Earth's Layers and Structure

7th
7th Grade Science Curriculum Map
Introduction
This document contains all mandated Arizona state standards for 7th grade science. The standards have been organized into units and clusters. The
units represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document.

Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. All
units and clusters must be taught prior to the third quarter benchmark assessments.

Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.

Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.

Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.

Content and Skill/Process Standards
This document has been organized by content standards and skill or process standard. The content standards are those that represent knowledge
specific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientific
habits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to represent
possible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona state
standards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for
teaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should be
connected to the other performance objectives in the cluster.

8/13/12 1 Isaac Elementary School District

7th
Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for
4th-8th grade.

Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with the
codes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for
this grade level are highlighted in blue and are expected to be mastered at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.

Resources
The two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used for
the teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,
the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.

Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.

Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.

Other
Performance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper
level of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]
will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.


7th

Unit: Earth Science
Cluster: Earth’s Structure

Approximate Time: 9 days


7th
Essential Questions Big Ideas
 How is the Earth like an onion?  The Earth has unique layers. Each of the layers has
a unique composition and distinct properties.

The Earth is like an onion in that it also has layers and
although the layers are similar, they are not exactly the
same. They are also alike in that a change in the inner
layers results in a change in the outer layers but not
always vice versa.

 Does the Earth look the same today as it did yesterday?  The Earth’s surface or Crust is constantly changing.

No, not exactly. The Earth’s surface is constantly
changing as erosion, deposition, plate tectonics and
volcanism occur. Although it can be slow, all of these
change the surface and therefore the appearance of
the Earth.


7th
Priority Knowledge/Content Skill/Process Common Key Resources
Core/Cross Vocabulary Lab/Activity Web & Core
Curricular
E S6:C1:PO2 Describe the properties and (3) crust
the composition of the following major (3) mantle
layers of the Earth: (3) core
 crust (2) composition
 mantle (2) properties
 core
E S6:C1:PO3 Explain the following S1:C1:PO2 Select (2) attributed The Changing Earth
processes involved in the formation of the appropriate resources (2) process Lesson 1.2 pg. 14-19
Earth’s structure: for background in (2) formation
 erosion formation related to a (3) erosion The Earth’s Surface
 deposition question, for use in the (3) deposition Lesson 3.2 pg. 82-88
 plate tectonics design of a controlled (3) plate tectonics
investigation (3) volcanism
 volcanism
S1:C2:PO2 Design an (2) independent
investigation to test variable
individual variables (2) dependent
using scientific variable
processes (2) control

S1:C4:PO3 (2) quantitative
Communicate the (2) qualitative
results of an
investigation with
appropriate use of
qualitative and
quantitative
information
Cluster
Project:

Assessment:

Unit: Earth Science
Cluster: Earth’s Processes


7th
 Though we cannot see it happening at the moment, how do we know  Lithospheric plate movement is one way that the
that the tectonic plates in the lithosphere move? surface of the Earth is constantly changing. The
surface changes in the Earth reflect the
movement of the plates.

There are several ways we can know this including
taking measurements over time and comparing plate
borders.

 Tectonic plates move in three ways; converge,
 How do tectonic plates move and what happens when they do? diverge, and transform. Depending on which way
they move, a different landform will result.

Plates move as the Earth below them shift and
change with conduction and convection. The plates
either slide past one another, over one another or into
one another. When this happens, mountains, rift
valley, sea floor spreading, faults, trenches, and
volcanoes result.


7th
Curricular
E S6:C2:PO3 Analyze the evidence that S1:C1:PO2 Select W-S3:C6:PO1 (3) lithospheric
lithospheric plate movements occur appropriate resources R-S3:C1:PO6 (2) evidence
for background R-S3:C2:PO3
information related to
a question
E S6:C2:PO4 Explain lithospheric plate (3) listhosphere Introduction to
movement as a result of convection (3) asthenosphere Density
(2) density
(2) convection Showing
(2) conduction Convection
(Colored Water
Model)

I S6:C2:PO5 Relate plate boundary S1:C3:PO2 Form a (2) converge Earth’s Surface
movements to their resulting landforms, logical argument (2) diverge Lesson 3.4 pg. 96-101
including: about a correlation (2) transform
 mountains between variables or (2) mountain
 faults sequence of events (2) fault
 rift valleys (e.g., construct a (3) rift valley
cause-and-effect chain (2) trench
 trenches that explains a (2) volcano
 volcanoes sequence of events)
U S6:C2:PO6 Describe how earthquakes S2:C1:PO4 Analyze (3) seismograph
are measured the use of technology (3) seismologist
in science-related (3) seismic wave
careers (seismologist)

