I Can Template
Use the template file and change the sample title. Then write the statements your students should check before taking the pre-test and after the summative test. The template is a word 2003 document and easy to change and save for future use with other units.
i_can_template.doc | |
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I Can Statements:
7th Grade Science “I can Statements”
Quarter 1: Unit I
Scientific Inquiry Learning Target #1: I can identify questions that can be answered through scientific investigations. (Scientific Method-Queens Have Expensive Diamond Crystal Crowns) Step #1 of SM
Scientific Inquiry Learning Target #2: I can design and conduct
a scientific investigation. (All Steps of SM)
Scientific Inquiry Learning Target #3: I can use appropriate mathematics, tools and techniques to gather data and information. (Step #4 of SM) ~using correct lab tools safely!
Scientific Inquiry Learning Target #4: I can analyze and interpret data from graphs, tables & charts (Step #5 of SM)
Scientific Inquiry Learning Target #5: I can develop descriptions, models, explanations and predictions
Scientific Inquiry Learning Target #6: I can think critically and logically to connect
evidence and explanations. (Step #6 of SM)
Scientific Inquiry Learning Target #7: I can recognize and analyze alternative explanations and predictions ~Assumption Stories
Scientific Inquiry Learning Target #8: I can communicate scientific procedures and explanations. (Step #7 of SM)
Scientific Inquiry Learning Target #9: I can tell the difference between independent and dependent variables. (“Dependent Variables Depend on Independent Variable”)
Scientific Inquiry Learning Target #10: I can explain how variables and controls can affect an investigation. (Too many independent variables, constants must be the same, etc.)
*********************************************************************************
I can:
Describe the movement of water through all four spheres of
Earth (lithosphere, hydrosphere, atmosphere, biosphere).
-Identify the changes in thermal energy as water changes state in the
hydrologic cycle.
-Recognize that the sun is the source of energy that drives the hydrologic
cycle.
-Describe how the porosity and permeability of rock/soil can affect the rate
at which water flows through the hydrologic cycle.
-Describe the relationship between water, energy and weather through the use
of the cycling through the hydrologic cycle.
-Relate water flow to geographic and topographic landforms and/or features to
understand where water flows and how it moves through the different spheres.
-Use topographic and aerial maps to identify drainage patterns and watersheds
that contribute to the cycling of water.
-Use investigations and/or technology to simulate different segments of the
hydrologic cycle.
-Describe why ground water and surface water quality are important components
of the hydrologic cycle.
-Research an area in Ohio that exhibits a unique water contamination problem
including recent discoveries, case studies, clean-up technologies or field
investigations that are occurring.
-Evaluate the effectiveness of different tools, models and methods to collect
ground water and surface water data (e.g., rate of flow, direction of movement,
types of contamination).
-Describe how the sun is a major source of energy for wind, air and ocean
currents and the hydrologic cycle.
-Use a variety of maps, models and technology (e.g., remote sensing,
satellite images, LANDSAT) to study current and climate patterns on a global
level.
-Connect the causes of moving currents in the atmosphere and ocean to thermal
energy, density, pressure, composition and topographic/geographic influences
(e.g., continental mountains, ocean ridges).
-Map and document specific current patterns in the atmosphere.
-Map and document specific current patterns in the ocean.
-Identify the general properties of the different layers of the atmosphere.
-Recognize the human-made and natural factors (including greenhouse gases and
water vapor, ozone) that can change the properties of the atmosphere.
-Identify the different gases that are present in Earth’s atmosphere.
-Trace the different biogeochemical cycles through each of Earth’s spheres.
-Understand the interactions between Earth’s spheres and how specific
elements and/or molecules move between them.
-Use real-time scientific data pertaining to air quality and properties of
air to study atmospheric properties and air quality.
-Discuss contemporary issues and technological advances concerning the
atmosphere.
-Describe how gravity is used to hold the atmosphere to the Earth.
Demonstrate the changing positions of the moon and Earth as they orbit the
sun using models and/or simulations.
-Demonstrate solar and lunar eclipses using models and/or simulations.
-Demonstrate the daily tides using models and/or simulations.
-Demonstrate neap and spring using models and/or simulations.
-Recognize the relationship between gravity and tidal movement.
-Identify the cellular structures primarily responsible for photosynthesis
and respiration.
-Distinguish between photosynthesis and respiration and illustrate how the
two processes are connected.
-Use the formulas for photosynthesis and respiration appropriately.
-Describe how and what plants create through the process of photosynthesis.
-Understand the transfer of matter and energy between organisms.
-Describe how energy and matter are conserved in an ecosystem.
-Create and explain an energy pyramid (including where energy is stored and
where energy is lost as heat produced in the chemical processes in cells, role
of decomposers) for any given ecosystem.
