MYP Science —7th grade

Atmosphere and Weather

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

1 week

Approaches to learning

How can being a scientist help me understand the world around me.

Understanding basic concepts and practices is essential to understanding the world around me.

Scientist Test Criteria F—Attitudes in Science

Identify characteristics of a scientist. Understand nature and importance of teamwork. Embrace idea of being a scientist.

What is a scientist? Who can be a scientist? Why is teamwork important? Who can be a scientist?

1.03 Apply safety procedures in the laboratory and in field studies

4 weeks

Environment How do changes in the atmosphere change my way of life?

Understanding the atmosphere will help me understand my world. Understanding cycles will help me understand my world.

Show in pictures and words how 3 cycles work together to sustain life. Socratic Seminar—Hole in the Ozone and Global Warming Electromagnetic Spectrum

Criteria A—One World

Use scientific method to solve a problem. Use teamwork to demonstrate understanding of cycles Learning through demonstrations (showing convection currents, conduction and radiant energy)

How do 3 cycles interact to sustain life? Composition of Atmosphere Layers of Atmosphere Nature and Humans affect the atmosphere

3.01-3.02

Composition

properties and

structure of

atmosphere,

properties that can

be measured

3.03-3.04 Air quality, maintaining healthy air quality, how do humans impact air quality

3 weeks

Environment How do changes in weather change our way of life? How can technology help me plan my day.

Some features of weather have predictable patterns Technology helps meteorologists predict the weather.

Water Currents Project Weather Project Describe how a hurricane forms. Compare hurricane and tornado

Criteria A—One World Criteria D—Scientific inquiry Criteria E—Processing data

Learning through demonstrations (how varying temperatures affect air density) Air masses, Coriolis effect, storms

Air masses, fronts, storm systems, coriolis effect, trade winds, comparing storm systems—how they are formed, severity

3.05 Atmospheric properties can be studied to predict atmospheric conditions, humidity, temperature, wind speed and direction, air pressure, precipitation, tornados, hurricanes, floods, storms

3.06 Technology to study atmospheric phenomena and weather hazards

Unit 2

Human Body

6 weeks

Health and Social Education

Can I take better care of myself by knowing how my body works?

The human body is complex with systems that interact with one another. Systems regulate internal environment Imbalance in homeostasis disrupts systems.

Multi-media research project on topic of interest about human body Explain how skeletal and muscular systems work together Explain how respiratory, digestive and circulatory systems work together

Criteria D—Scientific inquiry Criteria E—Processing Data Criteria B—Communication in science

Research, analysis and integration of information, communicating information Examine organs and organ systems. Compare how organ systems work together. Predict how bodies in and out of homeostasis will function

Research techniques with Mrs. Dawson Organization of body systems. How do organ systems relate Human body’s healing power (Mrs. Kohlmeyer’s presentation) Homeostasis for healthy body Body systems out of homeostasis

4.01 How body

systems interact

4.02 Systems are defined by functions they perform 4.03 Organs

adapted to one or

more systems

4.04 Systems

regulate internal

environment

4.05 Imbalances in homeostasis disrupts systems

3 weeks

Human ingenuity

How can I make informed decisions about my health? How have I changed since infancy? How am I changing now? What should I expect in adulthood? How can I help prevent infectious disease?

Understanding changes in the human body from infancy to adulthood will help me as I mature.

Nutrition Project Design Brochure on controlling infectious disease

Criteria D & E—Scientific inquiry, processing data Criteria B— Communica-tion in science

Evaluate own nutrition, develop plan for more healthful nutrition Design and create a poster or brochure on controlling infectious diseases

The endocrine system produces normal changes in humans from infancy to adulthood. Making the most of changes Applying research to own nutrition to create a better plan. Understanding how disease is spread. Developing a plan to spread the word on helping control disease The human body wants to be

4.06 Growth and

development of

human

4.07

Environmental

effects on embryo

and human health

4.08 Understanding systems can help us make informed decisions

in homeostasis, ways it tries to stay that way.

