Westwood Regional School District Science Department Curriculum

Transcription

1 Science Department Curriculum Grade 7 Science i

2 Table of Contents 1. Introduction District Mission, Vision, and Belief Statements Departmental Philosophy Course Summary and Course/Grade-level Goals Unit Plans...6 i

3 Introduction The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Curriculum Format The will be using a curriculum format that incorporates aspects of several different curriculum development models. When reviewing curriculum documents and the district s curriculum format, aspects of the backward-design model will be found in the way in which unit objectives, assessments, and instructional activities are designed. The curriculum design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages. Stage I Identifying Desired Results: Course goals based upon knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Course goals highlight the big ideas that students will grapple with during the course of the unit. Unit objectives are more granular and should be reflective of best practices, containing the following components: Specific performance (e.g. to write, to name, to compare and contrast, to debate, to decide, etc.) Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal entry, etc.) Conditions (during a cooperative learning activity, after reading the story ) Criterion or Standard (e.g. correct to the nearest mile, four out of five correct, list three examples, state two differences, etc.) 1

4 The Curriculum Format (con t) Stage II Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized during an instructional unit, the overall unit assessment should be performance-based and asks students to demonstrate that they have mastered the desired understandings. Ideally, these culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit task. Stage III Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly designed. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices. At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction. 2

5 MOTTO Excellence in Education MISSION STATEMENT To provide excellence in education through rich and diverse learning opportunities, enabling students to exercise intelligent control of their future. VISION STATEMENT The vision of the, serving the diverse communities of the Borough of Westwood and the Township of Washington, is to provide a sound and comprehensive education. This education process will ensure that our students have the knowledge, skills, and experiences which will enable them to make future life choices. It is our long-term goal that each student will use this knowledge, these skills and these experiences to reach his/her potential and thus become an actively contributing, productive member of the global community. BELIEF STATEMENTS Staff believe that: 1. Children are our community s most valuable asset and we value each individual child. 2. All students have the right to a safe, positive, learning environment where diversity and individuality are respected and appreciated. 3. Each student s individual learning styles and needs shall be addressed. 4. Students shall be empowered to be productive, organized, responsible, and self-directed individuals. 5. Our school shall inspire pride, accomplishment, and growth in all students. 6. Physical and mental well-being contribute to student success. 7. Students shall be encouraged to become life-long learners. 8. A sound and comprehensive education produces literate individuals who are effective problem solvers, critical thinkers, and users of technology. 9. Our school has a responsibility to instill an awareness and appreciation of the global community and environment. 10. Education is the shared responsibility of the students, faculty, staff, Board of Education, family, community, and government. 3

6 Departmental Philosophy The pursuit of science has advanced the understanding of the natural world and given rise to the technologies that make our lives better. The 's Science program is designed to create an exciting learning environment that prepares students to understand the latest advancements in science. Our department s fundamental mission is to advance public understanding and appreciation of science. We would like to foster scientific habits of mind that improve our societies foundation. Our students will learn to use the scientific method and engage in hands-on inquiry to acquire an understanding of fundamental concepts in life, earth, physical, and environmental sciences. Our teachers will provide current examples and be malleable in the presentation of their lessons. The curriculum serves as a guideline to understanding modern science. Each lesson teaches basic principals of science rather than focusing on history or classic science practice. As the world becomes more connected, classic science subjects have begun to combine into an uncountable number of new specialties and disciplines that fit as pieces of a puzzle to forward human understanding. This new globalization of science is leading to an exponential increase in the advancement of technology. Students must be prepared for this in their lives and careers. 4

7 Curricular Unit Plan 7 TH GRADE LIFE SCIENCE CURRICULUM UNIT 1: What is Life Science? Aim & Objectives: Lesson1-1: What is an observation? Students will be able to: Understand the difference between an observation and an inference Explain the importance of asking questions in science Explain how scientific knowledge can change Interpret the information in tables and graphs Create graphs Instructional Strategies, Activities, Labs and Process Skills Owl Pellet Lab/video Candle Observation Demo Graphing activities (RST.6-8.7) A.3 Applicable CPI Use scientific principles and models to frame and synthesize scientific arguments and pose theories. Resources, Materials, Web Sites: Holt: Pages6-9 Questions 1-4 6

