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Meigs County |
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Meigs County Curriculum |
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7th Grade - Science |
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Systems: Understand
The learner will be able to
understand that there are many different systems, such as the water cycle or solar system, that exist in our world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#28, Item#30, Item#37 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
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Earth: History
The learner will be able to
understand the Earth's history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: History |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#36 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
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Assessment Resources |
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| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Earth: Materials/Properties
The learner will be able to
understand the properties of Earth's materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Comprehension |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Earth/Space Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of Earth/Space science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #22 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Earth/Space Science: Use
The learner will be able to
use understanding of Earth/Space science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #22 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Latitude and Longitude
The learner will be able to
use maps and globes to determine the latitutde and longitude coordinates of a location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Maps & Globes |
Application |
Master |
1.0 |
Meigs Core Curriculum, Summer 1999., Seventh Grade |
Classroom
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Instructional Resources |
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| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
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Assessment Resources |
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| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-35 [Tests]. |
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Weather: Patterns/Understand/Water Cycle
The learner will be able to
understand that water cycling in and out of the atmosphere is an important factor in determining climatic patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Patterns |
Comprehension |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8 |
Classroom
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Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 34 - p. 13-28 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 27 - Lesson 1 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 38 [Textbook]. |
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Assessment Resources |
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| · |
Macmillan/McGraw-Hill Science, Unit 34 Test [Tests]. |
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Earth: History/Understand/Sedimentary
The learner will be able to
understand that sedimentary rocks lend credence to Earth's history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: History |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.26,2.5b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 - Lesson 1 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 40 - Lesson 2 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 39 - Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Earth: Energy/Understand/Flow/Affect
The learner will be able to
understand that the flow of energy affects geological conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Energy |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a,6-8 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 - Lesson 1 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 42 - Lesson 5 [Textbook]. |
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Assessment Resources |
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| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
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Rocks: Cycle
The learner will be able to
explain the components of the rock cycle: erosion, transportation, deposition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Comprehension |
Master |
1.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 1 [Textbook]. |
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Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 35 Test [Tests]. |
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Human Activities: Coastal Erosion
The learner will be able to
identify man-made causes of coastal erosion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Activities |
Knowledge |
Master |
1.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
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Geochemical Cycles: Oxygen-Carbon/Model
The learner will be able to
create a model or diagram of the oxygen-carbon dioxide cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geochemical Cycles |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.3.3 |
Classroom
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Water: Cycle/Conditions/Affect/Describe
The learner will be able to
describe how conditions affect the water cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water: Cycle |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.1 |
Classroom
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Water: Cycle/Weather/Interpret
The learner will be able to
interpret the connection between weather and the water cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water: Cycle |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.1 |
Classroom
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Weather: Career/Meteorology
The learner will be able to
investigate and research careers that are related to meteorology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.4 |
Classroom
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Weather: Climate/Atmospheric/Oceanic
The learner will be able to
investigate how climate is affected by alterations in atmospheric conditions and oceanic conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.3 |
Classroom
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Weather: Climate/Diagrams/Ocean/Winds
The learner will be able to
use diagrams to illustrate how weather and climate is affected by ocean currents and/or winds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.3.a |
Classroom
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Weather: Climate/Impact/Events/Describe
The learner will be able to
describe the impact of catastrophic events on climate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.3.b |
Classroom
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Weather: Data/Collecting/Explore
The learner will be able to
explore the relationship between collecting weather data and interpreting it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Data |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.2 |
Classroom
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Weather: Data/Forecast/Document/Examine
The learner will be able to
document and examine meteorological data to forecast weather patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Data |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.8.2 |
Classroom
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Ecosystems: Understand
The learner will be able to
begin to understand ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems |
|
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#2, #3, #5 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
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Living Things: Relationships
The learner will be able to
describe the different relationships among living things, such a predator/prey or producer/consumer/decomposer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Comprehension |
Master |
5.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
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Organisms: Adaptation and Diversity
The learner will be able to
understand the adaptations and diversity of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#1, Item#7, Item#12 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
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Environment: Quality