S1:C4:PO1 Choose an
appropriate graphic
representation for
collected data:
 line graph
 double bar
graph
 stem and
leaf plot
 histogram


7th
Cluster
Project:

Assessment:

Unit: Earth Science
Cluster: Rocks and Minerals


7th
 One day, while hiking in the desert you find what looks like a  The fossil record and rock record can tell us a great deal
rock with the impression of a fish skeleton in it. What is this about who or what was in an area long ago.
object and what can you infer from finding it in the desert?
The item is a fossil. It is most likely telling us that at one time
that area was covered with water and inhabited by fish. It
could also be telling us that at one time there were bodies of
water in the area and people who used/ate the fish from
them.
 Scientifically speaking, why are most women’s engagement rings
 Rocks and minerals have observable, usable, properties.
and saw blades used to cut metal made with diamonds?
Diamonds are the most durable of the gemstones therefore
they make a good choice for a piece of jewelry that will be
worn everyday and will encounter a lot of use/abuse and for a
saw that needs to be strong enough to cut metal.


7th
Curricular
I S6:C1:PO1 Classify rocks and S2:C2:PO3 Apply the W-S3:C2:PO1 (3) mohs scale Streak Lab Earth’s Surface
minerals by the following following scientific W-S3:C3:PO1 (2) hardness Lesson 2.1 pg. 43-49
observable properties: processes to other (2) texture
 grain problem solving or (2) grain
 color decision making
 texture situations:
 hardness  observing
 classifying
 organizing
data

S1:C2:PO5 Keep a
record of
observations, notes,
sketches, questions,
and ideas using tools
such as written and/or
computer logs

S1:C2:PO3 Conduct a
controlled
investigation, utilizing
multiple trials, to test
a hypothesis using
scientific processes

S2:C2:PO3 Apply the
following scientific
processes to other
problem solving or
decision making
situations:
 Comparing

S1:C3:PO6 Refine
hypotheses based on
results from
investigations

S1:C4:PO2 Display
data collected from a
controlled

7th
investigation

S1:C4:PO5
Communicate the
results and conclusion
of the investigation


7th
I S6:C2:PO1 Explain the rock (3) rock cycle Earth’s Surface
cycle Lesson 2.1 pg. 43-49

http://www.learner.org/interactives
/rockcycle/index.html
E S6:C2:PO2 Distinguish the S1:C2:PO1 (2) distinguish Sedimentary Rock
components and characteristics Demonstrate safe (3) igneous Simulation (crayons)
of the rock cycle for the behavior and (3) metamorphic
following types of rocks: appropriate (3) sedimentary
 igneous procedures (e.g., use
 metamorphic and care of
 sedimentary technology, materials,
organisms) in all
science inquiry

S1:C4:PO4 Write
clear, step-by-step
instructions for
following procedures
(without the use of
personal pronouns)

S1:C1:PO1 Formulate
questions based on
observations that lead
to the development of
a hypothesis

S1:C1:PO3 Explain
the role of a
hypothesis in a
scientific inquiry
I S6:C1:PO4 Describe how the (3) fossil Earth’s Surface
rock and fossil record show that (3) fossil record Lesson 3.3 pg. 89-95
environmental conditions have (2) geological
changed over geological and
recent time
Cluster
Project:

Assessment:


7th

Unit: Earth Science
Cluster: Earth and the Solar System

 There are observable, predictable patterns of movement
for the Sun, Earth, and Moon.

 What is the relationship between the Earth’s tilt on its axis and the  The different seasons result from the tilt of Earth on its
weather in the Northern and Southern Hemispheres? axis.

Since the Earth is tilted on its axis, the Northern and
Southern Hemispheres are not the equidistant from the Sun.
The closer hemisphere experiences summer while the one
that is further away experiences winter. In this way, the
Northern and Southern hemispheres experience opposite
seasons and as the Earth revolves around the sun, the
seasons change as the hemispheres get closer to or further
from the sun.
 How do scientists know that the Moon’s gravity affects Earth?
 The gravitational pull of the Moon causes the Earth’s
tides.

The tides provide evidence of the Moon’s gravity affecting
Earth. High and low tide result from variation in pull of the
Moon’s gravity based on how close that side of the Earth is to
the Moon.


