Shelby County Schools Science Vision

Shelby County Schools’ vision of science education is to ensure that from early childhood to the end of the 12 th grade, all students have heightened curiosity and an increased
wonder of science; possess sufficient knowledge of science and engineering to engage in discussions; are able to learn and apply scientific and technological information in their
everyday lives; and have the skills such as critical thinking, problem solving, and communication to enter careers of their choice, while having access to connections to science,
engineering, and technology.

To achieve this, Shelby County Schools has employed The Tennessee Academic Standards for Science to craft meaningful curricula that is innovative and provide a myriad of
learning opportunities that extend beyond mastery of basic scientific principles.

Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality
standards aligned instruction. The Tennessee Academic Standards for Science provide a common set of expectations for what students will know and be able to do at the end of
each grade, can be located in the Tennessee Science Standards Reference. Tennessee Academic Standards for Science are rooted in the knowledge and skills that students need
to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curricula provides instructional planning designed to help
students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use
this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in
order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. Being College and Career Ready entails, many aspects of teaching and learning. We want our
students to apply their scientific learning in the classroom and beyond. These valuable experiences include students being facilitators of their own learning through problem
solving and thinking critically. The Science and Engineering Practices are valuable tools used by students to engage in understanding how scientific knowledge develops. These
practices rest on important “processes and proficiencies” with longstanding importance in science education. The science maps contain components to ensure that instruction
focuses students toward understanding how science and engineering can contribute to meeting many of the major challenges that confront society today. The maps are
centered around five basic components: the Tennessee Academic Standards for Science, Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts, and
Phenomena.

The Tennessee Academic Standards for Science were developed using the National Research Council’s 2012 publication, A Framework for K-12 Science Education as their
foundation. The framework presents a new model for science instruction that is a stark contrast to what has come to be the norm in science classrooms. Thinking about science
had become memorizing concepts and solving mathematical formulae. Practicing science had become prescribed lab situations with predetermined outcomes. The framework
proposes a three-dimensional approach to science education that capitalizes on a child’s natural curiosity. The Science Framework for K-12 Science Education provides the
blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three
dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas
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that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to
learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining Science and Engineering Practices, Crosscutting Concepts
and Disciplinary Core Ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas
without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in
practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction
in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a
term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12
should engage in all eight practices over each grade band. Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different
domains of science. Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their understanding of core ideas. There are seven crosscutting concepts that bridge disciplinary
boundaries, uniting core ideas throughout the fields of science and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas and
develop a coherent and scientifically based view of the world.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.  In
fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.  
Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are
best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches,
leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and
related best practices.  However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student
learning are non-negotiable.  We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful
support of literacy and language learning across the content areas. 

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Learning Progression
At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad
concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to
record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others.
Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify
relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make
wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies. As an SCS graduate,
former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and
limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social
purposes.

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Structure of the Standards
 Grade Level/Course Overview: An overview that describes that specific content and themes for each grade level or high school course.
 Disciplinary Core Idea: Scientific and foundational ideas that permeate all grades and connect common themes that bridge scientific disciplines.
 Standard: Statements of what students can do to demonstrate knowledge of the conceptual understanding. Each performance indicator includes a specific science and
engineering practice paired with the content knowledge and skills that students should demonstrate to meet the grade level or high school course standards.

Purpose of Science Curriculum Maps

This map is a guide to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our
pursuit of Destination 2025.  It is a resource for organizing instruction around the Tennessee Academic Standards for Science, which define what to teach and what students
need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content (scope) and provides suggested sequencing, pacing, time
frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to
teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with
colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.  In
fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.  
Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are
best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches,
leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and
related best practices.  However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student
learning are non-negotiable.  We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful
support of literacy and language learning across the content areas. 
7th Grade Science Quarter 2 Curriculum Map
Quarter 1 Quarter 2 Quarter 3 Quarter 4