8 1-2 : How do you design a controlled experiment using the scientific method? Students will be able to: Describe the steps of the scientific method Define scientific method, hypothesis, controlled experiment, variable, theory, technology Recognize that the results of scientific investigations are seldom exactly the same and replication is often necessary Identify questions and make predictions that can be addressed by conducting investigations Design and conduct investigations incorporating the use of a control 1-3 A: How do we use a compound light microscope? Distinguish between compound and electron microscopes Discover the various parts and functions of the compound microscope Calculate total magnification of the microscope Demonstrate proper use of the microscope Practice focusing a microscope Make a wet-mount slide Graphic organizer- scientific method Simpson Worksheet (control vs. variable) (RST.6-8.5) Experiment scenario worksheet Glow Stick Lab Lab: Using the microscope/ parts of the microscope (RST.6-8.3) Microscope Puzzle Lab: Make a wet mount slide; letter d A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models D.3 Demonstrate how to safely use tools, instruments, and supplies. Holt section 1-2; 6 vocab words & 3 questions (pages 10-18) Scientific method video Scientific Method Poster Holt pages Holt: 2 vocab words pages croquiz/index.html# Poster- Microscope Parts 7

9 UNIT 2: Is it Alive? Aim & Objectives: 2-1: What are the characteristics of living things? (Holt pages 36-39) Define cell, stimulus, homeostasis, sexual reproduction, asexual reproduction, DNA, hereditary, and metabolism Recognize that all living things have 6 basic characteristics Recognize that cells carry out many functions needed to sustain life Give examples of how living things respond to changes in their environment Distinguish between asexual (genetically identical) and sexual (blending of characteristics) reproduction Discuss growth and development 2-2: What do all living things need in order to survive? Define producer, consumer, and decomposer Recognize that living things have basic needs in order to carry out life processes Discuss how living things obtain what they need to live Instructional Strategies, Activities, Labs and Process Skills Notes: Characteristics of Living Things: 8 vocab words Stimulus and Response activity sheet (pupil of eye responding to light) Notes: needs of Living Things & 3 vocab words Creature Feature Applicable CPI A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits B.2 Analyze the components of a consumer s diet and trace them back to plants and plant products. Resources, Materials, Web Sites: Demos: living vs. nonliving Video clips: living vs. nonliving Holt pages 36-39: Questions 1-4 Holt pages 40-41; Questions 1-2 8

10 2-3 A: What types of molecules are present in living things? (Holt pages 42-45) Define protein, carbohydrate, lipid, phospholipids, nucleic acid, and ATP Recognize the four major groups of molecules Discuss ATP's role in the body 2-3 B: How does starch break down in the human body? Recognize that starch breaks down into individual sugars Mouth (saliva) contains amylase Food labels in the classroom Stayin' Alive Macromolecule Notes- Use guided reading sheet (RST.6-8.6) Worksheet- Building Blocks It s Alive- vocab review sheet Lab: Going Crackers B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance. Holt 2-3; 6 vocab words, Q 1-3 9

11 UNIT 3: What are the basic units of life? Aim & Objectives: 3-1: How is life organized? Define tissue, organ, organ system, organism, unicellular, multicellular, population, community, and ecosystem Explain how life is organized, from a single cell to an ecosystem Instructional Strategies, Activities, Labs and Process Skills Activity: 5 pictures to put in order (RST.6-8.7) Cells R Us 3-1 Notes: cell to ecosystem Applicable CPI A.2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life. Resources, Materials, Web Sites: Holt 3-1; 9 vocab words & questions 1-3 Transparency: Cell to organism 3-1 PowerPoint 3-2 A: What are cells? Define cell membrane, organelles, cytoplasm, nucleus, prokaryotic, eukaryotic, and bacteria State the parts of the cell theory Describe how cells were discovered List the characteristics that all cells share Explain the difference between prokaryotic and eukaryotic 3-2 B: What limits cell size? Explain why cells are so small Calculate a cell s surface-tovolume ratio List the advantages of being multicellular 3-2 Notes Redi activity Activity: surface to volume cube A.2 Model and explain ways in which organelles work together to meet the cell s needs A.1 Compare the benefits and limitations of existing as a singlecelled organism and as a multicellular organism. (Holt pages &66-67)) Holt 3-2; 7 vocab & questions 1-4 Transparency: Red- Spontaneous Generation (Holt pages 64-65) Transparency: Surface to volume ratio Surface to volume activity and worksheet 10

