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7th Grade Curriculum Map

 ESSENTIAL COMPONENTSMonth: August                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas How is scientific knowledge created and communicated?Reliability of information provided by scientific experimentation.
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are the main biomes on earth?  How do resources and physical factors limit/support living systems?
 3. Performance Standards STRAND I: Scientific Thinking and PracticeSTANDARD I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings.I.I.I.1 Use a variety of print and web resources to collect information, inform investigations, and answer a scientific question or hypothesis.I.I.I.2 Use models to explain the relationship between variables being investigated.5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge.I.I.II.1 Describe how bias can affect scientific investigation and conclusions.I.I.II.2 Critique procedures used to investigate a hypothesis.I.I.II.3 Analyze and evaluate scientific explanations.5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge.I.I.III.1 Understand that the number of data (sample size) influences the reliability of a prediction.I.I.III.2 Use mathematical expressions to represent data and observations collected in scientific investigations.I.I.III.3 Select and use an appropriate model to examine a phenomenon.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: September                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Characteristics of living thingsCell structureFunctionCell division
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How do cells form more complex structures in living organisms?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I: (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark III:  Describe and explain forces that produce motion in objects.II.I.III.1.Know that forces cause motion in living systems, including: the principal of a lever and how it gives mechanical advantage to a muscular/skeletal system to lift objects, and forces in specific systems in the human body (e.g., how the heart generates blood pressure, how muscles contract and expand to product motion).STRAND III: Content of ScienceSTANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark III:  Understand the structure of organisms and the function of cells in living systems.III.II.III.1 Understand that organisms are composed of cells and identify unicellular and multicellular organisms.III.II.III.2 Explain how organs are composed of tissues of different types of cells (e.g., skin, bone, muscle, heart, intestines).III.II.III.3 Understand that many basic functions of organisms are carried out in cells, including: growth and division to produce more cells (mitosis), and specialized functions of cells (e.g., reproduction, nerve-signal transmission, digestion, excretion, movement, transport of oxygen).III.II.III.4 Compare the structure and processes of plant cell and animal cells.III.II.III.5 Describe how some cells respond to stimuli (e.g., light, heat, pressure, gravity).III.II.III.6 Describe how factors (radiation, UV lights, and drugs) can damage cellular structure or function.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: October                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas ReproductionDNAHeredityGeneticsIntegrating health
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How are traits passed from one generation to the next?  How do organisms evolve? 
 3. Performance Standards STRAND II: Content of Science STANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark II:  Understand how traits are passed from one generation to the next and how species evolve.II.II.II.1 Know that reproduction is a characteristic of all living things and is essential to the continuation of a species.II.II.II.2 Identify the differences between sexual and asexual reproduction. II.II.II.3 Know that, in sexual reproduction, an egg and sperm unite to begin the development of a new individual.II.II.II.4 Know that organisms that sexually reproduce fertile offspring are members of the same species.II.II.II.5 Understand that some characteristics are passed from parent to offspring as inherited traits and others are acquired from interactions with the environment.II.II.II.6 Know that hereditary information is contained in genes that are located in chromosomes, including: determination of traits by genes, traits determined by one or many genes, and more than one trait sometimes influenced by a single gene.STRAND III: Science and SocietySTANDARD I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by individuals and societies.  5-8 Benchmark I:  Explain how scientific discoveries and inventions have changed individuals and societies.  III.I.I.1 Analyze the contributions of science to health as they relate to personal decisions about smoking, drugs, alcohol, and sexual activity.III.I.I.2 Analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies).III.I.I.3 Describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism).
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: November                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Fossil recordEvolution and natural selection
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are physical changes?   What are chemical changes?    How are chemical reactions essential to life processes?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark II: Understand how traits are passed from one generation to the next and how species evolve. II.II.II.7 Describe how typical traits may change from generation to generation due to environmental influences (e.g., color of skin, shapes of eyes, camouflage, and shape of beak).II.II.II.8 Explain that diversity within a species is developed by gradual changes over many generations.II.II.II.9 Know that organisms can acquire unique characteristics through naturally occurring genetic variations.II.II.II.10 Identify adaptations that favor the survival of organisms in their environments (e.g., camouflage, shape of beak).II.II.II.11 Understand the process of natural selection.II.II.II.12 Explain how species adapt to changes in the environment or become extinct and that extinction of species is common in the history of living things.II.II.II.13 Know that the fossil record documents the appearance, diversification, and extinction of many life forms.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science):  Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark II:  Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.1 Understand how the remains of living things give us information about the history of Earth, including: layers of sedimentary rock, the fossil record, and radioactive dating showing that life has been present on Earth for more than 3.5 billion years.II.III.II.2 Understand how living organisms have played many roles in changes of Earth’s systems through time (e.g., atmospheric composition, creation of soil, impact of Earth’s surface).II.III.II.3 Know that changes to ecosystems sometimes decrease the capacity of the environment to support some life forms and are difficult and/or costly to remediate.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: December                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas BiodiversityClassification
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are the main biomes on earth?  How do resources and physical factors limit/support living systems?How do we clarify diverse groups of organisms?
