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Robein School District 85
CURRICULUM GUIDE
Science - Grade 7

Goal 11: Inquiry/Tech Design
Standard 11.A
The learner will be able to know and apply the concepts, principles and processes of scientific inquiry.
Strand Bloom's Scope Source Activities
Standard 11.A   Master IL: Learning Standards, 1997, Middle/Junior High School, Standard 11.A Classroom
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Hypothesis: Formulate/Test/Data
The learner will be able to formulate hypotheses that can be tested by collecting data through: (Knowledge) - formulating a hypothesis that includes a variable to be tested and a variable to be observed/measured; (Knowledge) - identifying a hypothesis using an if-then, cause-effect statement; (knowledge) - identifying the outcome predicted in a hypothesis statement; (Application) - formulating a hypothesis that includes a variable to be tested and a variable to be observed/measured; (Application) - formulating a hypothesis using an if-then, cause-effect statement; (Application) - predicting the outcome in a hypothesis statement.
Strand Bloom's Scope Source Activities
Standard 11.A Analysis Master IL Performance Descriptors: 11A, Stage G Classroom
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Experiment: Design/Variables
The learner will be able to design scientific experiments that control all but one variable by: (Knowledge) - defining independent/manipulated and dependent/responding variables of a scientific experiment; (Knowledge) - listing variables that are kept the same (control) in order to give a "fair test": (Knowledge) - describing experiments with several trials; (Application) - comparing independent/manipulated and dependent/responding variables of a scientific experiment; (Application) - choosing variables and controls in order to give a "fair test"; (Application) - conducting several trials for an experiment.
Strand Bloom's Scope Source Activities
Standard 11.A Comprehension Master IL Performance Descriptors: 11A, Stage G Classroom
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Data: Collect/Record
The learner will be able to collect and record data accurately using consistent measuring and recording techniques and media by: (Knowledge) - identifying appropriate units of measurement consistently; (Knowledge) - identifying appropriate instruments for gathering data; (Knowledge) - explaining and rewriting data in a table, chart, or other appropriate format; (Application) - choosing appropriate units of measurement consistently; (Application) - choosing appropriate instruments for gathering data from a list of available instruments; (Application) - reading data from collecting instruments and recording accurately; (Application) - recording data in a table, chart, or other appropriate format.
Strand Bloom's Scope Source Activities
Standard 11.A Application Master IL Performance Descriptors: 11A, Stage G Classroom
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Measurements: Analyze
The learner will be able to use data manipulation tools and quantitative and representational methods to analyze measurements by: (Knowledge) - explaining data using data manipulation tools; (Application) - manipulating and graphing data appropriately to show relation to variables in hypothesis.
Strand Bloom's Scope Source Activities
Standard 11.A Analysis Master IL Performance Descriptors: 11A, Stage G Classroom
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Results: Explain
The learner will be able to explain the existence of unexpected results in a data set by: (Knowledge) - expressing individual results along with group results; (Knowledge) - identifying unexpected data within the data set and listing discrepancies in the data set; (Application) - reporting individual results with group results; (Application) - discovering unexpected data within the data set and reporting discrepancies in the data set.
Strand Bloom's Scope Source Activities
Standard 11.A Application Master IL Performance Descriptors: 11A, Stage G Classroom
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Results: Interpret
The learner will be able to interpret and represent results of analysis to produce findings by: (Knowledge) - giving examples of observations to support a hypothesis; (Knowledge) -explaining results based on data to produce findings or conclusions; (Application) - analyzing observations to see if they support a hypothesis; (Application) - differentiating results based on data to produce findings or conclusions.
Strand Bloom's Scope Source Activities
Standard 11.A Analysis Master IL Performance Descriptors: 11A, Stage G Classroom
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Investigations: Process/Report/Display
The learner will be able to report and display the process and results of a scientific investigation by: (Knowledge) - stating the process and results of an investigation in an oral and/or written presentation; (Knowledge) - stating observations that support a hypothesis; (Knowledge) - giving examples of logical proof or explanation of findings; (knowledge) - explaining results of an investigation using posters, pictures, actual materials, computer graphs or multi-media; (Knowledge) - paraphrasing questions for further investigation; (Application) - discussing the process and results of an investigation in an oral and/or written presentation; (Application) - investigating whether observations support a hypothesis; (Application) - critiquing a logical proof or explanation of findings; (Application) - reporting results of an investigation using posters, pictures, actual materials, computer graphs, or multi-media; (Application) - selecting questions for further investigation.