7th
Curricular
U S6:C3:PO6 Explain the relationship (2) solar system Space Science
among common objects in the solar (2) galaxy Lesson 1.1 pg. 9-14
system, galaxy, and the universe (2) universe
http://www.solarsystemscope.com/
E S6:C3:PO2 Construct a model for S1:C2:PO1 Scale (2) relative
the relative positions of the Earth, Demonstrate safe conversions position
Sun and Moon behavior and (2) Earth
appropriate (2) Sun
procedures (e.g., use (2) Moon
and care of
technology,
materials, organisms)
in all science inquiry

S1:C4:PO4 Write
clear, step-by-step
instructions for
following procedures
(without the use of
personal pronouns)

S1:C2:PO4 Perform
measurements using
appropriate
scientific tools (e.g.,
balances,
microscopes, probes,
micrometers)

S2:C2:PO3 Apply
the following
scientific processes to
other problem
solving or decision
making situations:
 Measuring
E S6:C3:PO1 Explain the phases of S1:C3:PO3 Analyze Math – (2) phase Moon Diary Space Science
the Moon in terms of the relative results of data fractions (2) waxing Lesson 2.3 pg. 59-63
positions of the Earth, Sun and Moon collection in order to (2) waning
accept or reject the (3) gibbous http://www.moonconnection.com/
hypothesis (2) crescent
(2) full

7th
S1:C3:PO4 (2) quarter
Determine validity
and reliability of (2) valid
results of an (2) validity
investigation (2) reliable
(2) reliability


7th
U S2:C1:PO1 Identify how diverse S2:C2:PO1 Describe (3) Percival
people and/or cultures, past and how science is an Lowell
present, have made important ongoing process that (3) Copernicus
contributions to scientific innovations; changes in response
Percival Lowell and Copernicus to new information
and discoveries

S2:C2:PO2 Describe
how scientific
knowledge is subject
to change as new
information and/or
technology
challenges
prevailing theories
E S6:C3:PO2 Construct a model for S1:C2:PO1 (3) eclipse Space Science
the relative positions of the Earth, Demonstrate safe (2) relative Lesson 2.3 pg. 63-66
Sun and Moon as they relate to behavior and (3) umbra
corresponding eclipses appropriate (3) penumbra
procedures (e.g., use
and care of
technology,
materials, organisms)
in all science inquiry

S3:C2:PO3 Design
and construct a
solution to an
identified need or
problem using simple
classroom materials
E S6:C3:PO3 Explain the (2) interrelated Space Science
interrelationship between the Earth’s (2) tide Lesson 2.3 pg. 65-66
tides and the Moon (2) gravity
(3) centrifugal http://www.moonconnection.com/
force
E S6:C3:PO4 Explain the seasons in (2) axis Space Science
the Northern and Southern (2) tilt Chapter Investigation
Hemispheres in terms of the tilt of (2) hemisphere Pg. 50-51
the Earth’s axis relative to the Earth’s (2) revolution
revolution around the sun (2) rotation
(2) season
(2) opposite
U S6:C3:PO5 Identify the following (3) constellation http://science.discovery.com/tv/
major constellations visible (2) visibility space-week/constellation/
(seasonally) from the Northern (2) seasonal constellation.html
Hemisphere: (3) Orion

7th
 Orion (3) Ursa Major
 Ursa Major (Great Bear) (3) Cygnus
 Cygnus (3) Scorpius
(3) Cassiopeia
 Scorpius
 Cassiopeia
U S2:C1:PO2 Describe how a major S3:C2:PO4 Describe (2) revolutionized
milestone in science or technology a scientific discovery (2) milestone
has revolutionized the thinking of the that influences
time (e.g., global positioning system, technology
telescopes, seismographs,
photography) S2:C1:PO3 Analyze
the impact of a
major scientific
development
occurring within the
past decade
U S2:C1:PO1 Identify how diverse (3) Luis Alvarez http://www.nobelprize.org/
people and/or cultures, past and (3) Walter nobel_prizes/physics/laureates
present, have made important Alvarez /1968/alvarez-bio.html
contributions to scientific innovations;
Luis Alvarez and Walter Alvarez
Cluster
Project:

Assessment:


7th

Unit: Life Science
Cluster: Interactions with Ecosystems

 What is the relationship between organisms and the environment?  Organisms and environments constantly interact.

A change in either the organisms or the environment
will result in a change in the other.

 What would happen to a food chain if one of the organisms in it were to  Food chains and food webs represent the
become extinct? interdependence of organisms within an ecosystem.