How does energy from the sun support life?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark I: Explain the diverse structures and functions of living things and the complex relationships between living things and their environments.II.II.I.6 Understand how diverse species fill all niches in an ecosystem.II.II.I.7 Know how to classify organisms: domain, kingdom, phylum, class, order, family, genus, species.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science):  Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark I:  Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar systems, the universe, and their structures.II.III.I.1 Explain why Earth is unique in our solar system in its ability to support life.II.III.I.2 Explain how energy from the sun supports life of Earth.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: January                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas PopulationsCommunitiesEcologyInteractions among living things
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are the main biomes on earth?  How do resources and physical factors limit/support living systems?How do living things and non-living things depend on each other?What are the processes involved in the transfer of energy in organisms and ecosystems?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I: (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.  II.I.II.1 Know how various forms of energy are transformed through organisms and ecosystems, including: sunlight and photosynthesis, energy transformation in living systems (e.g., cellular processes changing chemical energy to heat and motion), and effect of mankind’s use of energy and other activities on living systems (e.g., global warming, water quality.)STRAND II: Content of ScienceSTANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark I: Explain the diverse structures and functions of living things and the complex relationships between living things and their environments.II.II.I.1 Identify the living and nonliving parts of an ecosystem and describe the relationship among these components.II.II.I.2 Explain biomes (i.e., aquatic, desert, rainforest, grasslands, tundra) and describe the New Mexico biome.II.II.I.3 Explain how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs).II.II.I.4 Explain the conditions and resources needed to sustain life in specific ecosystems.II.II.I.5 Describe how the availability of resources and physical factors limit growth (e.g., quantity of light and water, range of temperature, composition of soil) and how the water, carbon, and nitrogen cycles contribute to the availability to the availability of those resources to support life systems. 
 To be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: February                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas EcosystemsBiomesEnergy flow in ecosystems
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How do living organisms affect Earth’s systems?What kind of information do scientists learn from fossil records?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD II: (Life Science):  Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.5-8 Benchmark I: Explain the diverse structures and functions of living things and the complex relationships between living things and their environments.Populations and EcosystemsII.II.I.1 Identify the living and nonliving parts of an ecosystem and describe the relationship among these components.II.II.I.2 Explain biomes (i.e., aquatic, desert, rainforest, grasslands, tundra) and describe the New Mexico biome.II.II.I.3 Explain how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs).II.II.I.4 Explain the conditions and resources needed to sustain life in specific ecosystems.II.II.I.5 Describe how the availability of resources and physical factors limit growth (e.g., quantity of light and water, range of temperature, composition of soil) and how the water, carbon, and nitrogen cycles contribute to the availability to the availability of those resources to support life systems.  STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science):  Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark II:  Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.1 Understand how the remains of living things give us information about the history of Earth, including: layers of sedimentary rock, the fossil record, and radioactive dating showing that life has been present on Earth for more than 3.5 billion years.II.III.II.2 Understand how living organisms have played many roles in changes of Earth’s systems through time (e.g., atmospheric composition, creation of soil, impact of Earth’s surface).II.III.II.3 Know that changes to ecosystems sometimes decrease the capacity of the environment to support some life forms and are difficult and/or costly to remediate.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: March                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Plants; NRG
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What makes earth so unique in its ability to support life?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I: (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.  II.I.II.1 Know how various forms of energy are transformed through organisms and ecosystems, including: sunlight and photosynthesis, and energy transformation in living systems (e.g., cellular processes changing chemical energy to heat and motion)effect of mankind’s use of energy and other activities on living systems (e.g., global warming, water quality.)
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: April                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Cycles and energy transfer
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What makes Earth so unique in its ability to support life?How do resources and energy move from one organism to another and within an ecosystem?How are new materials formed?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark I: Know the form and properties of matter and how matter interacts.II.I.I.1 Explain how matter is transferred from one organism to another and between organisms and their environment (e.g., consumption, the water cycle, the carbon cycle, the nitrogen cycle).II.I.I.2 Know that the total amount of matter (mass) remains constant although its form, location, and properties may change (e.g., matter in the food web).II.I.I.3 Identify characteristics of radioactivity, including: decay in time of some elements to others, release of energy, and damage to cells.II.I.I.4 Describe how substances react chemically in characteristic ways to form new substances (compounds) with different properties (e.g., carbon and oxygen combine to form carbon dioxide in respiration).II.I.I.5 Know that chemical reactions are essential to life processes.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: May                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Science and technology focus
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How do cells form more complex structures in living organisms?How have advances in technology improved our life span?
 3. Performance Standards STRAND III: Science and SocietySTANDARD I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by individuals and societies.  5-8 Benchmark I:  Explain how scientific discoveries and inventions have changed individuals and societies.  III.I.I.1 Analyze the contributions of science to health as they relate to personal decisions about smoking, drugs, alcohol, and sexual activity.III.I.I.2 Analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies).III.I.I.3 Describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism).
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
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