Strand Bloom's Scope Source Activities
Standard 11.A Application Master IL Performance Descriptors: 11A, Stage G Classroom
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Standard 11.B
The learner will be able to know and apply the concepts, principles and processes of technological design.
Strand Bloom's Scope Source Activities
Standard 11.B Analysis Master IL: Learning Standards, 1997, Middle/Junior High School, Standard 11.B Classroom
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Problem Solving: Designs
The learner will be able to identify an actual design problem and establish criteria for determining the success of a solution by: (Knowledge) - listing specific needs and/or problems; (Knowledge) - identifying measurable testing criteria; (Application) - discussing a specific need and/or problem; (Application) - designing a chart/table indicating the criteria for determining a successful solution.
Strand Bloom's Scope Source Activities
Standard 11.B Application Master IL Performance Descriptors: 11B, Stage G Classroom
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Problem Solving: Compare/Solutions
The learner will be able to know how to sketch, propose, and compare design solutions to the problem considering available materials, tools, and cost effectiveness by: (Knowledge) - recognizing possible design solutions to a problem; (Knowledge) - researching different solutions considering given constraints; (Application) - classifying design solutions; (Application) - classifying different design solutions based on given constraints.
Strand Bloom's Scope Source Activities
Standard 11.B Analysis Master IL Performance Descriptors: 11B, Stage G Classroom
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Design: Build/Prototype
The learner will be able to select the most appropriate design and build a prototype or simulation by: (Knowledge) - comparing designs that solve a problem, satisfy design constraints, and meet established criteria for success; (Knowledge) - listing appropriate materials for a design; (Knowledge) - predicting which prototypes, models, or simulations would solve a problem, satisfy design criteria, and meet established criteria for success; (Application) - using established criteria to classify prototypes, models and simulations that satisfies design constraints and meets established criteria for success; (Application) - investigating appropriate materials for a design; (Application) - constructing a prototype, model, or simulation.
Strand Bloom's Scope Source Activities
Standard 11.B Synthesis Master IL Performance Descriptors: 11B, Stage G Classroom
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Test: Prototype
The learner will be able to test the prototype using available materials, instruments, and technology and recording the data by: (Knowledge) - recognizing appropriate strategies such as simulations and trial and error methods to test a model; (Knowledge) - identifying criteria to determine a successful solution of a problem; (Application) - using appropriate strategies such as simulations and trial and error methods to test a model; (Application) - writing criteria to determine a successful solution of a problem; (Application) - recording data accurately over multiple trials.
Strand Bloom's Scope Source Activities
Standard 11.B Synthesis Master IL Performance Descriptors: 11B, Stage G Classroom
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Results: Evaluate/Recommend Improvements
The learner will be able to evaluate the test results based on established criteria, note sources of error, and recommend improvements by: (Knowledge) - assess the performance of a device against established test criteria; (Knowledge) - listing possible sources of error in the test; (Knowledge) - identifying possible changes in the test to improve results; (Application) - classifying test results by the established test criteria; (Application) - investigating the results of the test to locate sources of error; (Application) - recommend suggestions for redesigning the test to improve results.
Strand Bloom's Scope Source Activities
Standard 11.B Evaluation Master IL Performance Descriptors: 11B, Stage G Classroom
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Technology: Results/Evaluate/Use
The learner will be able to use available technology to report the relative success of their design, based upon the test results and their testing criteria by: (Knowledge) - justify a test design, procedures, and results; (Knowledge) - identifying appropriate technologies to present results; (Application) - listing key sections of a report of a test design, procedure, and results using available technology; (Application) - demonstrating the appropriate technology to present results.
Strand Bloom's Scope Source Activities
Standard 11.B Evaluation Master IL Performance Descriptors: 11B, Stage G Classroom
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Goal 12: Life/Physical/Earth/Space
Standard 12.A
The learner will be able to know and apply concepts that explain how living things function, adapt and change.