12 3-3 A: How do cells work? Define cell wall, ribosome, endoplasmic reticulum, mitochondria, chloroplast, golgi complex, vesicle, vacuole, and lysosome Explain the function of each part of a eukaryotic cell 3-3 B: How are plant cells different than animal cells? Recognize plant cells contain different organelles than animal cells Notes: color code Cell labels & functions Cheek cell/ Elodea lab Cell model A.2 Model and explain ways in which organelles work together to meet the cell s needs A.2 Model and explain ways in which organelles work together to meet the cell s needs. (Holt pages 68-75) Holt 3-3: 9 vocab & Questions 1-3 Movie: Inside a Cell with study guide questions (RST.6-8.9) (Holt page 75) Organelle review sheet Organelle riddle sheet 11

13 UNIT 4: What are some of the processes that take place in a Cell? Aim & Objectives: 4-1A: How do particles move into and out of a cell? Explain that the process of diffusion is how particles move from high to low concentration Describe how osmosis occurs across a cell membrane Compare passive transport with active transport Recognize that osmosis and passive transports are forms of diffusion Describe why active transport needs ATP 4-1B: How do very large particles move into and out of a cell? Explain endocytosis and exocytosis Instructional Strategies, Activities, Labs and Process Skills Demo: Place a few drops of dye in a beaker of water and watch the dye diffuse Demo: Spray perfume and see how smells diffuse Demo: Have students stand in corner of room and diffuse Demo: Oiled paper bagwaterproof like the cell membrane Egg demo: Egg in water and corn syrup Demo: It's in the Bag! Applicable CPI A.2 Model and explain ways in which organelles work together to meet the cell s needs A.2 Model and explain ways in which organelles work together to meet the cell s needs. Resources, Materials, Web Sites: 4-1 Notes sheet Diffusion worksheet Reinforcement worksheet-p.13 Transparency: Passive and Active Transport Holt 4-1 Questions

14 4-2: How are the processes of Photosynthesis and Cellular Respiration related? Describe how plants perform photosynthesis using the sun's energy Describe cellular respiration as the process of breaking down food in the presence of oxygen to release energy Define Fermentation as not needing oxygen Recognize that the products of respiration and photosynthesis are recycled Photosynthesis and Cellular Respiration notes sheet (color pics) Yeast balloons B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products. (Holt pages 88-91) Transparency: Photosynthesis and Cellular Respiration (Cycle) Transparency: 4-2 Notes Worksheet: Photosynthesis vs. Cellular Respiration Worksheet: Reinforcement Cycle Worksheet: with clip art Holt 4-2; 3 vocab words & questions A: How do cells divide? (Holt pages 92-95) Describe the 3 steps of the cell cycle: Interphase, Mitosis, and Cytokinesis Recognize humans have 46 chromosomes or 23 pairs of homologous chromosomes Define: chromosome, binary fission, chromatids, centromere Cell Cycle Notes A.2 Model and explain ways in which organelles work together to meet the cell s needs D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. Cell division video 4-3B: What are the stages of mitosis? Describe what happens in each of the 4 stages of mitosis: Prophase, Metaphase, Anaphase, & Telophase Show PMAT with hands Yarn/Chalk Activity (Modeling Mitosis) Onion Slides showing stages of mitosis A.2 Model and explain ways in which organelles work together to meet the cell s needs D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. overhead of various stages of mitosis Brain Pop videos PowerPoint Holt 4-3; 8 vocab & questions

15 UNIT 5: What is Genetics? Aim & Objectives: 5-1A: Why do organisms resemble their parents? Define the following terms: heredity, genetics, genes, alleles, genotype, phenotype, dominant, recessive, punnett square, probability, Mendel, true-breeding Instructional Strategies, Activities, Labs and Process Skills 5-1 PowerPoint Applicable CPI D.1 Predict the long-term effect of interference with normal patterns of reproduction D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. Resources, Materials, Web Sites: (Holt page 106) Holt 5-1 questions Notes sheet (vocab) Poster: Human Genetic Disorders Describe Mendel s experiments D.3 Distinguish between inherited and acquired traits/characteristics D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits D.2 Explain the source of variation among siblings D.3 Describe the environmental conditions or factors that may lead to a change in a cell s genetic information or to an organism s development, and how these changes are passed on. 14