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 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1
Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 1: Interactions of Matter (11.5 weeks)
Overarching Question(s)
How can one explain the structure, properties, and interactions of matter?
Unit 1, Lesson 8 Lesson Length Essential Question Vocabulary
periodic table, atomic number, chemical symbol,
The Periodic Table 1.5 weeks How are elements arranged on the periodic table? average atomic mass, metalloid, malleable, ductile,
metal, group, nonmetal, period
Unit 1, Lessons 7 and 8 can be taught in conjunction with each other.
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
PS1: Matter and Its Interactions  Identify the atomic number, chemical symbol, HMH Tennessee Science, TE Unit 2, Lesson 2 pp. 140-
name, and average atomic mass of an element on 153
Standard(s)*All or a portion of the following standard(s) are the periodic table. Engage
introduced and/or addressed in this lesson and may be  Compare and contrast the properties of metals,  Elementary Learning Activity, TE p. 142
addressed again in future lessons.* nonmetals, and metalloids.  Engage Your Brain #s 1-2, SE p. 111
7.PS1.5 Use the periodic table as a model to analyze and  Describe the arrangement of elements in groups  Active Reading #s 3-4, SE p. 111
interpret evidence relating to physical and chemical and periods on the periodic table based on their Explore
properties to identify a sample of matter. chemical and physical properties. Information on the Periodic Table
 Recognizing Patterns Quick Lab, TE p. 143
Explanation(s) and Support of Standard(s) from Performance-Based Objectives The Arrangement of Elements in the Periodic Table
TN Science Reference Guide  What Trends Can You See in the Periodic Table
7.PS1.5 Unlike properties such as atomic radii and Virtual Lab, TE p. 143
electronegativity, the chemical and physical properties,
referenced in this standard include bulk properties of
matter. Bulk properties are only observable in a sample Explain
of a substance (element or compound) comprised of Information on the Periodic Table
multiple particles, and are a result of the way that the  Visualize It! #5, SE p. 112
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 particles interact with each other. Examples might Suggested Phenomena  Active Reading #6, SE p. 113
include density, melting points, boiling point, solubility,  Apply #7, SE p. 113
flammability, or color, conductivity.  Visualize It! #s 8-9, SE p. 115
 Analyze #10, SE p. 116
Whenever possible, connections in the behaviors of  Apply #11, SE p. 116
atoms should be connected back to the organization of The Arrangement of Elements in the Periodic Table
the periodic table.  Identify #12, SE p. 117
 Active Reading #13, SE p. 118
It is not necessary for students to explain the  Think Outside the Book #14, SE p. 119
mechanisms (inter-molecular attractions) that cause the  Analyze #15, SE p. 119
patterns in physical properties.  Analyze #16, SE p. 119
Extend
Suggested Science and Engineering Practice(s) Reinforce and Review
Analyzing and Interpreting Data 7.PS1.5  Concept Map Graphic Organizer, TE p. 46
 Visual Summary, SE p. 120
Suggested Crosscutting Concept(s) Going Further
Lithium, sodium, and potassium (alkali metals) are  Biology Connection, TE p. 146
Patterns 7.PS1.5
placed in different beakers of water to show how the Evaluate
chemical reactions tend to get more violent as we move Formative Assessment
down the first column of the periodic table. A trend is  Reteach, TE p. 147
noticed as we move in a certain direction on the  Throughout TE
periodic table, properties tend to increase or decrease.  Lesson Review, SE p. 121
Click on the picture to play the video. Students can Summative Assessment
complete a See Think Wonder Template after viewing  The Periodic Table Alternative Assessment, TE p.
the video. 147
 Lesson Quiz

The following resources can be accessed by

clicking on the hyperlinks below:

Additional Resources

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 ESL Supports and Scaffolds

Fireworks rely on the chemical characteristics of the

elements that are used to make them. The properties of
elements react with others to display the beautiful
colors that we see. Click on the picture to play the video.
Students can complete a See Think Wonder Template
after viewing the video.