Strand Bloom's Scope Source Activities
Standard 12.A   Master IL: Learning Standards, 1997, Middle/Junior High School, Standard 12.A Classroom
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Cells: Function/Describe/Building Blocks
The learner will be able to explain how cells function as "building blocks" of organisms and describe the requirements of cells to live by: (Knowledge) - stating how cells work together to keep the organism alive; (Knowledge) - identifying the many functions cells carry on to sustain life; (Knowledge) - matching way specialized cells perform to their specialized functions in multi-cellular organisms; (Application) - investigating examples of cells working together to keep the organism alive (e.g., tissues, organs); (Application) - classifying the many functions cells carry on to sustain life; (Application) - showing how specialized cells perform special functions in multi-cellular organisms.
Strand Bloom's Scope Source Activities
Standard 12.A Comprehension Master IL Performance Descriptors: 12A, Stage G Classroom
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Life Cycle: Sexual/Asexual/Differences
The learner will be able to compare the characteristics of organisms produced from a single parent (asexual) with those of organisms produced by two parents (sexual) by: (Knowledge) - describing asexual and sexual reproduction; (Knowledge) - identifying the characteristics of organisms produced by a single parent (asexual) and those produced by two parents (sexual); (Knowledge) - researching how every organism requires a set of instructions for specifying its traits; (Application) - contrasting asexual and sexual reproduction; (Application) - distinguishing between the characteristics of organisms produced by a single parent (asexual) and those produced by two parents (sexual); (Application) - investigating how every organism requires a set of instructions for specifying its traits.
Strand Bloom's Scope Source Activities
Standard 12.A Comprehension Master IL Performance Descriptors: 12A, Stage G Classroom
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Living Systems: Structures/Functions
The learner will be able to know how different forms and structures reflect different functions by: (Knowledge) - researching the functions of various animal parts such as elephant tusks or feathers on birds; (Knowledge) - observing how the functions of plant and animal cells are related to their forms and structures; (Knowledge) - hypothesizing how changes in form and structure are related to adaptations to changes in the environment; (Application) - comparing and contrasting the functions of various animal parts such as elephant tusks or feathers on birds; (Application) - pointing out how the functions of plant and animal cells are related to their forms and structures; (Application) - investigating how changes in form and structure are related to adaptations to changes in the environment.
Strand Bloom's Scope Source Activities
Standard 12.A Analysis Master IL Performance Descriptors: 12A, Stage G Classroom
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Standard 12.B
The learner will be able to know and apply concepts that describe how living things interact with each other and with their environment.
Strand Bloom's Scope Source Activities
Standard 12.B   Master IL: Learning Standards, 1997, Middle/Junior High School, Standard 12.B Classroom
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Biomes: Abiotic/Biotic/Apply
The learner will be able to apply knowledge of the methods used to identify and classify biotic and abiotic factors that affect organisms in an environment by studying a local habitat (e.g., prairie, forest, school lawn) and: (Knowledge) - recalling the biotic and abiotic factors that affect an environment; (Knowledge) - matching a correctly labeled food pyramid to a given habitat; (Knowledge) - listing interactions depicted in an illustration of a given habitat (e.g., prairie, forest, or pond); (Application) - collecting biotic or abiotic data in a local habitat; (Application) - properly using tools (e.g., thermometer), classification keys/guides or other aids that measure or help identify some biotic or abiotic factors in a local habitat; (Application) - preparing a food pyramid for the local habitat; (Application) - completing a sample chart that lists the different niches and the relationships among the organisms and habitat studied.
Strand Bloom's Scope Source Activities
Standard 12.B Application Master IL Performance Descriptors: 12B, Stage G Classroom
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Living Things: Adaptive/Competitive
The learner will be able to know the competitive, adaptive and survival potential of an organism's characteristics by: (Knowledge) - listing the adaptive, competitive, and survival potential characteristics of a group of organisms in an environment (e.g., plants and animals of a forest or prairie); (Knowledge) - describing how plant and animal characteristics help each survive in their environments (e.g., an owl's sound silencing feathers); (Application) - listing characteristics an organism would have in a given environment; (Application) - selecting which characteristic features of plants and animals help them survive in their environment (e.g., camouflage coloration).
Strand Bloom's Scope Source Activities
Standard 12.B Comprehension Master IL Performance Descriptors: 12B, Stage G Classroom
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Standard 12.C
The learner will be able to know and apply concepts that describe properties of matter and energy and the interactions between them.
Strand Bloom's Scope Source Activities
Standard 12.C