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common

Core

3 weeks

Human Ingenuity

How can I make informed decisions about my health? How have I changed since infancy? How am I changing now? What should I expect in adulthood? How can I help prevent infectious diseases?

Understanding normal changes in the human body from infancy to adulthood will help me as I mature.

Nutrition Project Design Brochure on controlling infectious diseases.

Criteria D—Scientific Inquiry Criteria E—Processing Data Criteria B—Communication in Science

Compare glands and the changes they make in the body. Explain the normal changes the body goes through as it grows and matures. Analyze diet and make improvements. Understand ways to control infectious diseases

The endocrine system produces normal changes. The human body wants to be in homeostasis. Analyze current diet and make recommendations to improve it. Infectious diseases can be controlled by taking precautions.

4.06—Growth and

development of

human body

4.07—

Environmental

effects on embryo

and human health

4.08—

Understanding

systems can help

us make informed

decisions

Unit 3 Cells and Heredity

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

4 weeks

Approaches to Learning

How are the organelles inside a cell like the organs in my body?

The cell is the basic unit of life. It functions in ways similar to my body.

Describe how cells in a multicellular organism organize Microscope lab Wet mount slide lab

Criteria C—Knowledge Criteria F—Attitudes in Science (labs)

Identify parts of cell Compare and contrast organelles in single celled organisms to multicellular organisms Examine cells using a microscope

Living things are different from non-living things. All living things are made up of cells. Cells come from other cells. The cell theory is important to the study of biology.

5.01 –Genes, inherited characteristics

Human ingenuity

Microscopes allow us to see inside a cell

Compare plant and animal cells lab

Identify parts of cell using microscope

The microscope is an important tool. Cells are diverse.

Plants and animals have eukaryotic cells.

Cells can be classified according to function

How do roots differ from leaves? Plant cell lab Teacher demo—show cell to tissue to organ using lettuce leaf Cell project Mitosis model project

Create a cell model Or Research DNA and how it is used in solving crimes

Organisms can be classified by type Cells in multicellular organisms are a community of cells. Scientists use models to study cells.

How are the needs of the cells similar to the needs of an organism

Chemical reactions take place inside cells

Compare the similarities of cell needs with needs of an organism. Demo—oil and water mixing

Criteria C—Knowledge Criteria F—Attitudes in science (labs)

Identify and compare molecules that support cell function (lipids, proteins, carbs., etc.)

Large molecules support cell function Water makes up about 2/3 of the cell.

5.01—Genes, inherited characteristics

Cells capture and release energy Explain how some cells capture energy Explain how cells release energy Fermentation lab

Some cells capture energy Other cells release energy Fermentation is a release of energy

All cells need energy. Some cells capture light energy All cells release energy.

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

Materials move across the cell’s membranes.

Explain how materials move across the cell’s membranes using these terms: diffusion, osmosis, active transport, passive transport Diffusion Lab

Criteria E—Processing Data

Understand the movement of materials across cell membranes.

Some materials move by diffusion Demo—How do particles move Diffusion, concentration, passive and active transport

How is cell division related to how organisms grow,

Cell division occurs in all organisms

Explain the four stages of mitosis.

Criteria C—Knowledge

Understand that growth is due to cell division not cells

Cell division is responsible for most growth.

reproduce and maintain themselves?

Criteria F—Attitudes in science

growing larger Describe what DNA looks like and explain its function in cell division

DNA directs a cell’s growth and functions.

Cell division is part of the cell cycle

Lab—Cell cycle Describe the cell cycle of interphase and cell division. Explain the 4 stages of mitosis

The cell cycle includes interphase, and cell division. Cell division produces two genetically identical cells.

Both sexual and asexual reproduction involve cell division

Project choice—Model of Mitosis

Compare and contrast asexual and sexual reproduction

Asexual reproduction involves one parent. Sexual reproduction involves 2 parent organisms.

Heredity

Patterns of Heredity

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

2 weeks

Health and Social Education

How are genetic traits passed from parent to offspring? Where did I get some of my genetic traits?

Living things inherit traits in patterns.

(at end of 4.1 assign Creature project) Describe and give examples of genotypes and phenotypes. Explain dominant and recessive traits.