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 7th Grade Science Quarter 2 Curriculum Map
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1
Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 1: Interactions of Matter (11.5 weeks)
Overarching Question(s)
How can one explain the structure, properties, and interactions of matter?
Unit 1, Lesson 9 Lesson Length Essential Question Vocabulary
chemical reaction, exothermic reaction, endothermic
reaction, law of conservation of energy, law of
Chemical Reactions 2 weeks How are chemical reactions modeled?
conservation of mass, chemical formula, chemical
equation, reactant, product
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
PS1: Matter and Its Interactions  Describe what happens to the atoms of a substance HMH Tennessee Science TE, Unit 2, Lesson 3 pp. 154-
during a chemical reaction and identify signs that a 167
Standard(s) *All or a portion of the following standard(s) chemical reaction has taken place. Engage
are introduced and/or addressed in this lesson and may be  Identify and describe the reactants and products in  Engage Your Brain #1 and 2, SE p. 123
addressed again in future lessons.* a chemical reaction.  Active Reading #3, SE p. 123
7.PS1.4 Analyze and interpret chemical reactions to  Balance a chemical equation to demonstrate that  Chemical Changes in Apples Daily Demo, TE p. 156
determine if the total number of atoms in the reactants chemical reactions observe the law of conservation Explore
and products support the Law of Conservation of Mass. of mass. *Guided practice to assist students with Chemical Reactions
analyzing chemical reactions to determine if the  Breaking Bonds in a Chemical Reaction Quick Lab,
Explanation(s) and Support of Standard(s) from total number of atoms in the reactants and TE p. 157
TN Science Reference Guide products support the law of conservation of mass.* Explain
7.PS1.4 Analysis could include either analysis of models  Compare exothermic and endothermic reactions. Chemical Reactions
of a reaction, or analysis of data collected during a  Describe how chemical reactions observe the law of  Visualize It! #5, SE p. 124
reaction. The purpose of the analysis is to gather conservation of energy.
evidence that the mass of the reacting substances does Performance-Based Objectives Chemical Equations
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 not change, although their form may. Balancing a  Identify It! #6, SE p. 125
chemical reaction is beyond the scope of this standard. Suggested Phenomenon  Visualize It! #s 7-8, SE p. 125
Models might include written chemical reactions, but  Active Reading #9, SE p. 126
should also be supplemented with physical models such  Do the Math #10, TE p. 127 *Guided practice to
as molecular sets that can be assembled, disassembled, assist students with analyzing chemical reactions to
and reassembled to demonstrate that rearrangement of determine if the total number of atoms in the
atoms which occurs in a chemical reaction. reactants and products support the law of
conservation of mass.*
Analysis should include conceptually recognizing that Energy
the conservation of mass only occurs because the mass  List #12, SE p. 128
(total number of protons and neutrons per atom  Active Reading #13, SE p. 129
(7.PS1.1) of each atom in the reactants does not change.  Compare #14, SE p. 129
Discussions of moles and molar masses are beyond the Reaction Rates
scope of the grade band. A test tube of calcium chloride (CaCl2) is lowered into a  Active Reading #15, SE p. 130
flask of sodium sulfate (Na2SO4). The flask, test tube, and Extend
Suggested Science and Engineering Practice(s) its content have a mass of 300.23 grams. The flask is Reinforce and Review
Analyzing and Interpreting Data 7.PS1.4 titled to allow the CaCl2 in the test tube to react with the  Visual Summary, SE p. 132
Na2SO4 inside the flask. The compounds react to form a Going Further
Suggested Crosscutting Concept(s) white precipitate of calcium sulfate (CaSO 4) and a  Art Connection, TE p. 160
solution of sodium chloride (NaCl). The flask, test tube, Evaluate
Energy and Matter 7.PS1.4
and its contents have a mass of 300.23 grams. The Formative Assessment
reaction of calcium chloride and sodium sulfate  Reteach, TE p. 161
occurred in a closed system with no change in mass. The  Throughout TE
total mass of the reactants is equal to the total mass of  Lesson Review, SE p. 133
the products. Students can complete a See Think Summative Assessment
Wonder Template after examining the picture.  Modeling Chemical Equations Activity, TE p. 168
 Looking at Chemical Reactions Alternative
Assessment, TE p. 161
 Lesson Quiz

The following resources can be accessed by

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 clicking on the hyperlinks below:

Additional Resources

ESL Supports and Scaffolds

7th Grade Science Quarter 2 Curriculum Map

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 Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1
Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 2: Cell Structure and Function (5.5 weeks)
Overarching Question(s)
How do organisms live, grow, respond to their environment, and reproduce?
Unit 2, Lesson 1 Lesson Length Essential Question Vocabulary
cell, organism, unicellular organism, multicellular
The Characteristics of Cells 0.5 weeks What are living things made of? organism, cell membrane, cytoplasm,
organelle, nucleus, prokaryote, eukaryote
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
LS1: From Molecules to Organisms: Structures and  Describe the relationship between cells and HMH Tennessee Science TE, Unit 3, Lesson 1 186-198
Processes organisms. Engage
 Summarize the cell theory and contributions to the  Cells Discussion, TE p. 188
Standard(s) *All or a portion of the following standard(s) cell theory by Robert Hooke, Anton van  Engage Your Brain #s 1 and 2, SE p. 145
are introduced and/or addressed in this lesson and may be Leewenhoek, Theodor Schwann, and Rudolf  Active Reading #s 3 and 4, SE p. 145
addressed again in future lessons.* Virchow. Explore
7.LS1.1 Develop and construct models that identify and  Compare unicellular and multicellular organisms. The Cell Theory
explain the structure and function of major cell  Identify the parts that all cells have in common.  Seeing and Understanding Activity, TE p. 188
organelles as they contribute to the life activities of the  Compare prokaryotes and eukaryotes. Two Types of Cells
cell and organism.  Modeling a Cell Daily Demo, TE p. 189
Performance-Based Objectives Explain
Explanation(s) and Support of Standard(s) from The Cell
TN Science Reference Guide  Active Reading #5, SE p. 146
7.LS1.1 Cell models should be a tool that students use to  Visualize It! #6, SE p. 146
make sense of phenomena, not the outcome of student
learning. The focus of this standard is to understand that The Cell Theory
cell organelles work as a system. Single cells (including  Visualize It! #8, SE p. 148

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 those within multicellular organisms) must obtain food Suggested Phenomenon  Think Outside the Book #9, SE p. 149
and water, as well as remove waste— just like  Active Reading #10, SE p. 149
multicellular organisms. Organelles distribute these Two Types of Cells
responsibilities, increasing efficiency.  Active Reading #11, SE p. 150
 Think Outside the Book #12, SE p. 150
Students should be able to identify cellular structures in  Active Reading #13, SE p. 151
models in order to account for various cellular activities  Visualize It! #14, SE p. 151
or to differentiate between plant and animal cells. Extend
Students should be able to describe how the Reinforce and Review
components provide the energy that sustains cellular  Visual Summary, SE p. 152
processes, provide structure to the cell, or work Going Further
together to accomplish cellular functions.  Social Studies Connection, TE p. 192
Evaluate
Models might be drawn or physical representations of Formative Assessment
cell parts. Students can compare the main parts of the  Throughout TE
cell to the parts of a factory or school in function. The cell is a living machine.  Lesson Review, SE p. 153
Microscopes are a great way to examine their own Introduce the statement above to students before Summative Assessment
cheek cells. showing The Inner Life of the Cell (click on the picture to  The Basic Unit of Life Alternative Assessment, TE p.
access the video). Students can complete a See Think 193
Emphasis is on the function of organelles individually Wonder Template while watching a white blood cell in  Lesson Quiz
and as part of a larger system of organelles (nucleus, the blood vessels of the human body is activated by
chloroplast, mitochondria, cell membrane, cell wall, inflammation.
The following resources can be accessed by
vacuole, and cytoplasm).
clicking on the hyperlinks below:
Suggested Science and Engineering Practice(s)
Developing and Using Models 7.LS1.1 Additional Resources