16 5-1B: How can we predict the traits of offspring? Be able to use the punnett square to predict the outcomes of crosses Recognize that some traits show incomplete dominance Lab- Investigating Inherited Traits (RST.6-8.3) D.1 Predict the long-term effect of interference with normal patterns of reproduction D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. (Holt pages ) Worksheets: Practicing Punnett Squares, Dimples and DNA, practice problems Video-Bill Nye- Genes Video- Clone 5-1 Quiz D.3 Distinguish between inherited and acquired traits/characteristics D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits D.2 Explain the source of variation among siblings D.3 Describe the environmental conditions or factors that may lead to a change in a cell s genetic information or to an organism s development, and 15

17 5-2: How are sex cells created? Explain the difference between mitosis and meiosis Understand that meiosis creates sex cells (sperm and egg) which have half the number of ordinary body cells Recognize that meiosis produces 4 cells from 1 single cell Recognize that the sex chromosomes determine the sex of an offspring and are designated x and y 5-2 PowerPoint Reebop Lab D.3 Distinguish between inherited and acquired traits/characteristics D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits D.2 Explain the source of variation among siblings. Holt 5-2 Q Guided notes sheet Vocab garden review sheet Chapter 5 jeopardy game Chapter 5 test 16

18 UNIT 7: How Does Evolution Happen? Aim & Objectives: 7-1A: How are fossils formed and how does the fossil record give us proof that evolution took place? Define fossil, imprint, mold, cast Create a fossil of a sea shell Recognize that scientist need to make inferences based on indirect evidences Describe how the fossil record shows evidence of evolution Instructional Strategies, Activities, Labs and Process Skills Fossil Lab (RST.6-8.3) Ancient Puzzle Activity (RST.6-8.4) Applicable CPI E.1 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed. Resources, Materials, Web Sites: 7-1B: Who was Charles Darwin and what is evolution? Define adaptation, species, evolution, fossil, fossil record, vestigial structure Recognize that scientific theories: develop over time, depend on the contributions of many people, and reflect the social and political climate of their time Discuss how evolution is supported by evidence including comparative anatomy, comparative embryology, comparative cytology, and comparative biochemistry Geologic Time Scale Activity E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent. Bill Nye Evolution 7-1 PowerPoint Holt 7-1 Darwin Video 17

19 7-2: How can evolution be explained? Define trait, selective breeding, natural selection, mutation Discuss Darwin's Theory of Natural Selection Observe variation within two species (finches) Observe individuals born with certain traits 7-3: How do new species arise? Define generation time, speciation Describe that changes in environmental conditions can affect the survival of individual organisms with a particular trait Discuss Darwin's finches Discuss more recent examples of evolution such as industrial melanism in peppered moths, antibiotic resistant bacteria, and pesticide resistant insects Bergen County Zoo presentation Amazing Adaptations Capturing Food Activity (Woolybooger Lab) Moth Activity E.1 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent E.1 Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data. Holt PowerPoint Holt PowerPoint Chapter 7 Jeopardy Chapter 7 Test 18

20 UNIT 9: How are Living Things Classified? Aim & Objectives: 9-1 A: Why is it necessary to classify living things? List the 7 levels of classification Define classification, kingdom, phylum, class, order, family, genus, species, taxonomy, and dichotomous key Note that organisms are grouped together based on similar characteristics 9-1 B: How are organisms named? (Holt pages ) Explain the importance of having scientific names for species Explain how scientific names are written (binomial nomenclature) Describe how dichotomous keys help in identifying organisms Understand how to use a dichotomous key Instructional Strategies, Activities, Labs and Process Skills Applicable CPI Resources, Materials, Web Sites: Kingdom of Shoes lab activity (Holt pages ) Shape Classification worksheet KPCOFGS notes sheet with questions Lab: Using a Dichotomous Key Cat classification overhead Dichotomous Key overhead Holt 9-1; questions 1-4 & 6 vocab words Worksheet- Classification table Worksheet- fun with fictitious animals 19

