igneous rock, sedimentary rock, metamorphic rock.



Lesson 4 The Flow of Energy Drives the Rock Cycle pp. 284-307 Lesson 4 Textbook Assignment Explore Online

Day 3 Engage

1. Investigative Phenomenon pp. 284-285*Optional: Explore First



1. Unit 4 Lesson 4 Engage: Lesson Opener Can You Explain It? Answer embedded question


Explore/Explain 2. Exploration 1: Comparing Minerals and Rocks pp. 286-287 Answer questions 2-4 & 6-7

3. Exploration 2: Relating Igneous Rocks to the Earth System pp. 288-291 Answer questions 8-9 & 10-12


4. Exploration 3: Relating Sedimentary Rocks to the Earth System pp. 292-295 Answer questions 13-15, 17-18 & 20


3. Explore/Explain 1: Comparing Minerals and Rocks Answer embedded questions


4. Explore/Explain 2: Relating Igneous Rocks to the Earth System Answer embedded questions

*Optional: Hands-On Lab

5. Explore/Explain 3: Relating Sedimentary Rocks to the Earth System Answer embedded questions


Day 4 Explore/Explain continued

1. Exploration 4: Relating Metamorphic Rocks to the Earth System pp. 296-299 Answer questions 21-26

2. Exploration 5: Modeling the Rock Cycles pp. 300-302 Answer questions 27-30 & 32-34

1. Explore/Explain 4: Relating Metamorphic Rocks to the Earth System Answer embedded questions

2. Explore/Explain 5: Modeling the Rock Cycle Answer embedded questions



3. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Coal Mining

Day 5 Evaluate 1. Lesson 4 Self-Check pp. 305-307

2. Unit 4 Lesson Quiz 4 Worksheet




2. Schoology 7A Unit #4 Lesson #4 The Flow of Energy Drives the Rock Cycle

Unit 5 Earth’s Resources and Ecosystems

Unit Storyline: The changes in Earth’s surface that you learned about in Unit 4 are the basis for your explorations in Unit 5 of evidence for the way the movement of Earth’s plates affects the geosphere. You will combine plate tectonics with explanations from Grade 6 and Grade 7 to describe how natural processes and human activity result in the uneven distribution of natural resources. You will consider how both limited and abundant resources affect organisms and investigate patterns of interactions between individuals and population within ecosystems.

Anchoring Phenomenon: The availability of a natural resource, such as wood, depends not only natural events but also on human activities.

Guiding Questions:

• How can we use patterns in geosphere interactions to predict the location of resources?

• How can we use patterns in ecosystems to predict how organisms compete and share resources?

• How do natural processes and human activities shape Earth’s resources and ecosystems?

Week 5 Overview: Unit 5 Earth’s Resources and Ecosystems

• Lesson 1 The Movement of Earth’s Plates Affects Earth’s Surface

• Lesson 2 Natural Resources Are Distributed Unevenly

Lesson 1 Objective: Students analyze continental data and ocean floor data and model the movement of Earth’s continents to provide for plate tectonics.

Vocabulary: As you find a vocabulary word within the unit, fill in the boxes on p. 317. You should always fill in the definition box, but need not fill in all the other boxes.

Vocabulary terms: tectonic plate, plate tectonics, convection current

Lesson 1 The Movement of Earth’s Plates Affects Earth’s Surface pp. 318-339 Lesson 1 Textbook Assignment Explore Online

Day 1 Engage

1. Unit 5 Unit Opener: Anchoring Phenomenon p.315



1. Unit 5 Unit Opener: Anchoring Phenomenon






Explore/Explain 3. Exploration 1: Analyzing Continental Data pp. 320-323 Answer questions 3-5

*Optional: Language SmArts pp.323

4. Exploration 2: Analyzing Ocean-Floor Data pp. 324-327 Answer questions 8-9 & 12-13

*Optional: Do the Math p. 326 *Optional: Evidence Notebook

5. Exploration 3: Modeling Earth’s Surface pp. 328-331 Answer questions 14 & 16-18


*Optional: Hands-On Lab p. 330-331

3. Explore/Explain 1: Analyzing Continental Data Answer embedded questions

*Optional: Language SmArts

4. Explore/Explain 2: Analyzing Ocean-Floor Data Answer embedded questions


5. Explore/Explain 3: Modeling Earth’s Surface Answer embedded questions



1. Exploration 4: Explaining Plate Motion pp. 332-334 Answer questions 20-22 & 24-25

1. Explore/Explain 4: Explaining Plate Motion Answer embedded questions *Optional: Evidence Notebook

Elaborate



Evaluate




4. Schoology 7A Unit #5 Lesson #1 Movement of Earth’s Plates Affects Earth’s Surface



Lesson 2 Objective: Students construct a scientific explanation for how natural processes and human interactions affect the distribution of natural resources.