Suggested Crosscutting Concept(s) ESL Supports and Scaffolds

Structure and Function 7.LS1.1

7th Grade Science Quarter 2 Curriculum Map

Quarter 1 Quarter 2 Quarter 3 Quarter 4
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 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1
Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 2: Cell Structure and Function (5.5 weeks)
Overarching Question(s)
How do organisms live, grow, respond to their environment, and reproduce?
Unit 2, Lesson 2 Lesson Length Essential Question Vocabulary
cytoskeleton, endoplasmic reticulum, vacuole,
Cell Structure and
2 weeks What are the different parts that make up a cell? mitochondrion, Golgi complex, chloroplast, ribosome,
Function
cell wall, lysosome, nucleus, cell membrane, cytoplasm
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
LS1: From Molecules to Organisms: Structures and  Describe general characteristics of eukaryotic cells HMH Tennessee Science TE, Unit 3, Lesson 3, pp. 214-
Processes and compare them to prokaryotes. 227
 Describe the structure and function of organelles Engage
Standard(s) *All or a portion of the following standard(s) found in eukaryotic cells, including mitochondria,  Engage Your Brain #s 1 and 2, SE p. 165
are introduced and/or addressed in this lesson and may be ribosomes, endoplasmic reticulum, and Golgi  Active Reading #s 3 and 4, SE p. 165
addressed again in future lessons.* complex. Explore
7.LS1.1 Develop and construct models that identify and  Compare and contrast organelles found in plant and Plant and Animal Cells
explain the structure and function of major cell animal cells.  Cells Walls and Wilting Quick Lab, TE p. 217
organelles as they contribute to the life activities of the  Comparing Cells Quick Lab, TE p. 217
cell and organism. Performance-Based Objectives  Analyzing Cells Virtual Lab, TE p. 217
Explain
Explanation(s) and Support of Standard(s) from Eukaryotic Cells
TN Science Reference Guide  Active Reading #5, SE p. 166
7.LS1.1 Cell models should be a tool that students use to  Visualize It! #6, SE p. 166
make sense of phenomena, not the outcome of student  Describe #7, SE p. 167
learning. The focus of this standard is to understand that
cell organelles work as a system. Single cells (including Parts of Eukaryotic Cells
those within multicellular organisms) must obtain food  Explain #8, SE p. 168

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 and water, as well as remove waste— just like Suggested Phenomenon  Describe #9, SE p. 168
multicellular organisms. Organelles distribute these  Compare #10, SE p. 169
responsibilities, increasing efficiency.  Describe #11, SE p. 169
Plant and Animal Cells
Students should be able to identify cellular structures in  Active Reading #12, SE p. 170
models in order to account for various cellular activities  Compare #13, SE p. 170
or to differentiate between plant and animal cells.  Visualize It! #14, SE p. 171
Students should be able to describe how the  Describe #15, SE p. 171
components provide the energy that sustains cellular  Active Reading #17, SE p. 172
processes, provide structure to the cell, or work  Compare #18, SE p. 172
together to accomplish cellular functions.  Think Outside the Book #19, SE p. 173
 What Am I? Activity, TE p. 216
Models might be drawn or physical representations of  Cell Factory Activity, TE p. 216
cell parts. Students can compare the main parts of the  Making a 3-D Cell Model, TE p. 217
cell to the parts of a factory or school in function. The cell is a living machine. Extend
Microscopes are a great way to examine their own Introduce this statement to students before showing Reinforce and Review
cheek cells. The Inner Life of the Cell (click on the picture to access  Mind Map Graphic Organizer, TE p. 220
the video). Students can complete a See Think Wonder  Visual Summary, SE p. 174
Emphasis is on the function of organelles individually Template while watching a white blood cell in the blood Going Further
and as part of a larger system of organelles (nucleus, vessels of the human body is activated by inflammation.  Art Connection, TE p. 220
chloroplast, mitochondria, cell membrane, cell wall,
Evaluate
vacuole, and cytoplasm).
Formative Assessment
 Throughout TE
Suggested Science and Engineering Practice(s)  Lesson Review, SE p. 175
Developing and Using Models 7.LS1.1 Summative Assessment
 Structure and Function Alternative Assessment, TE
Suggested Crosscutting Concept(s) p. 221
Structure and Function 7.LS1.1  Lesson Quiz

The following resources can be accessed by

clicking on the hyperlinks below:

Additional Resources
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 ESL Supports and Scaffolds