-Realize that the amount of energy remains constant in an ecosystem even
though the form and location undergo continual change
-Define biomes based on abiotic components of the environment – topography,
soil types, precipitation, solar radiation and temperature.
-Compare biomes found on Earth (aquatic, forest, desert, grassland, taiga,
tundra) based on abiotic components of their environment.
-Link biomes to climate zones on a global level by using a variety of maps,
models and technology (e.g., remote sensing, satellite images, LANDSAT).
-Explain how the fluctuating interactions between biotic and abiotic factors
affect ecosystems and the organisms that live in them.
-Trace and explain how matter and energy are transferred through an
ecosystem.
-Describe how a natural disaster can change an ecosystem causing it to go
through the stages of succession in order to recover
-Explain how the arrangement of atoms determines properties specific to a
certain state of matter.
-Describe the characteristics of mixtures.
-Group elements based on their properties and position on the periodic table
(metals, non-metals, gases).
-Describe the characteristics of the groups of elements on the periodic
table.
-Conduct pH tests on a variety of substances.
-Compare and evaluate the properties of the compounds that are acidic,
neutral, or basic.
-Connect acidity and alkalinity values to the natural world (water, soil, and
air quality).
-Recognize that mass remains constant because in any closed system, the
number and type of atoms stays the same, even if the atoms are rearranged.
-Recognize that when objects, substances or materials undergo change, there
may be a combination of chemical and physical changes occurring.
Describe how matter behaves in a closed system (ecosystem, atmosphere,
hydrosphere, solar system, human body).
-Describe how matter behaves in an open system (ecosystem, atmosphere,
hydrosphere, solar system, human body).
-Observe the quantifiable energy changes in a virtual environment.
-Experiment with energy transfers and transformations within systems.
-Recognize that energy can change forms but the total amount of energy
remains constant.
-Describe ways that energy can leave a system so it may appear to disappear
(dissipate).
-Recognize when electrical energy in a circuit reaches a source it can be
transferred into kinetic, thermal, light, sound and/or magnetic energy.
-Recall different ways that thermal energy can be transferred between two
objects (conduction, convention, radiation).
-Explain how thermal energy can transfer from one object to another by
conduction.
-Use a particle model of matter to explain how energy can be transformed
through convection.
-Describe mechanical energy and what happens during its transfer.
-Recognize that mechanical energy needs a medium in which to travel.
-Describe waves by their speed, wavelength, amplitude and frequency.
-Use the mathematical representation for a particular uniform medium, as the
frequency (f) of the wave is increased, the wavelength of the wave is decreased.
-Explain how waves affect the pitch and loudness of a sound. (Vwave=λf)
-Describe how different waves travel through different mediums of lack there of.
-Use technology to demonstrate the transfer of thermal energy on the surface
or interior of Earth and within the solar system.
-Experiment with electrical circuits to evaluate the energy transfers,
resistance, current and changes in voltage.
-Use density to explain the motion of convection in liquids and gases.
-Classify mechanical waves as transverse or longitudinal (compression)
depending on the direction of movement of the medium.
-Differentiate between hear and thermal energy.
-Compare and contrast series and parallel circuits.
-Connect energy transfer and waves to the natural world using investigation
and experiments (oceanic, seismic, light and sound waves.
Earth (lithosphere, hydrosphere, atmosphere, biosphere).
-Identify the changes in thermal energy as water changes state in the
hydrologic cycle.
-Recognize that the sun is the source of energy that drives the hydrologic
cycle.
-Describe how the porosity and permeability of rock/soil can affect the rate
at which water flows through the hydrologic cycle.
-Describe the relationship between water, energy and weather through the use
of the cycling through the hydrologic cycle.
-Relate water flow to geographic and topographic landforms and/or features to
understand where water flows and how it moves through the different spheres.
-Use topographic and aerial maps to identify drainage patterns and watersheds
that contribute to the cycling of water.
-Use investigations and/or technology to simulate different segments of the
hydrologic cycle.
-Describe why ground water and surface water quality are important components
of the hydrologic cycle.
-Research an area in Ohio that exhibits a unique water contamination problem
including recent discoveries, case studies, clean-up technologies or field
investigations that are occurring.
-Evaluate the effectiveness of different tools, models and methods to collect
ground water and surface water data (e.g., rate of flow, direction of movement,
types of contamination).
-Describe how the sun is a major source of energy for wind, air and ocean
currents and the hydrologic cycle.
-Use a variety of maps, models and technology (e.g., remote sensing,
satellite images, LANDSAT) to study current and climate patterns on a global
level.
-Connect the causes of moving currents in the atmosphere and ocean to thermal
energy, density, pressure, composition and topographic/geographic influences
(e.g., continental mountains, ocean ridges).
-Map and document specific current patterns in the atmosphere.