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22 LIFE SCIENCE CURRICULUM UNIT 10: Bacteria and Viruses Aim & Objectives: 10-1: What are the characteristics of bacteria? Describe the major characteristics of a prokaryotic cell Describe reproduction in bacteria- binary fission Describe the different shapes of bacteria (cocci, bacilli, spirilla) Compare and contrast eubacteria and archaebacteria Define endospore Instructional Strategies, Activities, Labs and Process Skills Worksheet: Shapes of Bacteria Bacteria Bonanza worksheet as notes Applicable CPI A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent Resources, Materials, Web Sites: Holt 10-1; 2 vocab & questions minute Moneran video Binary Fission overhead Shapes of Bacteria Overhead 10-2: Where can we find bacteria? Understand that bacteria are all around us Explain why life on Earth depends on bacteria Describe helpful and harmful aspects of bacteria Define decomposer, bioremediation, antibiotic, pathogenic,& parasitic Bacterial Culture/Nutrient Agar Plates (*do 2-3 days in advance) Bacteria Wanted Posters (RST.6-8.7) Microviewer Labs Harmful Bacteria & Helpful Bacteria A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent Holt 10-2; 3 vocab & questions

23 10-3: Are viruses living? Recognize viruses have some characteristics of living things but are not alive Recognize viruses, although not alive, can reproduce in a host and cause a variety of illnesses Know the structure of a bactieriophage virus Describe the steps of the lytic cycle Define virus and host Notes: Lytic cycle steps Create bacteriophage models and pictures (RST.6-8.7) Viral Replication Lab Microviewer Lab Activity: Virus C.3 All organisms cause changes in the ecosystem in which they live. If this change reduces another organism s access to resources, that organism may move to another location or die C.1 Symbiotic interactions among organisms of different species can be classified as: Producer/consumer Predator/prey Parasite/host Scavenger/prey Decomposer/prey Holt 10-3 Virus Video Reinforcement worksheets Worksheet: Alive or Not Virus bingo Chapter 10 test 22

24 UNIT 11: Protist and Fungi Aim & Objectives: 11-1 A: What are the characteristics of Plantlike Protists? Discuss organelles of the Euglena Recognize that euglenas perform photosynthesis Describe the function of the contractile vacuole Observe how the euglena moves Describe the function of the eyespots 11-1 B: What are the characteristics of the Amoeba? Locate the nucleus, cell membrane, cytoplasm Describe the functions of pseudopods Observe cytoplasmic streaming 11-1 C: What are the characteristics of Paramecium? Describe the functions of cilia and oral groove Observe a paramecium moving and eating Instructional Strategies, Activities, Labs and Process Skills Live protist lab part A: Euglena (RST.6-8.3) Live protist lab part B: Amoeba (RST.6-8.3) Live protist lab:paramecium (RST.6-8.3) Applicable CPI A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent Resources, Materials, Web Sites: (Holt pages ) eugena overhead Video scope with euglena United streaming- euglena video clip Protist powerpoint/notes amoeba overhead Video scope with amoeba United streaming- amoeba video clip Protist powerpoint/notes paramecium overhead Video scope with paramecium United streaming- paramecium video clip Protist powerpoint/notes 23

25 11-1 D: What are protists? Describe the characteristics of all protists Explain how protists reproduce Describe spore forming protists Describe the life cycle of Plasmodium vivax 11-2: What do fungi look like? Describe the major characteristics of unicellular and multicellular fungi Distinguish between the 4 main groups of fungi Recognize structural and reproductive features (hyphae, mycelium, buds, spores) and their function Describe how fungi can be helpful or harmful Define fungus, hyphae, mycelium, spore, mold, lichen Protist powerpoint / notes (RST.6-8.7) Fungus notes sheet Spreading spores demo Yeast Balloon Demo Fungus worksheet with graphing & 3 types (RST.6-8.7) Identify Fungi lab: mushrooms, yeast, mold A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent Plasmodium vivax life cycle overhead Holt 11-1; questions 1-4 Protists on Parade worksheet Vocab chapter review sheet Movie Fungi- The Rotten World Around Us Holt 11-2; 6 vocab words Fungus PowerPoint 24

