Grade level

Standard/

Anchor

Addressed

Course Content

Instructional Methods

Skills (What will the students be able to do upon mastery?)

Resources

Assessment

7

Scientific

process

Nature of Science

S8.A.1 1 

      1.1.1-1.1.4

 Scientific method & science process skills

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

List steps of scientific method

Apply steps to problem

Explain how quest. can be answered thru scientific inquiry/ technological design

Use data to support inferences

Develop descriptions, explanations, predictions, and models using evidence

Distinguish between theory and opinion

Textbook chpt

Internet/Library resources

Videos

Manipulatives

Laboratory equipment

Supplemental texts

Oral response

Classroom

Discussion

Laboratory reports

Teacher-made tests and quizzes

Teacher

Observations

Worksheets to

check for understanding

7

Scientific

process

Nature of Science

S8.A.1.2

     1.2.1,

     1.2.2,

     1.2.4

Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems.

Teacher-delivered instruction

Independent reading

Guided practice

Self guided practice

Discovery activity

Labs

Describe the positive and negative, intended and unintended, effects of specific scientific results or technological developments.(e.g., air/space travel, genetic engineering, nuclear fission/fusion, artificial intelligence, lasers, organ transplants)

Identify environmental issues and explain their potential long-term health effects (e.g., pollution, pest controls, vaccinations).

Explain society’s standard of living in terms of technological advancements and their impact on agriculture. (e.g., transportation, processing, production, storage)

Textbook chpt

Internet/Library resources

Videos

Manipulatives

Laboratory equipment

Supplemental texts

Oral response

Classroom

Discussion

Laboratory reports

Teacher-made tests and quizzes

Teacher

Observations

Worksheets to

check for understanding

7

Scientific

process

Nature of Science

S8.A.1.3

1.3.1-1.3.4

Identify evidence that certain variables may have caused measurable changes in natural or human-made systems.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Use ratio to describe change (e.g., percents, parts per million, grams per cubic centimeter).

Use evidence, observations, or explanations to make inferences about change in systems over time (e.g., carrying capacity, succession, population dynamics, indicator fossils in geologic time scale) and the variables affecting these changes.

Examine systems changing over time, identifying the possible variables causing this change, and drawing inferences about how these variables affect this change.

 Given a scenario, explain how a dynamically changing environment provides for the sustainability of living systems.

Textbook chpt

Internet/Library resources

Videos

Manipulatives

Laboratory equipment

Supplemental texts

Oral response

Classroom

Discussion

Laboratory reports

Teacher-made tests and quizzes

Teacher

Observations

Worksheets to

check for understanding

7

Scientific

process

Nature of Science

S8.A.2.1

2.1.1-2.1.6

Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Use evidence, observations, or a variety of scales (e.g., time, mass, distance, volume, temperature) to describe relationships.

 Use space/time relationships, define concepts operationally, raise testable questions, or formulate hypotheses.

Design a controlled experiment by specifying how the independent variables will be manipulated, the dependent variable will be measured, & which variables will be held constant.

Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions.

Use evidence from investigations to communicate & support conclusions. 

Identify a design flaw in a simple technological system and devise possible working solutions

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Scientific

process

Nature of Science

S8.A.2.2

2.2.1-2.2.3

Apply appropriate instruments for a specific purpose and describe the information the instrument can provide.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe the appropriate use of instruments and scales to accurately measure time, mass, distance, volume, or temperature safely under a variety of conditions.

Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.

Describe ways technology extends and enhances human abilities for specific purposes (e.g., microscope, telescope, micrometer.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Scientific

process

Nature

of Science

S8.A.3.1

3.1.1-3.1.4

Explain the parts of a simple system, their roles, and their relationships to the system as a whole.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe a system (e.g., watershed, circulatory system, heating system, agricultural system) as a group of related parts with specific roles that works together to achieve an observed result.

Explain the concept of order in a system (e.g., first to last–manufacturing steps; trophic levels; simple to complex–cell, tissue, organ, organ system).

Distinguish between system inputs, system processes, system outputs, and feedback (e.g., physical, ecological, biological, informational).

Distinguish between open loop (e.g., energy flow, food web, open-switch) and closed loop (e.g., materials in the nitrogen and carbon cycles, closed-switch) systems.

Explain how components of a natural and human-made system play different roles in a working system.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Scientific

process

Nature of Science

S8.A.3.2

3.2.1-3.2.3

Apply knowledge of models to make predictions, draw inferences, or explain technological concepts.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river system).

Describe how engineers use models to develop new and improved technologies to solve problems.

Given a model showing simple cause and effect relationships in a natural system, predict results that can be used to test the assumptions in the model. (e.g., photosynthesis, water cycle, diffusion)

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Scientific

process

Nature of Science

S8.A.3.3

3.3.1,3.3.2

Describe repeated processes or recurring elements in scientific and technological patterns.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Identify and describe patterns as repeated processes or recurring elements in human-made systems (e.g. feedback controls in regulated systems).

Describe repeating structure patterns in nature (e.g., veins in a leaf, tree rings, , crystals, water waves) or periodic patterns (e.g., daily, monthly, annually).

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.B.1.1

1.1.1-1.1.4

Describe and compare structural and functional similarities and differences that characterize diverse living things.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

 Describe the structures of living things that help them function affectively in specific ways
(e.g., adaptations and characteristics).

