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 individual 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 deposit 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
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, Investigations, 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 connections between related concepts and express their knowledge orally and in writing.
• Students master definitions through their observation and discussion of phenomena. 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 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 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 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 # NYC7-1000ES

The complete materials package contains enough material for 5 classes of
32 students (160 Total). It also includes a Teachers Guide in both printed and electronic formats. Other features include:

• Color-coded labels are used on all chemicals. The labels help to eliminate confusion by clearly differentiating similar solutions.
• Specially designed "Signature Items" like the Maracondo Fever game board are unique to the SEPUP Program.
• Plastic tray inserts help keep materials organized. This feature makes it easy to identify missing components and greatly reduces the time it takes to distribute, collect and store materials.

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, Investigations, 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 connections between related concepts and express their knowledge orally and in writing.
• Students master definitions through their observation and discussion of phenomena. 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 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 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 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

The complete materials package contains enough material for 5 classes of
32 students (160 Total). It also includes a Teachers Guide in both printed and electronic formats. Other features include:

• Color-coded labels are used on all chemicals. The labels help to eliminate confusion by clearly differentiating similar solutions.
• Specially designed "Signature Items" like the Maracondo Fever game board are unique to the SEPUP Program.
• Plastic tray inserts help keep materials organized. This feature makes it easy to identify missing components and greatly reduces the time it takes to distribute, collect and store materials.