Lesson 2 Natural Resources Are Distributed Unevenly pp. 340-359 Lesson 2 Textbook Assignment Explore Online

Day 3 Engage


Can You Explain it? p.341 Answer questions 1



*Optional: Evidence Notebook *Optional: Explore First: Writing Formulas

Explore/Explain 2. Exploration 1: Explaining Patterns in Natural Resource pp. 342-348 Answer questions 2-3 & 5-10

3. Exploration 2: Explaining Human Impact on Natural Resource Distribution pp. 349-354 Answer questions 11-14 & 16

*Optional: Hands-On Lab p. 353-354 *Optional: Do the Math p. 354

2. Explore/Explain 1: Explaining Patterns in Natural Resource Answer embedded questions

3. Explore/Explain 2: Explaining Human Impact on Natural Resource Distribution Answer embedded questions

*Optional: Hands-On Lab *Optional: Do the Math


1. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Rare Earth Elements and Technology



2. Evaluate: Lesson Self-check Complete: Can You Explain It?; Checkpoints; Interactive Review


Day 5 1. Unit 5 Lesson 2 Quiz Worksheet

1. Schoology 7A Unit #5 Lesson #2 Natural Resources Are Distributed Unevenly




• Lesson 3 Resource Availability Affects Organisms pp. 360-381

• Lesson 4 Patterns Can be Observed in Interactions Between Organisms pp. 382-399

Lesson 3 Objective: Students analyze parts of an ecosystem. They construct an explanation about how limited resources can result in competition and reduce the growth of individuals and populations, and analyze how abundant resources can affect populations.


Vocabulary terms: ecosystem, biotic factor, abiotic factor, species, population, community

Lesson 3 Resource Availability Affects Organisms pp. 360-381 Lesson 3 Textbook Assignment Explore Online

Day 1 Engage






Explore/Explain 2. Exploration 1: Analyzing Parts of an Ecosystem pp. 362-365 Answer questions 3-6

3. Exploration 2: Relating Resource Availability to Growth pp. 366-369 Answer questions 7-11 & 13

4. Exploration 3: Predicting Effects of Limited Resources pp. 370-373 Answer questions 15-19 & 21


2. Explore/Explain 1: Analyzing Parts of an Ecosystem Answer embedded questions

3. Explore/Explain 2: Relating Resource Availability to Growth Answer embedded questions


4. Explore/Explain 3: Predicting Effects of Limited Resources Answer embedded questions

*Optional: Hands-On Lab *Optional: Evidence Notebook




1. Exploration 4: Prediction Effects of Abundant Resources pp. 374-376 Answer questions 22-23 & 27-29


1. Explore/Explain 4: Prediction Effects of Abundant Resources Answer embedded questions *Optional: Do the Math

Elaborate


2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Analyzing Types of Population Growth

Evaluate





4. Schoology 7A Unit #5 Lesson #3 Resource Availability Affects Organisms

Lesson 4 Objective: Students investigate relationships among organisms in an ecosystem, including feeding relationships, symbiotic relationships, and competition, and analyze patterns in data to predict how these interactions result in population changes.

Vocabulary terms: predator, prey, herbivore, symbiosis, competition

Lesson 4 Patterns Can Be Observed in Interactions Between Organisms pp. 382-399 Lesson 4 Textbook Assignment Explore Online

Day 3 Engage






Explore/Explain 2. Exploration 1: Analyzing Feeding Relationships pp. 384-388 Answer questions 3-5

*Optional: Hands-On Lab pp. 386-387 *Optional: Do the Math p. 388

2. Explore/Explain 1: Analyzing Feeding Relationships Answer embedded questions

*Optional: Hands-On Lab *Optional: Do the Math



3. Exploration 2: Explaining Symbiotic Relationships pp. 389-391 Answer questions 10-14

3. Explore/Explain 2: Explaining Symbiotic Relationships Answer embedded questions

Day 4 1. Exploration 3: Predicting Effects of Competitive Interactions pp. 392-394 Answer questions 15-18 & 20

1. Explore/Explain 3: Predicting Effects of Competitive Interactions Answer embedded questions


2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Environmental Changes and Interactions





1. Schoology 7A Unit #5 Lesson #4 Patterns Can Be Observed in Interactions Between Organisms


• Lesson 5 The Flow of Energy Drives the Cycling of Matter in Ecosystems pp. 400-415

• Unit 5 Project

Lesson 5 Objective: Students use models to explain how matter and energy are transferred between organisms, analyze diagrams to show that matter such as water and carbon cycles through an ecosystem, and identify that energy drives these cycles.