Criteria F—Attitudes in Science

Understand that genetic traits come from each parent equally. Explain G. Mendal’s contribution to heredity. Describe and give examples of genotypes and phenotypes Explain dominant and recessive genes.

Parents and offspring are similar. Genes are on chromosome pairs. Gregor Mendal made important discoveries about heredity. Alleles interact to produce traits.

5.01 Genes, inherited characteristics 5.02 Significance of reproduction 5.03 Patterns of human genetic traits. 5.04 Probability in heredity

Patterns of heredity can be predicted.

Use punnet squares to show a trait.

Use punnett squares to show possible outcomes for inheritance. Use percentages and ratios to show probability. Use coins to investigate multiple probabilities.

Punnett squares show possible outcomes for inheritance. Ratios and percentages can express the probability of outcomes.

Meiosis is a special form of cell division.

Explain how mitosis and meiosis are different. Offspring models project (Punnett squares and creature)

Understand the nature of mitosis and meiosis.

Meiosis is necessary for sexual reproduction. Cells divide twice during meiosis. Meiosis and mitosis differ in important ways.

How is DNA responsible for heredity?

DNA and RNA are required to make proteins.

Explain how a Change in DNA sequence can cause mutations

Criteria D—Scientific Inquiry

DNA stores the information

DNA is the information molecule.

5.05 Genetic

2 weeks

and genetic disorders necessary to produce proteins. DNA is made up of 4 nucleotides. DNA and RNA work together to form proteins.

RNA is needed to make proteins.

transmittance of disease

What are the positive and negative effects of selective breeding and genetic engineering?

Changes in DNA can produce variations.

Lab—Extract and observe DNA Any change in DNA is a mutation. Cancer can be caused by a genetic disorder in the cell cycle.

DNA sequences can change. Mutations can cause genetic disorders. Genetic diseases can be traced through family generations.. Cancer is a genetic disorder that affects the cell cycle.

5.06 Human characteristic product of inheritance, environmental factors, lifestyle choices

How can DNA technology create a better life?

Modern genetics uses DNA technology.

How can selective breeding and genetic engineering be helpful? Harmful?

Describe and give an example of selective breeding, of genetic engineering (use tangelo and broccoflower as examples)

Changes in DNA can change an organism. There are risks and benefits associated with genetic engineering. DNA technology has many applications.

Unit 4 Motion and Forces

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

1 week

Community and Service

What does it take to make an object move?

Physical forces affect the movement of all matter on Earth and throughout the universe. An object in motion changes position

Calculate problems using formulae for speed, velocity, and acceleration

Criteria E—Processing Data Criteria A—One World

Describe motion using position and reference point Describe motion from two frames of reference.

Position describes the location of an object. Motion is a change in position

6.04—Motion judged from relative point

Speed measures how fast position changes.

Calculate speed relative to distance and time. Identify direction of movement from slope of graph. Describe velocity as a speed in a particular direction. Calculate velocity.

Position can change at different rates. Velocity includes speed and direction.

6.05—Math—time, distance, mass, force, velocity, center of mass, acceleration

Acceleration measures how fast velocity changes.

Describe acceleration as any change in speed or direction. Calculate

Speed and direction change with time. Acceleration can be

acceleration relate to initial and final velocity and time.

calculated from velocity and time.

2 weeks

Community and Service

How does force change the motion of objects in predictable ways?

Forces change motion. Measure net force by considering combined forces and directions. Apply Newton’s first Law to force and motion.

Criteria E—Process Data Criteria A—One World

Differentiate between force and net force. Relate force and motion using Newton’s first Law.

A force is a push or pull. Newton’s First Law relates force and motion.

6.03—Newton’s Laws 6.04—Motion judged from

Force and mass determine acceleration.

Calculate mass as it relates to force and acceleration. Calculate centripetal force as it relates to mass, speed, and radius.

Calculate mass, force and acceleration using Newton’s 2

nd Law.

Describe centripetal force as it pulls in a circular motion.

Forces can change the direction of motion.