The learner will be able to
develop an understanding about environmental quality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 17, Item#35 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
|
|
Biology: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of biology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #21 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
|
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Biology: Use
The learner will be able to
use understanding of biology in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #21 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Activity [Tests]. |
|
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Human Health: Personal/Community
The learner will be able to
develop an understanding of personal and community health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Personal & Community |
Knowledge |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#16, Item#18 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 Test [Tests]. |
|
|
Ecosystems: Producers
The learner will be able to
understand that the producers in an ecosystem make their own food.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Consumer/Decomposer/Producer |
Knowledge |
Master |
2.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
|
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Environment: Population
The learner will be able to
show that s/he knows populations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#2, #3, #5 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 Test [Tests]. |
|
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Structure and Function: Comprehend
The learner will be able to
comprehend the relationship between an organisms structure and function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#17, Item#33 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
|
|
Environment: Resources/Recognize
The learner will be able to
recognize natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Knowledge |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#15 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 Test [Tests]. |
|
|
Viruses: Understand/Change/Function
The learner will be able to
understand that viruses may change the function of a living thing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viruses |
Comprehension |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 26 - Lesson 5 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Presentation [Tests]. |
|
|
Monera: Bacteria/Understand
The learner will be able to
understand that bacteria may change the function of a living thing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Monera |
Comprehension |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 26 - Lesson 5 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 Test [Tests]. |
|
|
Fungi: Understand/Change/Function
The learner will be able to
understand that fungi may change the function of a living thing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fungi |
Comprehension |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 26 - Lesson 5 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 Test [Tests]. |
|
|
Cell Respiration and Photosynthesis
The learner will be able to
compare and contrast the processes of cellular respiration and photosynthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Photosynthesis/Respiration |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.3.2.a |
Classroom
|
|
Cell: Membrane/React/Solutions/Predict
The learner will be able to
predict the way plant cells will react in different solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Membrane |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.4.a |
Classroom
|
|
Cells: Functions/Animal/Plant/Recognize
The learner will be able to
recognize the functions of animal cell organelles and plant cell organelles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.2 |
Classroom
|
|
Cells: Functions/Distinguish
The learner will be able to
distinguish between the functions of plant and animal cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.2 |
Classroom
|
|
Cells: Membrane/Materials/Understand
The learner will be able to
understand that materials move into and out of cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Membrane |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.4 |
Classroom
|
|
Cells: Membrane/Models/Materials/Design
The learner will be able to
design models to show how materials move between cells and their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Membrane |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.4.b |
Classroom
|
|
Cells: Mitosis/Division/Stages/Order
The learner will be able to
order a series of illustrations depicting the stages of cell division in plant and animal cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Mitosis/Meiosis |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.3 |
Classroom
|
|
Cells: Mitosis/Division/Steps/Recognize
The learner will be able to
recognize that cell division occurs in successive steps.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Mitosis/Meiosis |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.3 |
Classroom
|
|
Cells: Photosynthesis/Differentiate
The learner will be able to
differentiate between the process of photosynthesis and respiration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Photosynthesis/Respiration |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.3.2 |
Classroom
|
|
Cells: Photosynthesis/Respiration
The learner will be able to
associate photosynthesis and cellular respiration to the appropriate cell parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Photosynthesis/Respiration |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.3.2.b |
Classroom
|
|
Cells: Structure/Animals/Plant/Study
The learner will be able to
study major animal cell organelles and plant organelles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.2 |
Classroom
|
|
Cells: Structures/Plants/Animals
The learner will be able to
differentiate between the cell structures of plants and animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.2 |
Classroom
|
|
Ecosystem: Cycles/Movement/Explain
The learner will be able to
explain the movement of oxygen and carbon dioxide between organisms and the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Cycles |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.3.3 |
Classroom
|
|
Heredity: Genetics/Passed/Recognize
The learner will be able to
recognize that during reproduction, genetic information is passed from parent to offspring.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Genetics |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.4.1.b |
Classroom
|
|
Reproduction: Difference/Identify
The learner will be able to
identify the difference between sexual and asexual reproduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.4.1 |
Classroom
|
|
Reproduction: Organism/Establish
The learner will be able to
establish if an organism reproduces sexually or asexually.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.4.1.a |
Classroom
|
|
Systems: Differences/Identify
The learner will be able to
identify the differences between cells, tissues, organs, and systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.1 |
Classroom
|
|
Systems: Hierarchy/Construct/Plan
The learner will be able to
construct and plan a hierarchy between cells, tissues, organs, and systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.1.1 |
Classroom
|
|
Light: Understand
The learner will be able to
develop an understanding of light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light |
|
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#8, Item#10 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Electricity: Understand
The learner will be able to
develop an understanding of electricity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
|
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#8, Item#10 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Atoms: Definition of Concept
The learner will be able to
define the concept of atoms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Knowledge |
Master |
5.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Heat: Understand
The learner will be able to
develop an understanding of heat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#8, Item#10 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Chemical & Physical Changes: Mass
The learner will be able to
