Teaching+Objectives+(7th)


 * Note: Chapters covered are designated by a hyphen after the abbreviation for each book.**


 * The following are my abbreviations for the 5 books used in the 7th grade at Christ King Middle School:**
 * **Prentice Hall __Science Explorer__ Book title** || **Abbreviation for it in these Objectives** ||
 * __Environmental Science__ || **ES** ||
 * __Sound and Light__ || **SL** ||
 * __Earth’s Changing Surface__ || **ECS** ||
 * __From Bacteria to Plants__ || **FBP** ||
 * __Animals__ || **AN** ||
 * __Human Biology and Health__ || **HBH** ||


 * Note in the last column of the following table, the first letters of the abbreviations are from the Archdiocesan Science Exit Expectations:**
 * LS = a Life Science exit expectation**
 * PS = a Physical Science exit expectation**
 * ES = an Earth Science exit expectation**
 * SI = a Scientific Inquiry exit expectation**
 * HNS = a History and Nature of Science exit expectation**
 * ST = a Science and Technology exit expectation**
 * CST = a Catholic Social Teaching exit expectation**
 * Anything designated by the following are from the Health or the Social Justice Curriculums:**
 * HC = a Health Curriculum exit expectation**
 * SJ = a Social Justice curriculum exit expectation**


 * **Book** || **Qtr** || **Archdiocesan Standard/Exit Expectation** ||
 * **All books** || 1-4 || SI#1: Identify questions that can be answered through scientific investigations. ||
 * || 1-4 || SI#3: Use appropriate tools and techniques to gather, analyze, interpret, and present data. ||
 * || 1-4 || SI#5: Communicate scientific procedures and explanations, as well as the importance and implications of experimental results to peers, teachers, and other adults. ||
 * || 1-4 || SI#8: Use the metric system for all scientific measurements. ||
 * || 1-4 || HNS#4: Understand that safety is the most important aspect of lab work and follow the safety rules. ||
 * || 1-4 || HNS#6: Develop science process skills (observation, organization of data, comparison, making predictions, etc.). ||
 * || 1-4 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **ES-1,2** || 1 || LS:E:H#1: Understand that through the process of succession, communities change over time. ||
 * || 1 || LS:E:H#2: Describe the eight land biomes and the water biomes in terms of their distinct biotic and abiotic characteristics. ||
 * || 1 || LS:E:H#3: Know how energy is moved through food chains/food webs; explain the terms carnivore, prey, herbivore, omnivore, and predator. ||
 * || 1 || LS:E:H#4: Know that plants, animals, and their physical surroundings are interdependent and interact to form an ecosystem. ||
 * || 1 || LS:P:CL#3: Describe how plants are producers ||
 * || 1 || LS:P:LC#3: Explain the oxygen-carbon dioxide cycle, water and the nitrogen cycles in nature. ||
 * || 1 || SI#3: Use appropriate tools and techniques to gather, analyze, interpret, and present data. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **ES-3,4** || 1 || LS:E:H#4: Know that plants, animals, and their physical surroundings are interdependent and interact to form an ecosystem. ||
 * || 1 || LS:E:H#5: Understand how human activities have produced air, land and water pollution. ||
 * || 1 || LS:E:AD#2: Know the process of natural selection. ||
 * || 1 || LS:E:AD#4: Recognize how some living organisms become endangered or extinct. ||
 * || 1 || PS:FME#10: Being made aware of decisions about the future of energy resources. ||
 * || 1 || HC: Display individual and group actions to protect and preserve the environment ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **SL-1,2** || 1 || PS:FME #6: Identify how devices have been designed to convert energy from one form to another; explain that energy is the ability to do work; identify the many different types of energy. ||
 * || 1 || PS:FME#8: Describe and investigate the properties of light, heat, gravity, magnetic fields, electrical fields and sound waves and their interactions with common objects. ||
 * || 1 || PS:SL#9: Observe and demonstrate that sound is affected by the matter through which it travels. ||
 * || 1 || PS:SL#10: Describe how sound is a form of energy that travels in waves and is caused by vibrations. ||
 * || 1 || PS:SL#11: Explain that sound waves have wavelength, frequency, and amplitude; frequency affects pitch. ||
 * || 1 || PS:SL#12: Waves carry energy and have various properties. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **SL-3,4** || 2 || PS:FME#8: Describe and investigate the properties of light, heat, gravity, magnetic fields, electrical fields and sound waves and their interactions with common objects. ||