Vocabulary terms: food web, energy pyramid

Lesson 5 The Flow of Energy Drives the Cycling of Matter in Ecosystems pp. 400-415 Lesson 5 Textbook Assignment Explore Online



Day 1 Engage






Explore/Explain 2. Exploration 1: Analyzing Energy Flow in Ecosystems pp. 402-406 Answer questions 2-6, 8 & 10-11

*Optional: Hands-On Lab p. 405 3. Exploration 2: Describing the Cycling of Matter in Ecosystems pp. 407-410 Answer questions 7-11, 13 & 15-19

2. Explore/Explain 1: Analyzing Energy Flow in Ecosystems Answer embedded questions

*Optional: Evidence Notebook *Optional: Hands-On Lab *Optional: Do the Math

3. Explore/Explain 2: Describing the Cycling of Matter in Ecosystems Answer embedded questions




Evaluate





4. Schoology 7A Unit #5 Lesson #5 Resource Availability Affects Organisms

Days 3-5

Unit 5 Project Analyzing the Impacts of Resource Use (p. 316)

Consider presenting your information on a poster or using Google Slides or a Power-point

OR

UNIT 5 CONNECTIONS p. 416 and UNIT 5 REVIEW pp.417-420

Analyzing the Impacts of Resource Use

OR

UNIT 5 CONNECTIONS and UNIT 5 REVIEW



Unit 6 Earth’s Surface and Society

Unit Storyline: You will apply what you learned about Earth processes and interactions in ecosystems in Unit 5 to the study of surface processes and natural hazards in Unit 6. You will learn about many types of natural hazards and do in-depth analysis of data about hazards such as earthquakes, floods, and tornadoes. You will also learn about mitigation plans that are designed to prepare for and minimize the damage natural hazards may cause.

Anchoring Phenomenon: Even though hazards caused by natural processes and by human activities can’t always be precisely predicted, humans can find ways to reduce damages and risks associated with each typed of hazards.

Guiding Questions:

• What natural processes and human activities threaten biodiversity and ecosystem services?

• How do natural processes and human activities affect Earth’s surface and society?

Week 8 Overview: Unit 6 Earth’s Surface and Society

• Lesson 1 Geological Processes Change Earth’s Surface pp. 423-443

• Lesson 2 Natural Hazards Disrupt Earth’s Surface

Lesson 1 Objective: Students construct an explanation for how Earth’s geologic surfaces have changed over time by analyzing data related to the interactions of Earth’s subsystems.


Vocabulary term: Earth system

Lesson 1 Geologic Processes Change Earth’s Surface pp. 423-443 Lesson 1 Textbook Assignment Explore Online

Day 1 Engage

1. Unit 6 Unit Opener: Anchoring Phenomenon p.423




1. Unit 6 Unit Opener: Anchoring Phenomenon *Optional: Unit Project Planning: Develop a Natural Hazard Mitigation Plan



Explore/Explain 3. Exploration 1: Analyzing Interactions Within the Earth System pp. 428-431 Answer questions 3 & 5-9

3. Explore/Explain 1: Analyzing Interactions Within the Earth System Answer embedded questions



4. Exploration 2: Explaining the Changes on Earth’s Surface pp. 432-438 Answer questions 10-11 & 17-20

*Optional: Do the Math p. 434 *Optional: Hands-On Lab p. 436-437


4. Explore/Explain 2: Explaining the Changes on Earth’s Surface Answer embedded questions

*Optional: Evidence Notebook *Optional: Do the Math *Optional: Hands-On Lab

Day 2 Elaborate


1. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Geologically Active Yellowstone

Evaluate




3. Schoology 7A Unit #6 Lesson #1 Geologic Processes Change Earth’s Surface

Lesson 2 Objective: Students analyze and interpret data to learn more about natural hazards. They read charts, maps, and graphs to find patterns in the data. Students use these patterns to determine the history of hazards in particular locations and to describe when and where natural hazards are likely to occur.


