TABLE OF CONTENTS - Lindbergh School District

away from the source through a medium.
j. Predict how the properties of the medium
(e.g., air, water, empty space, rock) affect
the speed of different types of mechanical
waves (i.e., earthquake, sound).
compressions and rarefactions of the sound
wave. (1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6)
j. Students will listen to sound through the air,
through metal, and through string Model
variations in sound wave disturbances
moving at different rates through different
mediums.. Students will relate models to
other mechanical waves like seismic waves.
(1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6)
j. Students will create a chart for the speed of
sound through different mediums. They will
explain the differences in speed and apply to
seismic waves.
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be transferred, and can be transformed into various forms but is conserved
between and within systems
Major Objectives IS Suggested Activities Suggested Assessments
Concept B: Mechanical energy comes from
the motion (kinetic energy) and/or position
(potential energy) of an object
Concept C: Electromagnetic energy from
the sun (solar radiation) is a major source
of energy on Earth
Not assessed at this grade level
Scope and Sequence –- Forms of Energy:
Light
Grade 7
a. Recognize that the energy from the Sun is
transferred to Earth in a range of
wavelengths including visible light,
infrared radiation, and ultraviolet
radiation.
R
a. Students will investigate wavelengths of
visible light, infrared radiation, and
ultraviolet radiation transferred to the Earth
from the Sun. (1.1, 1.2, 1.4, 1.8, 2.1, 2.3,
4.1)
a. Students will draw and label a diagram
describing wavelengths for infrared
radiation, ultraviolet radiation, and visible
light.
Scope and Sequence – Characteristics of
Living Organisms
a. Recognize that the sun is the source of
almost all energy used to produce the
food for living organisms.
R
a. Students will create food chains and webs
starting with producers and explain the
importance of the sun as an energy source
for plants through the process of
a. Students will identify the sun as the source
of energy for the start of most food
chains/webs, producers. They will explain
the importance of the sun for the food chain
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