7th Grade Science Quarter 2 Curriculum Map

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
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 Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 8 weeks 4 weeks 5 weeks
UNIT 2: Cell Structure and Function (5.5 weeks)
Overarching Question(s)
How do organisms live, grow, respond to their environment, and reproduce?
Unit 2, Lesson 3 Lesson Length Essential Question Vocabulary
unicellular organism, microorganisms, Bacteria,
The Diversity of Cells 1.5 weeks How are organisms classified? Eubacteria, Protista, Animalia, Archaea, Archaebacteria,
Fungi, Eukarya, kingdom, Plantae
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
LS1: From Molecules to Organisms: Structures and  Explain why scientists classify organisms and HMH Tennessee Science TE, Unit 3, Lesson 4 pp. 230-
Processes describe the eight levels of classification. 242
 Explain the relationship between classification and Engage
Standard(s) *All or a portion of the following standard(s) cellular structure and composition.  Classifying Beans Activity, TE p. 232
are introduced and/or addressed in this lesson and may be  Describe and compare the three domains of  Engage Your Brain #s 1 and 2, SE p. 179
addressed again in future lessons.* organisms.  Active Reading #s 3 and 4, SE p. 179
7.LS1.3 Evaluate evidence that cells have structural  Identify and describe the kingdoms of prokaryotes. Explore
similarities and differences across kingdoms.  Describe and compare the four kingdoms of domain Classification
Eukarya.  Classifying into Levels Activity, TE p. 232
Explanation(s) Support of Standard(s) from TN  Explain the characteristics used to determine a Eukarya Kingdoms
Science Reference Guide eukaryotic organism’s kingdom.  Culture of Diversity Daily Demo, TE p. 233
7.LS1.3 Taxonomic classification has developed as Explain
human capacity to organize and observe patterns within Performance-Based Objectives Classification
life has increased. Carl Linnaeus developed his original  Apply #5, SE p. 180
classification system consisting of two biologically  Active Reading #6, SE p. 181
significant families: plants and animals. (Linnaeus also  Visualize It! #7, SE p. 181
included a now defunct system for classification of Domains and Kingdoms
minerals.) Understanding of life cycles and the fields of  Compare #8, SE p. 182
microscopy have led to further expansion of these  Evaluate #9, SE p. 183

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 kingdoms to the six current, widely-accepted, kingdoms: Suggested Phenomenon  Classification Poster Take It Home, TE p. 232
Archaea, Bacteria, Protista, Fungi, Plantae, and Animalia. Eukarya Kingdoms
Current revisions to these kingdoms brought on by  Visualize It! #10, SE p. 184
advances in gene sequencing have raised questions as to  Active Reading #11, SE p. 185
the validity of Kingdom Protista due to the lack of Extend
similarity between organisms within this kingdom. Reinforce and Review
 What’s in a Name? Activity, TE p. 236
Activities may include comparing real plant and animal  Mind Map Graphic Organizer, TE p. 236
cells for presence of a nucleus, cell wall, structural  Visual Summary, SE p. 186
orientation of cells, and presence of chloroplasts using a Going Further
compound light microscope. Students can use examples  Real World Connection, TE p. 236
of prokaryotic and eukaryotic organisms and point out  Earth Science Connection, TE p. 236
the presence of the nucleus distinguishes the Evaluate
eukaryotes from the prokaryotes. Students should be Two-thirds of ocean life remains undiscovered. As Formative Assessment
able to differentiate and classify organisms into the six scientists encounter new life, they will classify each  Throughout TE
current kingdoms. Students should understand basic organism to learn more about how their discoveries  Lesson Review, SE p. 187
physical characteristics of each kingdom, i.e. being relate to what is already known. Students can complete Summative Assessment
unicellular or multicellular, how food is obtained. (Focus a See Think Wonder Template after examining the  The Diversity of Cells Alternative Assessment, TE p.
is on structural and functional differences at a cellular picture. 237
level between domains and kingdoms as well as the  Lesson Quiz
introduction of increasingly more complex cell structure Possible Guiding Questions:
from prokaryotic to eukaryotic organisms.) How are some of the organisms alike? How are they The following resources can be accessed by
different? Do the organisms have the same cellular clicking on the hyperlinks below:
Suggested Science and Engineering Practice(s) structures? Are the undiscovered organisms similar to
Constructing Explanations and Designing Solutions organisms that have been classified in a kingdom?
Additional Resources
7.LS1.3