Relative point 6.05 Math—time, distance, mass, force, velocity,

Force acts in pairs. Give examples of action and reaction as related to Newton’s 3

rd Law

Relate action and reaction of forces using Newton’s 3

rd

Law.

Newton’s 3 Laws

describe and predict motion.

center of mass, acceleration

Forces transfer momentum.

Calculate momentum as it relates to mass and velocity.

Understand transfer of momentum = collision. Relate conservation of momentum to Newton’s 3 Laws.

Objects in motion have momentum. Momentum can be transferred from one object to another. Momentum is conserved.

.

2 weeks

Community and Service

How do Newton’s Laws apply to all forces?

Gravity is a force exerted by all masses.

Show relationship between gravity and mass. Describe gravitational pull and orbits.

Criteria C—Knowledge Criteria A—One World

Define gravity, mass and weight. Describe an object as it relates to gravity.

Masses attract each other. Gravity keeps objects in orbit.

6.04—Motion judged from relative point

Friction is a force that opposes motion.

Describe how friction relates to motion and weight. Describe friction through a fluid to motion and weight.

Define fluid air resistance.

Motion through fluids produces friction.

6.05 Math—time, distance, mass, force, velocity, center of mass, acceleration

Pressure depends on force and area.

Calculate pressure. Describe pressure as it relates to force and area. Describe pressure in fluids.

Pressure describes how a force is spread over an area. Pressure acts in all directions in fluids. Pressure in fluids depends on depth.

Fluids can exert a force on objects.

Give an example of Bernoulli’s principle. Give an example of Pascal’s Principle.

Describe buoyancy. Describe Bernoulli’s Principle. Describe Pascal’s Principle.

Fluids can exert upward forces on objects. The motion of a fluid affects its pressure. Forces can be transmitted though fluids.

Time Frame

Area of Interaction

Unit Question Significant Concept (s) MYP Culminating Assessment Task(s)

MYP Criteria Used for Assessment

Approaches to Learning Skills

Content NCSCOS/Common Core

1 week

Community and Service

Without energy can work be done?

Work is the use of force to move an object.

Calculate work problems using formulae.

Criteria E—Processing Data Criteria B—Communication in Science

Explain work in relation to force and motion. Calculate work as force times distance. Give examples of moving objects doing work.

Force s necessary to do work. Objects that are moving can do work.

6.05 Math—time, distance, mass, force, velocity, center of mass, acceleration

Energy is transferred when work is done.

Give examples of potential energy, kinetic energy and mechanical energy. State the law of conservation of energy and give real world examples.

Differentiate between potential energy and kinetic energy. Calculate PE, KE problems and ME

Work transfers energy. Work changes potential energy to kinetic energy. The total amount of energy is constant.

Power is the rate at which work is done.

Calculate work problems. Use the terms watt and horsepower properly. Calculate power as it relates to energy and time.

Understand the relationship between power and work. Calculate power problems. Define watt and horsepower. Calculate power as it relates to energy and time.

Power can be calculated from work and time. Power can be calculated from energy and time.

1 week

Community and Service

How can machines help people do work?

Machines help people do work.

Give a real world example of how a machine helps work by changing force or direction of force. Calculate mechanical advantage. Explain how work transfers energy. Calculate efficiency problems.

Criteria E—Processing Data Criteria B—Communication in science

Define machine as it relates to force, work and direction of force. Define mechanical advantage. Relate PE and KE to distance and force. Define efficiency as it relates to output and input work.

Machines change the way force is applied. Work transfers energy. Output work is always less than input work.

6.01 Simple machines change forces. 6.02 Mechanical advantage and efficiency

Six simple machines have many uses.

Give real world examples of 6 simple machines. Investigate pulleys p. 157. Calculate MA for various simple machines.

Identify 6 simple machines. Find MA for each simple machine.

There are 6 simple machines. The MA of a machine can be calculated.

Modern technology uses compound machines.

Give examples of how nanotechnology and robots perform work. Project—Recycle Mobile Apply formulae for how they run.

Define CM. Understand MA of CM. Define nanotechnology and robots.

Compound machines are a combination of simple machines. Modern technology creates new uses for machines.