Extinction of an organism from the food chain would
dramatically change the environment and therefore
the food chain for all of the other organisms. It is
possible that the loss of one organism could result in the
loss of others due to the disruption of the environment
and interactions. Conversely, it could result in the over
population of another species if the one to become
extinct was a predator.

7th
Curricular
I S4:C3:PO1 Compare food chains in a (3) food chain Ecology
specified ecosystem and their (3) food web Lesson 1.3 pg. 22-29
corresponding food web (2) transfer
(2) corresponding
(2) energy
E S4:C3:PO2 Explain how organisms obtain (2) obtain Ecology
and use resources to develop and thrive (2) resources Lesson 2.1 pg. 45-51
in: (3) niche
 niches (2) niche Ecology
 predator/prey relationships (2) predator Lesson 2.2 pg. 54-62
(2) prey
E S4:C3:PO6 Create a model of the (2) interaction Ecology
interactions of living organisms within an (2) ecosystem Lesson 1.1 pg. 9-13
ecosystem (3) biotic factor
(3) abiotic factor
S2:C1:PO1 Identify how diverse people (3) Rachel Carson http://www.rachelcarson.org
and/or cultures, past and present, have
made important contributions to scientific
innovations; Rachel Carson
Cluster Students will create a model of a real or
created ecosystem. Models should include
Project: food webs, niches and explanations of the
relationships between organisms in the
Ecology system.
Models
Assessment:

Unit: Life Science
Cluster: Populations


7th
 In any given ecosystem what is the risk of any one organism  All organisms in a given ecosystem affect one another. A
experiencing a drastic population boom? change with one population will result in changes with other
populations.

In any ecosystem, the risk of an organism experiencing a
population boom is that it will likely adversely affect other
organisms in the ecosystem. If the organism is a predator it will
likely wipeout the organisms on which it feeds which could then
lead to an over population of the organism on which that one
fed and so on.

 Although we live in Arizona, why should we all be concerned  The Earth is one large ecosystem with other, smaller,
about the destruction/change of habitats in other regions of the ecosystems in it. Changing one affects all the others.
world (i.e., the South American rainforests or the Arctic)?
We should all be concerned because every individual habitat or
environment on Earth is connected. It may take a while for the
effects to become evident in our own environments but they will
occur and will likely be problematic.


7th
Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources
Core/Cross Lab/Activity Web & Core
Curricular
E S4:C3:PO3 Analyze the (2) ecosystem Ecology
interactions of living organisms (2) interaction Lesson 1.4 pg. 30-37
with their ecosystems (3) biome
 Limiting factors (2) limiting factor Ecology
 Carrying capacity (3) carrying capacity Lesson 2.3 pg. 63-69
I S4:C3:PO4 Evaluate data related S1:C3:PO1 Analyze data (3) overgrazing
to problems associated with obtained in a scientific (3) forest management
population growth (e.g., investigation to identify (3) deforestation
overgrazing, forest management, trends (3) non-native species
invasion of non-native species) and (2) invasion
possible solutions S2:C2:PO3 Apply the
following scientific processes
to other problem solving or
decision making situations:
 identifying
variables
 generating
hypotheses

S1:C3:PO5 Formulate a
conclusion based on data
analysis

S1:C3:PO7 Formulate new
questions based on the
results of a previous
investigation
S3:C1:PO1 Analyze environmental (2) pollution Ecology
risks (e.g., pollution, destruction of (2) destruction Lesson 3.2 pg. 89-97
habitat) caused by human (2) habitat
interaction with biological or
geological systems
I S4:C3:PO5 Predict how S2:C2:PO3 Apply the (2) flood
environmental factors (e.g., floods, following scientific processes (2) drought
droughts, temperature changes) to other problem solving or (2) survival rate
affect survival rates in living decision making situations: (2) environmental factor
organisms  predicting
 communicating
 questioning
 inferring


7th
S3:C1:PO2 Analyze environmental Ecology
benefits of the following human Lesson 3.3 pg. 98-105
interactions with biological or
geological systems:
 reforestation
 habitat restoration
 construction of dams
S3:C1:PO3 Propose possible S3:C2:PO1 Propose viable
solutions to address the methods of responding to an
environmental risks in biological or identified need or problem
geological systems
S3:C2:PO2 Compare
solutions to best address an
identified need or problem
Cluster
Project:

Assessment:


Earth's Layers and Structure

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