ESL Supports and Scaffolds

Suggested Crosscutting Concept(s)
Structure and Function 7.LS1.3

7th Grade Science Quarter 2 Curriculum Map

Quarter 1 Quarter 2 Quarter 3 Quarter 4
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 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1
Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
Interactions of Matter
and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 2: Cell Structure and Function (5.5 weeks)
Overarching Question(s)
How do organisms live, grow, respond to their environment, and reproduce?
Unit 2, Lesson 4 Lesson Length Essential Question Vocabulary
Levels of Cellular 0.5 weeks organism, organ system, tissue,
How are living things organized?
Organization (about 3 days) structure, organ, function
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
LS1: From Molecules to Organisms: Structures and  List and diagram levels of hierarchical organization HMH Tennessee Science TE, Unit 3, Lesson 5 pp. 244-
Processes from cell to organism. 257
 Differentiate between a tissue, organ, and organ Engage
Standard(s) *All or a portion of the following standard(s) system.  How is an Organism Similar to a City? Probing
are introduced and/or addressed in this lesson and may be  Explain the basic relationship between the structure Question, TE p. 246
addressed again in future lessons.* and function of tissues, organs, and organ systems.  Engage Your Brain #s 1 and 2, SE p. 189
7.LS1.4 Diagram the hierarchical organization of  Describe how various organs and tissues serve the  Active Reading #s 3 and 4, SE p. 189
multicellular organisms from cells to organism. needs of cells for nutrient and oxygen delivery and Cells to Organisms
waste removal.  From Leaf to Cell Daily Demo, TE p. 247
Explanation(s) and Support of Standards from TN  Organ and Tissue Donation Activity, TE p. 246
Science Reference Guide Performance-Based Objectives Systems Work Together
7.LS1.4 Students should recognize that the specialization  Roots and Leaves Activity, TE p. 246
of larger organs scales down all the way to specialization
individual cells. At the smallest level, groups of
specialized cells work together to form tissues. Organs Explore
themselves are then composed of some of these Cells to Organisms
different tissue types.  Observing Plant Organs Quick Lab, TE p. 247
Explain
While students are not expected to know all tissue Cells to Organisms

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 types, it is reasonable to examine several organs to Suggested Phenomenon  Active Reading #5, SE p. 190
observe that within a single organ there are a variety of  Venn Diagram #6, SE p. 191
tissue types. For example, the lungs contain connective In  Visualize It! #7, SE p. 191
tissues, the specialized cells of the epithelium, etc.  Active Reading #8, SE p. 192
 Visualize It! #9, SE p. 192
Groups of organs can also work together to form organ  Infer #10, SE p. 193
systems and these systems interact with one another to  Think Outside the Book #11, SE p. 193
support multicellular organisms. For example, the Cellular Structure and Function
respiratory and circulatory systems work together to  Active Reading #12, SE p. 194
supply oxygen to cells.  Visualize It! #13, SE p. 194
Systems Work Together
Suggested Science and Engineering Practice(s) 2011, the first synthetic organ transplant occurred in  Active Reading #17, SE p. 196
Developing and Using Models 7.LS1.4 Sweden. Scientists in London created an artificial  Visualize It! #18, SE p. 196
windpipe which was then coated in stem cells from the  Visualize It! #19, SE p. 197
Suggested Crosscutting Concept(s) patient. Click on the picture to read the article.  The Organization of Organisms Exploration Lab, TE
Systems and System Models 7.LS1.4 p. 247
Possible Guiding Questions: Extend
How is the human body organized? Reinforce and Review
What are the levels of organization in organisms?  An Organized Review Activity, TE p. 250
 Cells to Organisms Layered Book, TE p. 250
 Visual Summary, SE p. 198
Going Further
 Health Connection, TE p. 250
 Engineering Connection, TE p. 250
Evaluate
Formative Assessment
 Throughout TE
 Lesson Review, SE p. 199
 Reteach, TE p. 251
Summative Assessment
 Levels of Organization Alternative Assessment, TE p.
251
 Lesson Quiz
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 The following resources can be accessed by
clicking on the hyperlinks below:

Additional Resources

ESL Supports and Scaffolds

7th Grade Science Quarter 2 Curriculum Map

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Interactions of Matter Cell Structure Human Body Reproduction, Survival, Cycling of Matter and Earth’s
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 and Function Systems and Heredity Energy Atmosphere
11.5 weeks 5.5 weeks 2 weeks 7 weeks 4 weeks 5 weeks
UNIT 2: Cell Structure and Function (5.5 weeks)
Overarching Question(s)
How do organisms live, grow, respond to their environment, and reproduce?
Unit 2, Lesson 5 Lesson Length Essential Question Vocabulary
Homeostasis and Cell homeostasis, cellular respiration,
1 week How do organisms maintain homeostasis?
Processes diffusion, osmosis, passive transport
Standards and Related Background Information Instructional Focus Instructional Resources
DCI(s) Learning Outcomes Curricular Resources
LS1: From Molecules to Organisms: Structures and  Explain why homeostasis is important for survival. HMH Tennessee Science TE, Unit 3, Lesson 6 pp. 258-
Processes  Describe the needs of cells. 271
 Explain that homeostasis is maintained at the Engage
Standard(s) *All or a portion of the following standard(s) cellular level and at higher levels.  Maintaining Balance Discussion, TE p. 260
are introduced and/or addressed in this lesson and may be  Describe why exchange is important for cells.  Engage Your Brain #s 1 and 2, SE p. 201
addressed again in future lessons.*  Compare passive transport and active transport.  Active Reading #4, SE p. 201
7.LS1.2 Conduct an investigation to demonstrate how  Explain how organisms can respond to changes in Homeostasis in Cells
the cell membrane maintains homeostasis through the their environment.  Diffusion Daily Demo, TE p. 261
process of passive transport. Explore
Performance-Based Objectives Homeostasis in Cells
 Diffusion Exploration Lab, TE p. 261
Explain
Explanation(s) and Support of Standard(s) from Homeostasis in Cells
TN Science Reference Guide  Think Outside the Book #5, SE p. 202
Suggested Phenomena  Active Reading #6, SE p. 202
7.LS1.2 The most critical functions of the cell membrane
are maintaining cell structure and controlling the  Visualize It! #7, SE p. 202
materials entering the cell.  Active Reading #8, SE p. 203
 Active Reading #12, SE p. 206
A typical and sufficient phenomenon for this standard  Conduct an Investigation #13, SE p. 206
includes dissolving the egg shell from an egg and  Visualize It! #14, SE p. 207
exposing the egg to varying solutions. It is not necessary Homeostasis in Organisms

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 for students to memorize terms describing the solutions  Active Reading #17, SE p. 209
(e.g. hypertonic), however students should work with  Visualize It!, SE p. 209
models representing the microscopic components of the Extend
solution to make sense the macroscopic changes to their Reinforce and Review
eggs. It is critical that students draw their understanding  Concept Map Graphic Organizer, TE p. 264
of this concept beyond simply explaining this one  Visual Summary, SE p. 210
instance of passive transport, but also other analogous Going Further
instances. Examples might include explaining the  Physical Education Connection, TE p. 264
function of the contractile vacuoles in plants, or the way  Language Arts Connection, TE p. 264
that some plants such as Mimosa pudica utilize solute Evaluate
concentrations to “reset” after they have been touched. Formative Assessment
Football player dies after drinking 4 gallons of water and  Throughout TE
Suggested Science and Engineering Practice(s) Gatorade. Introduce this statement with this lesson to  Lesson Review, SE p. 211
Planning and Carrying out Controlled Investigations begin the idea of osmosis and cell size. Click on the  Reteach, TE p. 265
7.LS1.2 picture to watch the video. Students can complete a Summative Assessment
See Think Wonder Template after watching the video.  Lesson Quiz
Suggested Crosscutting Concept(s)  Unit 3 Connect Essential Questions, SE p. 216
Systems and System Models 7.LS1.2 Possible Guiding Questions:  Think Outside the Book, SE p. 216
How and why did the football player die from drinking  Unit 3 Review, SE p. 217-222
too much water?
How is water moved into and out of cells?
Where does the water go after you drink it?
How do the various body systems maintain homeostasis
of water?
How and why did the football player die from drinking
too much water? The following resources can be accessed by
clicking on the hyperlinks below:

Additional Resources

ESL Supports and Scaffolds

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 Click on the picture to display the Growing and Shrinking
Egg Experiment to engage your students in the lesson.

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