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7TH GRADE SEPUP CORE CURRICULUM

Option A

UNIT 1: ROCKS AND MINERALS/PLATE TECTONICS

In the first part of this combined unit, students investigate properties of rocks and minerals as they consider questions related to use of our natural resources. Physical properties of in- dividual specimens, such as luster, hardness, and color are investigated, as are sedimentary, igneous, and metamorphic types, and how rocks change from one form to another in the rock cycle.

In the second part of the unit, students explore the structure of the earth — the core, mantle, and crust. They learn how the slow movements of large plates of the earth’s surface help shape its features. They investigate earthquakes and volcanoes as they examine plans to de- posit radioactive wastes in areas of varying seismic stability.

TEACHERS GUIDE ITEM# NYC7-1PM

The combined Teachers Guide and Teachers Guide on CD provide full support for teaching the program, included in each lesson:

  • Activity Overview
  • Teaching summary outlines day-by-day teaching and learning interactions
  • Cooperative learning strategies Resources section lists video and print resources, websites
  • Explanation of embedded literacy strategies
  • Student exemplars that address the assessment scoring guides
  • Comprehensive support for differentiated instruction
  • Goals of what students do and are expected to learn
  • Key Concepts and Process Skills/Vocabulary
  • SEPUP Approach to vocabulary development
  • Equipment and materials management/advance preparation Background information
  • Teaching Procedure
  • Benchmarked answers to student analysis questions Comprehensive support for differentiated instruction Extensions/ Use of electronic technology

STUDENT BOOK ITEM# - NYC7-1SB

New York City SEPUP Core Curriculum

The combined Student Book guides investigations and provides related readings.

  • It features ten different activity types, designed to focus on concept and skill development. They include: Labs, In- vestigations, Modeling, Readings, Talking It Over, Role Plays, View and Reflect, Projects, Field Studies, and Problem Solving.
  • Integrated literacy strategies help students process new science content, develop their analytical skills, make connec- tions between related concepts and express their knowledge orally and in writing.
  • Students master definitions through their observation and discussion of phe- nomena. SEPUP Core Curriculum introduces new words operationally. Students learn about a word in the context it is used and on an as-needed basis.
  • The Analysis Questions at the end of an activity ask students to apply or evalu- ate their knowledge. These types of higher level thinking questions prepare stu- dents for state and national assessment tests.
    New York City SEPUP Core Curriculum
  • The use of a science journal is emphasized for recording data, observations, notes, vocabulary, and answering Analysis Questions. It becomes an extension of the Student Book building on content which is also developed through teacher facilitation and asking open-ended questions.
  • One of SEPUP’s goals is to introduce middle school students to a variety of careers in science, technology, and engineering. The career references are not iso- lated in boxes of text, but are described in a variety of places, including in the in- troduction to an activity, captions to photos, the readings, and questions. In some cases, students assume the roles of individuals in different specialties.

COMPLETE MATERIALS PACKAGE ITEM # NYC7-1000ES

In addition to the comprehensive Teachers Guide and Teachers Guide on CD, you will receive 32 Student Books and a Complete Materials Package that has enough material for 5 classes of 32 students (160 Total Students).

UNIT 3: BODYWORKS

In the Bodyworks unit, students investigate concepts and issues related to sustaining personal health. A major goal of this unit is to provide a foundation for evidence-based decision-making about health issues such as the use of medication, nutrition, exercise, and heart disease. The unit focuses on the role of organ systems in providing nutrients and oxygen to the body, and also on transporting and eliminating wastes (maintaining internal balance). Students investigate the heart and circulatory system in depth, with an emphasis on the relationship between structure and function.

TEACHERS GUIDE ITEM# - SALI-MM1B-1PM

The Teachers Guide and Teachers Guide on CD provide full support for teaching the program, included in each lesson:

  • Activity Overview
  • Teaching summary outlines day-by-day
  • teaching and learning interactions Cooperative learning strategies Resources section lists video and print
  • resources, websites
  • Explanation of embedded literacy strategies Student exemplars that address the assessment scoring guides Comprehensive support for differentiated instruction
  • Goals of what students do and are expected to learn
  • Key Concepts and Process Skills/Vocabulary
  • SEPUP Approach to vocabulary development
  • Equipment and materials management/advance preparation Background information
  • Teaching Procedure
  • Benchmarked answers to student analysis questions Comprehensive support for differentiated instruction Extensions/ Use of electronic technology

STUDENT BOOK ITEM# - SALI-MM1B-1SB

The Student Book guides investigations and provides related readings.