Compare similarities or differences in both internal structures (e.g., invertebrate/vertebrate, vascular/nonvascular, single-celled/multi-celled, and external structures (e.g., appendages, body segments, type of covering, size, shape) of  organisms.

Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).

 Identify the levels of organization from cell to organism and describe how specific structures (parts), which underlie larger systems, enable the system to function as a whole.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.B.2.1

2.1.1-2.1.5

Explain the basic concepts of natural selection.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Explain how inherited structures or behaviors help organisms survive and reproduce in different environments.

Explain how different adaptations in individuals of the same species may affect survivability or reproduction success.

Explain that mutations can alter a gene and are the original source of new variations.

Describe how selective breeding or biotechnology can change the genetic makeup of organisms.

Explain that adaptations are developed over long periods of time and are passed from one generation to another.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.B.2.2

2.2.1,2.2.2

Explain how a set of genetic instructions determines inherited traits of organisms.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Identify and explain differences between inherited and acquired traits.

Recognize that the gene is the basic unit of inheritance, that there are dominant and recessive genes, that traits are inherited.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.B.3.1.1

3.1.1-3.1.3

Explain the relationships among and between organisms in a different ecosystem and their abiotic and biotic components

Teacher-delivered instruction

Independent reading

Guided-practice

Self guided practice

Discovery activity

Labs

Explain the flow of energy through an ecosystem.(eg. Food chains, food webs)

Identify major biomes and describe abiotic and biotic components.(eg. abiotic: different soil types, air, water, sunlight)

Explain relationships among organisms. (eg. producers/ consumers and predator/prey)

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.B.3.2

3.2.2,3.2.3

Identify evidence of change to infer and explain the ways different variables may affect change in natural or human-made systems.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Use evidence to explain how diversity affects the ecological integrity of natural systems.

Describe the response of organisms to environmental changes (e.g., changes in climate, hibernation, migration, coloration) and how those changes affect survival.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Biology

S8.C.2.2

2.2.1,2.2.2

Describe energy resources transfer of energy or conversion of energy

Teacher -delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe the sun as a major source of energy that impacts on the environment

Compare the time spans of renew- ability of fossil fuels and alternative fuels

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher Observation

Worksheets to check for understanding

7

Earth &

Space

S8.D.1.1

1.1.1-1.1.4

Describe constructive and destructive natural processes that form different geologic structures and resources.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Explain the rock cycle as changes in the solid earth and rock types found in Pennsylvania (igneous – granite, basalt, obsidian, pumice, ; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss).

Compare and contrast (i.e., geological  processes, length of time over which change occurs, and factors affecting the rate of change) different types of changes in Earth’s surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation).

Identify soil types. (i.e., humus, topsoil, subsoil, loam, loess, and parent material) and their characteristics (i.e., particle size, porosity, and permeability) found in different biomes and in Pennsylvania, and explain how they formed.

Explain how fossils provide evidence about plants and animals that lived long ago throughout Pennsylvania’s history (e.g., fossils provide evidence of different environments).

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Environment

S8.B.2.1

2.1.1-2.1.5

Explain the basic concepts of natural selection.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Explain how inherited structures or behaviors help organisms survive and reproduce in different environments.

Explain how different adaptations in individuals of the same species may affect survivability or reproduction success.

Explain that mutations can alter a gene and are the original source of new variations.

Describe how selective breeding or biotechnology can change the genetic makeup of organisms.

Explain that adaptations are developed over long periods of time and are passed from one generation to another.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Environment

S8.B.3.1

3.1.1-3.1.3

Explain the relationships among and between organisms in a different ecosystem and their abiotic and biotic components

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Explain the flow of energy through an ecosystem.(eg. Food chains, food webs)

Identify major biomes and describe abiotic and biotic components.(eg. abiotic: different soil types, air, water, sunlight)

Explain relationships among organisms. (eg. producers/ consumers and predator/prey)

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Environment

S8..B.3.2

3.2.2,3.2.3

Identify evidence of change to infer and explain the ways different variables may affect change in natural or human-made systems.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Use evidence to explain how diversity affects the ecological integrity of natural systems.

Describe the response of organisms to environmental changes (e.g., changes in climate, hibernation, migration, coloration) and how those changes affect survival.

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Environment

S8.C.2.2

2.2.1,2.2.2

Describe energy resources transfer of energy or conversion of energy

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe the sun as a major source of energy that impacts on the environment

Compare the time spans of renew- ability of fossil fuels and alternative fuels

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Environment

S8.D.1.1

1.1.3,1.1.4

Describe constructive and destructive natural processes that form different geologic structures and resources.

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Identify soil types. (i.e., humus, topsoil, subsoil, loam, loess, and parent material) and their characteristics (i.e., particle size, porosity, and permeability) found in different biomes and in Pennsylvania, and explain how they formed.

Explain how fossils provide evidence about plants and animals that lived long ago throughout Pennsylvania’s history (e.g., fossils provide evidence of different environments).

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding

7

Physical

S8.C.2.2

2.2.1,2.2.2

Describe energy resources transfer of energy or conversion of energy

Teacher-delivered instruction

Independent reading

Guided practice

Self-guided practice

Discovery activity

Labs

Describe the sun as a major source of energy that impacts on the environment

Compare the time spans of renew- ability of fossil fuels and alternative fuels

Text book

Internet resources

Videos

Manipulatives

Lab equipment

Supplemental text

Oral response

Classroom discussion

Lab reports

Teacher-made tests and quizzes

Teacher observation

Worksheets to check for understanding