State+of+Connecticut+Science+Framework


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This page contains a link to the State of Connecticut Department of Education website. It accesses the Science Framework. This is a document written by the state’s best experts that outlines the appropriate curriculum or topics for teaching science in the seventh grade. While it is a bit wordy, it is an excellent outline for the teaching of good science. Everyone should take a look at it.

[|CONNECTICUT STATE SCIENCE FRAMEWORK]

=Here is a list of curriculum topics specific to our 7th grade. The links listed below will give you a more detailed look at our curriculum. Anything that is highlighted in green on our curriculum outlines is part of our E2T2 Grant.=

=Our current unit of study is: Simple Machines =

Human Cell Biology

 * Cell Biology Unit Overview:** Students will learn about the basic organelles contained within the typical animal cell. They will recognize each structure and understand its basic functions. Students should come with a basic knowledge of the organization of a living organism: cell, tissue, organ, system, organism. They should also know the basic definition of a cell. When the unit is completed, students will be ready to study cellular respiration and its related activities, including the embedded task, “Feel the Beat.”
 * [[file:the basic cell.doc]]**

Human Body Systems

 * Circulatory System Unit Overview:** Students will learn about circulatory system components and its connections to other systems. They will explore its relationship to health and well being as well as experiment with outside influences such as diet, exercise, and stress on its performance by engaging in the embedded task, Feel the Beat. This unit also explores the complexity of blood and the methods that doctors use when diagnosing and treating disease. We will also explore the role that the circulatory system plays in maintaining homeostasis. Students need to enter the unit with a basic knowledge of cell biology and cellular respiration. As the unit culminates, we will add a study of the digestive system and the respiratory system.
 * [[file:The Circulatory System Outline.doc]]**


 * Blood Unit Overview:** This mini unit will take place within the major unit, The Circulatory System. While students learn about the circulatory system, they will become familiar with the complexity and importance of blood. They will learn about the way blood is used to diagnose disease and assess a person’s health. Students need to know the basics of the circulatory system before beginning. Students will have to take notes from the board and use them to prepare for quizzes. Students will also be required to read simple tables and make conclusion based on the material in them.
 * [[file:Blood Outline.doc]]**


 * Skeletal and Muscular Systems Unit Overview:** This mini-unit acts as a transitional unit between the human body and the simple machines units. It will highlight the major components of and the concepts concerning these two systems. Simple machines will be introduced when examples are found in skeletal joints. Students will leave this unit with an understanding of the structures and mechanisms that make our body move. They will also see how the digestive system and respiratory system are at one end of body homeostasis, (ingesting nutrients and needed materials) while the muscles and joints are at the other end of these processes, (using resources and creating waste) and the circulatory system works in the middle.(transporting materials) Students need to start this unit with an understanding of the circulatory, digestive, respiratory, and renal systems.
 * [[file:skeletal and muscular outline.doc]]**

//Upcoming outlines: Digestive system//

**Simple Machines and Work**

 * Part I The Inclined Plane Unit Overview:** This unit is the beginning or our study of simple machines and end with a basic understanding of gravity, friction and work. We begin by discussing and using the inclined plane to help define the physics equation: W = ( F x D). Each class forms a think-tank that is asked to design a ramp system for the USPS when loading/unloading trucks. A series of three experiments that address ramp grade, load, and friction are carried out by the class and recorded in journals where students will analyze these forces. Finally, students use this data to draw conclusions and create a set of recommendations for a suitable ramp design. This unit will allow students to explore the many physical forces that act in combination when operating simple machines. Before beginning, students need to know extensive graphing skills, including the algorithms for calculating mean, median and mode. Students will be required to create and analyze graphs that contain 30 or more data points. Labs will require students to measure objects up to 1000 grams. They will also need to write simple journal entries that summarize the day’s events and compose correspondence letters with the USPS.
 * [[file:Simple Machines #1 OutlineThe inclined plane.doc]]**

//Upcoming outlines: Potential and kinetic energy Other simple machines//

**Water and Environmental Science**
//Upcoming outlines: Under construction//

Writing a Lab Report

 * Lab Report Unit Overview:** Students will be introduced to a standard lab report format that will be used to report lab experiment findings. The format is based on the CT Science Framework Inquiry Practices and addresses all of the CINQ listings. Each time students complete a lab in class, a written report will be required for completion of it. This format will be used for almost every lab during the school year. Students are expected to come to class knowing what a experiment variable, an essential question, procedures, observations, and a conclusion are.
 * [[file:Writing Lab Reports.doc]]**

**Research and Its Role in Scientific Investigation**
Unit Overview:__Students will embark on classroom directed scientific-based research journey centering around a student chosen high interest topic. Students will be instructed in ways to conduct a research investigation using information resources such as the internet. They will validate research by using multiple agreeing references. They will also create a bibliography using E. O. Smith’s adopted guidelines. Finally, student will have several options to present their projects in symposium-style group presentations. Students will need to know basic computer skills as well as note taking techniques and information organization skills before beginning.
 * [[file:Science Night Outline]]**

Food Preservation and Technology
This unit is covered in the Science Comprehension Strategies Class. It meets twice a week for 1/4 year and encompasses science topics while teaching reading skills essential to understanding text books and informational articles

Unit Overview: Students learn reading and writing strategies that will help them gain understanding when reading texts as well as become more efficient test takers. They will use the science topic of food preservation taken from the CT Science Framework as a common starting point and read related articles, answer open-ended questions, write/plan essays, and create/read/draw conclusions about this subject matter. Students need to know how to write a basic persuasive essay, keep a simple notebook containing information gathered during the class, understand the basic concepts of graphing, and read well enough to understand short magazine and newspaper articles. Students will also need to know how to use a dictionary.
 * [[file:Science Comp Strat outline.doc]]**


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