 * || 2 || PS:SL#1: Demonstrate that light travels in straight lines unless reflected or refracted. ||
 * || 2 || PS:SL#2: Identify visible light as one component of the electromagnetic spectrum; white light is composed of all the colors of the rainbow. ||
 * || 2 || PS:SL#3: Demonstrate that light interacts with matter by transmission, absorption, reflection, and refraction. ||
 * || 2 || PS:SL#4: Demonstrate that light can be reflected with mirrors or refracted with lenses; concave and convex lenses can change the path of light. ||
 * || 2 || PS:SL#5: Explain how the Sun is the major source of energy for the Earth; light is a form of energy. ||
 * || 2 || PS:SL#6: Demonstrate that light is essential for vision. ||
 * || 2 || PS:SL#7: Demonstrate how things that absorb light often transmit heat. ||
 * || 2 || PS:SL#14: Know the 7 kinds of radiant energy of the electromagnetic spectrum and their common uses, if any. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **ECS-2,3** || 2 || ES:CE#2: Know that landforms are created through constructive (volcanoes and earthquakes) and destructive forces (erosion and weathering). ||
 * || 2 || ES:CE#4: Know how features on the Earth’s surface are constantly changing. ||
 * || 2 || ES:ESC#1: Know the components of soil and other factors that influence soil texture, fertility, and resistance to erosion. ||
 * || 2 || ES:ESC#2: Communicate that the Earth is comprised of layers including a core, mantle, lithosphere, asthenosphere, hydrosphere, and atmosphere. ||
 * || 2 || ES:ESC#3: Identify the characteristics of sedimentary, igneous, and metamorphic rocks and know the formation process of each. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **FBP-1,2,3** || 2 || LS:CHC#2: Know that organisms are classified based on similarities that reflect their evolutionary relationships and by their DNA. ||
 * || 2 || LS:CHC#3: Identify the levels of organization in living things: cells, tissues, organs, systems, and organisms. ||
 * || 2 || LS:CHC#8: Know the chemical and structural properties of DNA and its role in specifying the characteristics of an organism. ||
 * || 2 || LS:CHC#9: Know the characteristics of the three domains of life and the 6 kingdoms of life. ||
 * || 2 || LS:CHC#13: Understand how viruses cause diseases. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **FBP-4,5** || 2 || LS:P:AD#1: Know that plants have a variety of body structures with specific functions for survival. ||
 * || 2 || LS:P:AD#2: Explain plant responses to environmental stimuli (tropisms). ||
 * || 2 || LS:P:LC#1: Discover that plants carry on basic life processes with various organs (stems, roots, leaves, flowers). ||
 * || 2 || LS:P:LC#2: Understand that sexual and asexual reproduction are necessary for the continuation of the plant species. ||
 * || 2 || LS:P:CL#1: Compare and contrast monocots and dicots. ||
 * || 2 || LS:P:CL#2: Identify various plant tissues and explain their function (xylem and phloem). ||
 * || 2 || LS:P:CL#3: . Describe how plants are producers. ||
 * || 2 || LS:CHC#4: Know the structure and function of the different parts of a cell. ||
 * || 2 || LS:P:CH#1: Describe the chemical process of photosynthesis in which plants create their own food; contrast photosynthesis with respiration. ||
 * || 2 || PS:SL#8: . Identify and explain that photosynthesis is the process of using light to make food by plants. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **AN-1,2** || 2 || LS:A:CL#1: Identify different taxonomic groups of the Animal Kingdom (invertebrates and vertebrates). ||
 * || 2 || LS:A:CH#1: Know that animals have a variety of body structures with specific functions for survival. ||
 * || 2 || LS:A:LC#1: Know that sexual reproduction results in the continuation of the species; asexual reproduction is now possible in some species. ||
 * || 2 || LS:A:LC#2: Describe the basic life processes that all animals carry out. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **AN-3,4** || 2 || LS:A:CH#1: Know that animals have a variety of body structures with specific functions for survival. ||
 * || 2 || LS:A:LC#1: Know that sexual reproduction results in the continuation of the species; asexual reproduction is now possible in some species. ||
 * || 2 || LS:A:LC#2: Describe the basic life processes that all animals carry out. ||
 * || 2 || LS:A:CL#1: Identify different taxonomic groups of the Animal Kingdom (invertebrates and vertebrates). ||