  • It features ten different activity types, designed to focus on concept and skill development. They include: Labs, In- vestigations, Modeling, Readings, Talking It Over, Role Plays, View and Reflect, Projects, Field Studies, and Problem Solving.
  • Integrated literacy strategies help students process new science content, develop their analytical skills, make connec- tions between related concepts and express their knowledge orally and in writing.
  • Students master definitions through their observation and discussion of phenomena. SEPUP Core Curriculum intro- duces new words operationally. Students learn about a word in the context it is used and on an as-needed basis.
  • The Analysis Questions at the end of an activity ask students to apply or evaluate their knowledge. These types of higher level thinking questions prepare students for state and national assessment tests.
  • The use of a science journal is emphasized for recording data, observations, notes, vocabulary, and answering Anal- ysis Questions. It becomes an extension of the Student Book building on content which is also developed through teacher facilitation and asking open-ended questions.
  • One of SEPUP’s goals is to introduce middle school students to a variety of careers in science, technology, and engi- neering. The career references are not isolated in boxes of text, but are described in a variety of places, including in the introduction to an activity, captions to photos, the readings, and questions. In some cases, students assume the roles of individuals in different specialties.

COMPLETE MATERIALS PACKAGE ITEM# - SALI-MM1B-NYC7

New York City SEPUP Core Curriculum

In addition to the comprehensive Teachers Guide and Teachers Guide on CD, you will receive 32 Student Books and a Complete Materials Package that has enough material for 5 classes of 32 students (160 Total Students).

Option C

UNIT 3: BODYWORKS

In the Bodyworks unit, students investigate concepts and issues related to sustaining personal health. A major goal of this unit is to provide a foundation for evidence-based decision-making about health issues such as the use of medication, nutrition, exercise, and heart disease. The unit focuses on the role of organ systems in providing nutrients and oxygen to the body, and also on transporting and eliminating wastes (maintaining internal balance). Students investigate the heart and circulatory system in depth, with an emphasis on the relationship between structure and function.

TEACHERS GUIDE ITEM# - SALI-MM1B-1PM

The Teachers Guide and Teachers Guide on CD provide full support for teaching the program, included in each lesson:

  • Activity Overview
  • Teaching summary outlines day-by-day teaching and learning interactions
  • Cooperative learning strategies Resources section lists video and print resources, websites
  • Explanation of embedded literacy strategies
  • Student exemplars that address the assessment scoring guides
  • Comprehensive support for differentiated instruction
  • Goals of what students do and are expected to learn
  • Key Concepts and Process Skills/Vocabulary
  • SEPUP Approach to vocabulary development
  • Equipment and materials management/advance preparation Background information
  • Teaching Procedure
  • Benchmarked answers to student analysis questions
  • Comprehensive support for differentiated instruction
  • Extensions/ Use of electronic technology

STUDENT BOOK ITEM# - SALI-MM1B-1SB

The Student Book guides investigations and provides related readings.

  • It features ten different activity types, designed to focus on concept and skill development. They include: Labs, In- vestigations, Modeling, Readings, Talking It Over, Role Plays, View and Reflect, Projects, Field Studies, and Problem Solving.
  • Integrated literacy strategies help students process new science content, develop their analytical skills, make connec- tions between related concepts and express their knowledge orally and in writing.
  • Students master definitions through their observation and discussion of phenomena. SEPUP Core Curriculum intro- duces new words operationally. Students learn about a word in the context it is used and on an as-needed basis.
  • The Analysis Questions at the end of an activity ask students to apply or evaluate their knowledge. These types of higher level thinking questions prepare students for state and national assessment tests.
  • The use of a science journal is emphasized for recording data, observations, notes, vocabulary, and answering Anal- ysis Questions. It becomes an extension of the Student Book building on content which is also developed through teacher facilitation and asking open-ended questions.
  • One of SEPUP’s goals is to introduce middle school students to a variety of careers in science, technology, and engineering. The career references are not isolated in box- es of text, but are described in a variety of places, including in the introduction to an activity, captions to photos, the readings, and questions. In some cases, students as- sume the roles of individuals in different specialties.

COMPLETE MATERIALS PACKAGE ITEM# - SALI-MM1B-NYC7

New York City SEPUP Core Curriculum

In addition to the comprehensive Teachers Guide and Teachers Guide on CD, you will receive 32 Student Books and a Complete Materials Package that has enough material for 5 classes of 32 students (160 Total Students).

New York City Correlations

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Testimonials

SEPUP works. In our pre-service science teacher training program at Buffalo State College, we use SEPUP activities to show students how science should be taught: in an interactive, inquiry-oriented manner which stresses active student involvement. In my visits to many middle school classrooms over the years, I have also seen how SEPUP can adapt to a variety of teaching styles and modes of classroom management. The extensive national field-testing of all SEPUP courses and modules builds validity and reliability into the final product."

Dr. Robert E. Horvat,
Professor Emeritus
Buffalo State College
Buffalo, NY

OHIO - S&S

"Science and Sustainability has changed the way I teach - students no longer ask, "when will I ever use this?' because they see the direct connection between science and their world."

Donna Parker, Teacher
Oak Hill (OH) High School