26 UNIT 15: What are Invertebrates? Aim & Objectives: 15-1A : What are the major characteristics of simple invertebrates? Describe the difference between radial and bilateral symmetry Define invertebrate, bilateral symmetry, radial symmetry, asymmetrical, ganglia, gut, and coelom 15-1B: How are sponges different from other animals? Describe major characteristics of animals from the phyla porifera Describe how a sponge takes in food and oxygen 15-1C: What is a Cnidarian? Describe the function of tentacles and nematocysts Describe the difference between a polyp and a medusa List examples from the phylum cnidaria Describe how a cnidarian takes in food Describe the nervous system of a cnidarian Instructional Strategies, Activities, Labs and Process Skills Symmetry worksheets Lab: Comparing Natural and Synthetic Sponges (RST.6-8.3) Lab: Hydra and daphnia (RST.6-8.3) Applicable CPI B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Resources, Materials, Web Sites: Holt 15-1; 7 vocab words Holt pages Porifera Invertebrate Booklet Page Facts about sponges worksheet Sponge samples Cnidaria Invertebrate Booklet Page Holt pages Video- Cnidaria with quiz 25

27 15-1D: What is a flatworm? Recognize the major characteristics of the phyla Observe a planaria eating, moving, responding to light, and regenerating Planaria lab (RST.6-8.3) B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Holt pages Invertebrate Booklet Page Platyhelminthes info sheet with picture of planaria 15-2A: What is an annelid? Recognize the major characteristics of the phyla Dissect the earthworm to study the external and internal anatomy Locate the organs of the closed circulatory system, tubelike digestive system, and nervous system Define segment Lab: Earthworm dissection (RST.6-8.3) B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Website: Yuckiest Site on the Internet- Worm World Earthworm PowerPoint Annelid worksheet Video- Annelid 15-2B: What is the meaning of the word mollusk? Compare and contrast the methods of movement, eating, and defense of all three mollusk classes Describe the body parts of a mollusk Define open and closed circulatory system Clam lab (RST.6-8.3) Squid lab Menu Project Mollusk Bingo Notes Chart comparing gastropods, bivalves, and cephalopods B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Holt pages Videos- A Multitude of Mollusks & Cephalopods-Incredible Suckers Mollusk Booklet Page 26

28 15-3A: What are arthropods? Identify 4 main characteristics of arthropods Identify different classes of arthropods Describe different body parts of the 4 kinds of arthropods Describe Insect metamorphosis (2 types) Define exoskeleton, compound eye, antennae, mandible, and metamorpohosis 15-3B: What are echinoderms? Describe the main characteristics of echinoderms Describe the water vascular system Define endoskeleton Six-Legged Thermometer Arthropod Notes sheet Notes sheet B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment Holt pages Arthropod Booklet Page PowerPoint Worksheets: riddles/ insect or arachnid PowerPoint Echinoderm Booklet Page A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life 27

29 UNIT 16: Cold-Blooded Vertebrates Aim & Objectives: 16-2: What are fish? (Holt pages ) Distinguish between the three classes of fish and their characteristics Describe the function of a swim bladder and an oily liver Explain the difference between internal and external fertilization Define 16-3 A: How do tadpoles become adult frogs? Describe Frog metamorphosis Explain how amphibians breathe List common characteristics of amphibians Distinguish between types of amphibians Define Instructional Strategies, Activities, Labs and Process Skills Guided Notes Poster Project guided notes Applicable CPI B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Resources, Materials, Web Sites: Holt 16-2; Questions 1-4 Fish PowerPoint Bill Nye Fish Holt 16-3 Amphibian PowerPoint National Geographic: Amphibians and Reptiles 28

30 16-3 B: What body systems can be identified in a frog? Demonstrate proper use of dissecting tools Identify organisms based on internal and external characteristics Recognize structural features and function of a frog Frog dissection lab B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Froguts website Dissection PowerPoint (Holt pages ) 16-4: How are reptiles adapted to life on land? List major characteristics of reptiles Relate the structure and function of reptiles to their success on land Describe the characteristics of an amniotic egg Name the 3 orders of modern reptiles Define Venn diagram (compare fish, amphibians, and reptiles) Guided notes B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life (Holt pages ) Reptile PowerPoint Holt 16-4; Questions 1-3 & 2 vocab Bill Nye Reptiles Chapter 18 Crossword Chapter 18 Review Game- I Have Who Has Chapter 16 Quiz 29