**Exit Expectation** || **Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-1** || 3 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 3 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 3 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 3 || LS:HB#4: Understand homeostasis. ||
 * || 3 || HC#12: Value behaviors, which contribute to good health or prevent disability. ||
 * || 3 || HC: Know and understand the human body systems: skeletal, muscular, skin systems. ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-2** || 3 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 3 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 3 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 3 || LS:HB#5: Understand good nutrition and its effect on the human body. ||
 * || 3 || HC#1:Know the major sources of key nutrients. ||
 * || 3 || HC#2:Understand the dangers of excessive dieting/eating disorders ||
 * || 3 || HC#3:Know methods to maintain, lose, or gain weight in a healthy way. ||
 * || 3 || HC#4:Know how to create a balanced diet. ||
 * || 3 || HC#6:Understand how eating healthy can help to reduce health risks (anemia, dental health, osteoporosis, heart disease, cancer,malnutrition, etc.) ||
 * || 3 || HC#7:Know the principles of food safety involved in food storage and preparation. ||
 * || 3 || HC#8: Improve practices of personal good nutrition. ||
 * || 3 || HC: Know and understand the human body systems: digestive system ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-3** || 3 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 3 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 3 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 3 || HC: Know and understand the human body systems: circulatory systems. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-4** || 4 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 4 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 4 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 4 || LS:CHC#3: Identify the levels of organization in living things: cells, tissues, organs, systems, and organisms. ||
 * || 4 || LS:CHC#12: . Explain the cellular processes and uses of diffusion, osmosis, and respiration. ||
 * || 4 || HC: Know and understand the human body systems: respiratory and excretory systems. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-5** || 4 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 4 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 4 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 4 || HC: Know and understand the human body systems: immune system. ||
 * || 4 || HC: Identify the causes of diseases (viruses, bacteria, etc.) ||
 * || 4 || HC: Identify various body defenses. ||
 * || 4 || HC: Know the benefit of early detection and treatment of diseases. ||
 * || 4 || HC: Know and understand how to maintain the human body for good health. ||
 * || 4 || HC: Follow family, school and society’s rules, making reasonable and moral choices. ||
 * || 4 || HC: Understand HIV/AIDS and how it is transmitted. ||
 * || 4 || HC: Follow guidelines for daily skin cleanliness and teeth brushing. ||
 * || 4 || HC:Demonstrate respect for the needs of the human body. ||
 * || 4 || HC: Include physical exercise into daily routines. ||
 * || 4 || HC#5: Know signs of disease and where to seek help. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **HBH-6,7** || 4 || LS:HB#1: Explain that a human being has interactive systems (skeletal, muscular, blood and lymphatic circulatory, digestive, respiratory, excretory, nervous, endocrine, and immune). ||
 * || 4 || LS:HB#2: Know that humans carry on basic life processes. ||
 * || 4 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * || 4 || LS:HB#7: Know the dangers of improper OTC drug use and illegal drug use. ||
 * || 4 || PS:SL#13: Demonstrate how the ear is a receptor for sound. ||
 * || 4 || HC: Know and understand the human body systems: nervous and endocrine systems. ||
 * || 4 || HC: Know the characteristics of illegal drug abuse and dependencies. ||
 * || 4 || HC: Know and recognize the signs of alcohol abuse. ||
 * || 4 || HC: Know the proper way to use over-the-counter medications as well as prescription drugs ||
 * || 4 || HC: Know the harm that smoking can cause to humans. ||
 * Exit Expectations of __Computer Work__ in 7th grade: **

**Exit Expectation** ||
 * **Topics** || **Qtr** || **Archdiocesan Standard/**
 * Endangered Animal Report || 1 || CST#6: Display an awareness of responsibility to others around the world. ||
 * ||  || CST#7: Discover that every individual shares stewardship of the Earth, directly affecting the quality of life. ||
 * ||  || LS:E:AD#4: Recognize how some living organisms become endangered or extinct. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * Careers in Science Report || 2 || ST#3: Understand that the frontiers in technological development provide many career opportunities. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * Kid’s Health (BMI) and My Pyramid || 3 || LS#HB#5: Understand good nutrition and its effect on the human body. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * History of Science Report || 4 || ST#5: Discover that many different people in varied cultures have made significant contributions to the advancement of technology. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * Disease Report || 4 || LS:HB#3: Describe how disease is caused by internal and external factors. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * Exit Expectations of __Lab Activities__ in 7th grade: **
 * || ** Health Exit Expectations ** ||
 * Create proper attitudes for good health || 1. Value/Respect self ||
 * || a. Work toward improving self-esteem ||
 * || b. Have confidence in ones ability to make good decisions. ||
 * || 2. Value/Respect others ||
 * || a. Have compassion for others suffering from ill health, disabilities, etc. ||
 * || b. Value no teasing, etc. of others. ||
 * || 3. Improve intra-personal knowledge. ||
 * || 4. Improve interpersonal knowledge. ||
 * General Safety || 2. Know and use proper safety procedures in the science lab. ||
 * || 4. Follow family, school and society’s rules, making reasonable and moral choices. ||
 * Mental and Emotional Health || 2. Express compassionate behavior toward others, including the disabled and handicapped. ||
 * || 12. Value behaviors, which contribute to good health or prevent disability. ||
 * || ** Social Justice Exit Expectations ** ||
 * Dignity of Human Person || Uses conflict resolution skills ||
 * Responsibilities of Human Person || Articulates the component parts of human dignity//.// ||
 * || Practices peaceful conflict resolution strategies within the family, school, and community. ||
 * Poor and Vulnerable || Practices behaviors that help others. ||
 * Rights of Workers ||  ||
 * || Demonstrates putting forth the best effort in school, recreation, and work ||
 * || Demonstrates respect for the basic rights and responsibilities at school and neighborhood. ||
 * Human Family || Models attitudes and behaviors that accept and value differences (racial, ethnic, economic, etc.) ||
 * || Demonstrates the policies, and behaviors that support a peaceful world ||
 * God’s Creation || Display individual and group actions to protect and preserve the environmen ||