GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
SC/1ME/2/A/07/m | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Diagram and distinguish between complete series and parallel circuits
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SC/1ME/2/A/07/n | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Identify advantages and disadvantages of series and parallel circuits
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SC/1ME/2/A/07/h | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Describe the interactions (i.e., repel, attract) of like and unlike charges (i.e., magnetic, static electric, electrical)
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SC/1ME/2/A/07/i | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Diagram and identify a complete electric circuit by using a source (battery), means of transfer (wires), and receiver (resistance bulbs, motors, fans)
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SC/1ME/2/A/07/j | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Observe and describe the evidence of energy transfer in a closed series circuit
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SC/8ST/2/B/06-08/a | Science | Impact of Science, Technology and Human Activity | Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time | Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity | Grade 6-8 | Scope and Sequence - All Units
Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
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SC/8ST/2/B/06-08/b | Science | Impact of Science, Technology and Human Activity | Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time | Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity | Grade 6-8 | Scope and Sequence - All Units
Recognize explanations have changed over time as a result of new evidence
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SC/1ME/2/A/07/k | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Describe the effects of resistance (number of receivers), amount of voltage (number of energy sources), and kind of transfer materials on the current being transferred through a circuit (e.g., brightness of light, speed of motor)
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SC/1ME/2/A/07/l | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Forms of energy have a source, a means of transfer (work and heat), and a receiver | Grade 7 | Scope and Sequence Forms of Energy: Electricity and Magnetism
Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water)
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SC/7IN/1/B/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Make qualitative observations using the five senses
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SC/7IN/1/B/07/c | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
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SC/7IN/1/B/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Determine the appropriate tools and techniques to collect data
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SC/8ST/2/A/06-08/a | Science | Impact of Science, Technology and Human Activity | Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time | People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations | Grade 6-8 | Scope and Sequence - All Units
Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
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