31 UNIT 17: Birds and Mammals Aim & Objectives: 17-1A: What characteristics do all birds share? Name 2 characteristics that birds share with reptiles List the characteristics of perching birds, birds of prey, water-birds, and flightless birds List some advantages of migration Instructional Strategies, Activities, Labs and Process Skills Bird lab- comparing beaks and feet Applicable CPI B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Resources, Materials, Web Sites: Chapter 17 PowerPoint Video: Eyewitness Bird Holt 17-1 Part 1 Questions B: How are birds adapted to their lifestyles? Describe the adaptations for flight Recognize that structure is related to function Define down feather, contour feather, preening, lift, brooding, endothermic Bird lab- comparing beaks and feet B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life (Holt pages ) Holt 17-1 Part 2 Questions A: What are the major characteristics of mammals? (Holt pages ) Describe the unique attributes of mammals Hair Lab Lab: The Most Intelligent Mammal B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life Chapter 17 PowerPoint Holt Questions

32 17-2B: What are the three major groups of mammals? Distinguish between monotremes, marsupials, and placental mammals Overhead of baby inside mother (placental) Mammal Graphic Organizer B2 Illustrate the flow of energy (food) through a community A1 Model the interdependence of the human body s major systems in regulating its internal environment Review Sheets Holt Questions A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life 31

33 UNIT 18-21: Ecology Aim & Objectives: 18-1: How are living things organized in nature? (Holt 18-1;pages ) Distinguish between the biotic and abiotic environment Explain how populations, communities, ecosystems, and the biosphere are related Explain how the abiotic environment relates to communities Define ecology, biotic, abiotic, population, community, ecosystem, biosphere 18-2: How do organisms obtain energy? Describe the functions of producers, consumers, and decomposers in an ecosystem Distinguish between a food chain and a food web Explain how energy flows through a food web Distinguish between an organism s habitat and its niche Define herbivore, carnivore, scavenger, food chain, food web, energy pyramid, habitat, niche Instructional Strategies, Activities, Labs and Process Skills Students place pictures of the different levels in order and observe each in order to define the relevant vocabulary Food Web/Food Chain Activity Carrying Capacity Graphing Activity Carrying Capacity outdoor activity Applicable CPI C.1 Predict the biotic and abiotic characteristics of an unfamiliar organism s habitat C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem B.2 Illustrate the flow of energy (food) through a community C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem. Resources, Materials, Web Sites: 18-1 Notes Chapter 18 PowerPoint Holt 18-1 Questions 1-4 (Holt 18-2; pages ) Chapter 18 PowerPoint BrainPop video/activity Holt 18-2; Define 9 vocab words 32

34 18-3: What kind of relationships do organisms share with each other? (Holt 18-3) Define symbiosis, mutualism, commensalism, parasitism Analyze sample relationships and identify which relationship applies Determine Predator/Prey relationships Define carrying capacity Define coevolution, and give an example 19-1: How does matter cycle in nature? (Holt 19-1) Identify the main components of the water cycle, nitrogen cycle, carbon cycle Recognize that matter is not destroyed nor created just put into different forms Define precipitation, evaporation, ground water, decomposition, combustion Activity: Symbiosis Cycle Notes Cycle Concept Map C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall). Read 18-3; questions 1-3 Chapter 18 PowerPoint Page 66 Reinforcement worksheet (symbiotic relationships) Pages vocab review sheets Chapter 18 Quiz Holt: Read 19-1; Questons 1-3 Video: The Science of Life: Ecosystems: The role of Abiotic Factors 33

35 19-2: How do ecosystems change over time? (Holt 19-2) Explain the reasons for succession Contrast primary and secondary succession Define succession, pioneer species 21-1: How are humans harming our planet? Describe the major types of pollution Distinguish between renewable and nonrenewable resources Explain how habitat destruction affects organisms Explain the impact of human population growth Succession Notes sheet Do Now: Sample NJASK8 Question Primary Succession Activity Pollution worksheets Acid Rain Lab Chapter 21 Notes Sheets C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall) C.1 Explain the impact of meeting human needs and wants on local and global environments C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem. Holt 19-2 Questions 1-3 P 71 Vocab Review Sheet Chapter 19 PowerPoint Jeopardy Review Ch 19 Quiz Chapter 21 PowerPoint Holt

36 21-2: How can we become more green? Explain the importance of conservation Describe the three R s and their importance Explain how habitats can be protected List ways you can help protect the Earth Chapter 21 Notes Cleaner Lab Video: The 3 R s Do Now- Practice NJASK8 Question C.1 Explain the impact of meeting human needs and wants on local and global environments. Chapter 21 PowerPoint Holt 21-2 Vocabulary Review Sheet Chapter 21 Quiz 35