Vocabulary terms: natural disaster, mitigation

Lesson 2 Natural Hazards Disrupt Earth’s Surface pp. 444-465 Lesson 2 Textbook Assignment Explore Online

Day 3 Engage


Can You Explain it? p.445 Answer question 1






Explore/Explain 2. Exploration 1: Describing Natural Hazards and Natural Disasters pp. 446-451 Answer questions 2-4 & 6


3. Exploration 2: Interpreting Patterns in Volcanic Data pp. 452-457 Answer questions 9-10 & 16-17

*Optional: Hands-On Lab p. 455-456 *Optional: Do the Math p. 457

2. Explore/Explain 1: Describing Natural Hazards and Natural Disasters Answer embedded questions

*Optional: Evidence Notebook *Optional: Do the Math

3. Explore/Explain 2: Interpreting Patterns in Volcanic Data Answer embedded questions

*Optional: Evidence Notebook *Optional: Hands-On Lab *Optional: Do the Math

Day 4 1. Exploration 3: Interpreting Patterns in Tornado Data pp. 458-460 Answer questions 14-16

1. Explore/Explain 3: Interpreting Patterns in Tornado Data Answer embedded questions



2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: The Cost of Natural Disasters







• Lesson 3 Some Natural Hazards Can Be Predicted and Mitigated pp. 466-491



• Lesson 4 Human Use of Synthetic Materials Affects Earth’s Surface pp. 492-515

Lesson 3 Objective: Students analyze and interpret data to explore natural hazard prediction. They read and interpret charts, maps, and graphs to find patterns in the data to help predict natural hazards. They analyze past geological hazards to better understand how natural hazards can be predicted.

Lesson 3 Some Natural Hazards Can Be Predicted and Mitigated pp. 466-491 Lesson 3 Textbook Assignment Explore Online

Day 1 Engage







1. Exploration 4: Describing Natural Hazard Mitigation pp. 482-486 Answer questions 17-19 & 21-23

1. Explore/Explain 4: Describing Natural Hazard Mitigation Answer embedded questions *Optional: Evidence Notebook

Elaborate


2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Predicting Asteroid Impacts

Evaluate





4. Schoology 7A Unit #6 Lesson #3 Some Natural Hazards Can Be Predicted and Mitigated

Lesson 4 Objective: Students explore life cycles of synthetic materials and their impact on the environment and explain how synthetic materials are designed based on specific constraints and problems.

Lesson 4 Human Use of Synthetic Materials Affects Earth’s Surface pp. 492-515 Lesson 4 Textbook Assignment Explore Online

Day 3 Engage








Explore/Explain 2. Exploration 1: Analyzing the Life Cycle of Synthetic Materials pp. 494-499 Answer questions 3-9 & 11-12

3. Exploration 2: Analyzing the Impact of Synthetic Materials pp. 500-505 Answer questions 13-16 & 18


2. Explore/Explain 1: Analyzing the Life Cycle of Synthetic Materials Answer embedded questions


3. Explore/Explain 2: Analyzing the Impact of Synthetic Materials Answer embedded questions

*Optional: Evidence Notebook *Optional: Do the Math

Day 4 1. Exploration 3: Relating Engineering and the Life Cycle of Synthetic Materials *Optional: Do the Math pp. 506-510 Answer questions 21-27

*Optional: Hands-On Lab p.509-510

1. Explore/Explain 3: Relating Engineering and the Life Cycle of Synthetic Materials Answer embedded questions

*Optional: Hands-On Lab *Optional: Evidence Notebook


2. Elaborate: Take It Further Student may select 1 of the 4 options; Recommended: Careers in Engineering





4. Schoology 7A Unit #6 Lesson #4 Human Use of Synthetic Materials Affects Earth’s Surface

Week 10: Final Project



Choose one of the following projects to complete. Your teacher will provide you with the appropriate

project worksheets, or you can find them online on Schoology HMH.

· Unit 3 Performance Task: Save the Sea Turtle Eggs! (p.223)

· Unit 4 Performance Task: Should Your School Use Vermicomposting (p. 313)

· Unit 5 Performance Task: How Do Lionfish Affect Relationships in Local Ecosystems? (p. 421)

· Unit 6 Performance Task: What is the Best Plan to Improve a Park? (p.521)

OR

With your teacher’s approval, select any ONE Hands-Lab to complete from Units 3-6

INSTRUCTIONAL GUIDE Course ID # 360103 Integrated Science … 7 2020... · 2020. 8. 14. ·...

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