-Map and document specific current patterns in the ocean.
-Identify the general properties of the different layers of the atmosphere.
-Recognize the human-made and natural factors (including greenhouse gases and
water vapor, ozone) that can change the properties of the atmosphere.
-Identify the different gases that are present in Earth’s atmosphere.
-Trace the different biogeochemical cycles through each of Earth’s spheres.
-Understand the interactions between Earth’s spheres and how specific
elements and/or molecules move between them.
-Use real-time scientific data pertaining to air quality and properties of
air to study atmospheric properties and air quality.
-Discuss contemporary issues and technological advances concerning the
atmosphere.
-Describe how gravity is used to hold the atmosphere to the Earth.
Demonstrate the changing positions of the moon and Earth as they orbit the
sun using models and/or simulations.
-Demonstrate solar and lunar eclipses using models and/or simulations.
-Demonstrate the daily tides using models and/or simulations.
-Demonstrate neap and spring using models and/or simulations.
-Recognize the relationship between gravity and tidal movement.
-Identify the cellular structures primarily responsible for photosynthesis
and respiration.
-Distinguish between photosynthesis and respiration and illustrate how the
two processes are connected.
-Use the formulas for photosynthesis and respiration appropriately.
-Describe how and what plants create through the process of photosynthesis.
-Understand the transfer of matter and energy between organisms.
-Describe how energy and matter are conserved in an ecosystem.
-Create and explain an energy pyramid (including where energy is stored and
where energy is lost as heat produced in the chemical processes in cells, role
of decomposers) for any given ecosystem.
-Realize that the amount of energy remains constant in an ecosystem even
though the form and location undergo continual change
-Define biomes based on abiotic components of the environment – topography,
soil types, precipitation, solar radiation and temperature.
-Compare biomes found on Earth (aquatic, forest, desert, grassland, taiga,
tundra) based on abiotic components of their environment.
-Link biomes to climate zones on a global level by using a variety of maps,
models and technology (e.g., remote sensing, satellite images, LANDSAT).
-Explain how the fluctuating interactions between biotic and abiotic factors
affect ecosystems and the organisms that live in them.
-Trace and explain how matter and energy are transferred through an
ecosystem.
-Describe how a natural disaster can change an ecosystem causing it to go
through the stages of succession in order to recover
-Explain how the arrangement of atoms determines properties specific to a
certain state of matter.
-Describe the characteristics of mixtures.
-Group elements based on their properties and position on the periodic table
(metals, non-metals, gases).
-Describe the characteristics of the groups of elements on the periodic
table.
-Conduct pH tests on a variety of substances.
-Compare and evaluate the properties of the compounds that are acidic,
neutral, or basic.
-Connect acidity and alkalinity values to the natural world (water, soil, and
air quality).
-Recognize that mass remains constant because in any closed system, the
number and type of atoms stays the same, even if the atoms are rearranged.
-Recognize that when objects, substances or materials undergo change, there
may be a combination of chemical and physical changes occurring.
Describe how matter behaves in a closed system (ecosystem, atmosphere,
hydrosphere, solar system, human body).
-Describe how matter behaves in an open system (ecosystem, atmosphere,
hydrosphere, solar system, human body).
-Observe the quantifiable energy changes in a virtual environment.
-Experiment with energy transfers and transformations within systems.
-Recognize that energy can change forms but the total amount of energy
remains constant.
-Describe ways that energy can leave a system so it may appear to disappear
(dissipate).
-Recognize when electrical energy in a circuit reaches a source it can be
transferred into kinetic, thermal, light, sound and/or magnetic energy.
-Recall different ways that thermal energy can be transferred between two
objects (conduction, convention, radiation).
-Explain how thermal energy can transfer from one object to another by
conduction.
-Use a particle model of matter to explain how energy can be transformed
through convection.
-Describe mechanical energy and what happens during its transfer.
-Recognize that mechanical energy needs a medium in which to travel.
-Describe waves by their speed, wavelength, amplitude and frequency.
-Use the mathematical representation for a particular uniform medium, as the
frequency (f) of the wave is increased, the wavelength of the wave is decreased.
-Explain how waves affect the pitch and loudness of a sound. (Vwave=λf)
-Describe how different waves travel through different mediums of lack there of.
-Use technology to demonstrate the transfer of thermal energy on the surface
or interior of Earth and within the solar system.
-Experiment with electrical circuits to evaluate the energy transfers,
resistance, current and changes in voltage.
-Use density to explain the motion of convection in liquids and gases.
-Classify mechanical waves as transverse or longitudinal (compression)
depending on the direction of movement of the medium.
-Differentiate between hear and thermal energy.
-Compare and contrast series and parallel circuits.
-Connect energy transfer and waves to the natural world using investigation
and experiments (oceanic, seismic, light and sound waves.