employ the principles of conservation of mass and energy to physical and chemical changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical and Physical Changes |
Application |
Master |
3.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 36 p. 74 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Matter: Physical Changes
The learner will be able to
explain the physical changes of matter when exposed to heat, chemical, and mechanical energies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: Physical Changes |
Comprehension |
Master |
1.5 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Density, Mass, and Volume
The learner will be able to
associate the density of an object or substance to its mass and volume.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Density, Mass, and Volume |
Application |
Master |
3.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Periodic Table: Organization/Information
The learner will be able to
understand the organization of the periodic table, comprehend that the periodic table is used to classify elements, and gather information about an element by using the periodic table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Comprehension |
Master |
3.0 |
Meigs County Core Curriculum, 1999, Seventh Grade; TN: Curriculum Standards, 2001, Grade 7, 7.12.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Presentation [Tests]. |
|
|
Refraction: Water, Light, & Sound
The learner will be able to
distinguish between refraction of water, light, and sound waves.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Refraction: Water, Light, and Sound |
Application |
Master |
3.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Physical Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of physical science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #20, Item#34 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Physical Science: Use
The learner will be able to
use understanding of physical science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 32 Test [Tests]. |
|
|
Energy: Develop/Understanding
The learner will be able to
develop an understanding of energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 17, Item#11, #13, Item#29 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Energy: Uses/Transfer/Information
The learner will be able to
understand how sound, light, radio, and microwave energy are used to transfer information in the real world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Uses |
Comprehension |
Master |
5.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Visible Spectrum
The learner will be able to
discuss colors that make up the visible spectrum and how colors are perceived.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light |
Comprehension |
Master |
5.0 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Light: Object/Sight
The learner will be able to
understand that in order to see an object, light must be emitted by it or scattered from it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light: Matter/Objects |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades 5-8, p. 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Chemical Compounds: Differentiate
The learner will be able to
differentiate elements, mixtures and compounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.1 |
Classroom
|
|
Matter: States of Matter/Explain
The learner will be able to
explain the arrangement of particles in different states of matter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.2.a |
Classroom
|
|
Substances: Properties/Basic/Recognize
The learner will be able to
recognize the basic properties of common substances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.2 |
Classroom
|
|
Substances: Properties/Calculate/Measure
The learner will be able to
calculate and/or measure a substance's mass, volume, density, and temperature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.2.c |
Classroom
|
|
Substances: Properties/Measure
The learner will be able to
measure the properties of a substance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.2 |
Classroom
|
|
Substances: Properties/Recognize
The learner will be able to
recognize a substance's mass, volume, density, boiling and melting points, and solubility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 7, 7.12.2.b |
Classroom
|
|
Communicate: Problem Solving Process
The learner will be able to
use oral, written, and graphical communication to describe a problem, its design, and its solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
0.5 |
Meigs County Core Curriculum, 1999, Seventh Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Inquiry: Skills
The learner will be able to
begin to develop the skills necessary to perform scientific inquiries and identify questions that may be answered through scientific investigations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
|
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Item#4, Item#14, Item#21, Item#23, Item#31, #32 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Attitudes/Values: Develop/Endeavor
The learner will be able to
develop an appreciation for science as a human endeavor.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes/Values |
|
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #25 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Society: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of science that effect society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science & Society |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #24 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Inquiry: Principles
The learner will be able to
understand the principles of scientific inquiry and be able to exhibit the ability to conduct science inquiry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #19 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Science & Technology: Relate
The learner will be able to
understand how science and technology relate to each other.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science and Technology |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #23, Item#27, Item#40 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Science: History/Comprehend
The learner will be able to
comprehend the history of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science: History |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #25, Item#19 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Technology: Design/Comprehend
The learner will be able to
comprehend technological design.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology: Design |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #23, Item#22, Item#26 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 34, p. 24-25 [Textbook]. Geothermal power |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. Written and oral reports |
|
|
Science: Knowledge/Understand/Nature
The learner will be able to
understand the nature of scientific understandings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science: Knowledge |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Obj Statement #25, Item#6, Item#24 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
|
|
Technology: Benefits/Consequences
The learner will be able to
understand that technological solutions have benefits and consequences. Some consequences can be predicted, while others cannot.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology: Benefits and Risks |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 17, Item#25 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 34, p. 24-25 [Textbook]. Understand how geothermal power has benefits as well as draw backs. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Unit Tests 31-36 [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 34, p. 24-25 [Tests]. Written and oral report |
|
|
Graphs: Organize/Data/Relationships
The learner will be able to
organize data into uncomplicated tables and graphs in order to discover relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.5,1.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units 25-30 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Lesson 3 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 36 - p. 28 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units 31-36 [Tests]. |
|
|
Careers: Understand/Industries
The learner will be able to
understand that professions in science and technology can be found in all industries and will continue to grow.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.44,4.3b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31, 35 Test [Tests]. |
|
|
|
