THE GRADE SEVEN PROGRAM

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1 THE GRADE SEVEN PROGRAM Page 35

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3 I Intermediate Science Course Overview G rade 7 G rade 8 Grade 9 Characteristics of Living Things (NS) Structures and Design (STS) Environmenta nvironmental Interactions (NS) Consumer Product Testing (STS) Diversity of Living Things (NS) Environmental Quality (STS) F orce and Motion (NS) M achines and Work (NS ) Electricity (NS ) Measuring Temperature e (ST) C hemicals and You (STS) Solutions and Substance s (STS) Heat Transfer (NS) Chemical Changes (NS) C hanges in the Land (NS) T he Earth s Crust (NS ) Oceanography (NS ) S tudent Project (NS) S tudent Project (NS ) Student Project (NS ) Page 37

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5 GRADE 7 SCIENCE Characteristics of Living Things Page 39

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7 Characteristics of Living Things Unit Overview The main emphasis in this unit is the nature of science. Students discover several of the major life processes and the role each plays in maintaining the well-being of the individual. Students view prepared slides as well as their own wet mounts while learning correct procedures in using the microscope. At this level, the two-kingdom classification system is used rather than the fivekingdom classification system Page 41

8 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 1. Certain characteristics distinguish living things and nonliving things. A. Distinguish between living, nonliving and dead. B. Identify the major life processes common to most forms of life. C. Distinguish between animal life and plant life. D. Propose a definition for the term life. E. Provide examples of living, nonliving and dead components in the local area. F. Demonstrate an appreciation for both living and nonliving components of the local environment. C/H A 2. Variations exist among organisms. Organisms move in different ways and a variety of structures make such movements possible. A. Distinguish between locomotion and motion. B. Observe differences in locomotion among various invertebrates. C. Give examples of different types of motion in plants. D. Compare structures that enable animals to move in different mediums (i.e., on land, in water, in air). C/AP Page 42

9 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 1. S.D., pp. 1-8 S.P.T., pp b. In S.P.T. life processes are developed throughout the whole unit. It is not necessary for students to do all activities. 1c. The predominant difference between animals and green plants is that plants make their own food through photosynthesis. Classify living and non-living things, and plants and animals using a database to store and sort information. 2. S.D., pp , S.P.T., pp Page 43

10 Concept Intended Learner Outcome Type/Level 3. Internal movements are important in the body. After completion of this unit, the student will be able to: A. Identify internal movements which occur within our bodies. B. Identify the body s vital signs. C. Locate and monitor pulse before and after exercising. D. Discover the effect of exercise on pulse rate by conducting an investigation in which the control, manipulated and responding variables are identified. E. Construct a line graph of the data collected from the investigation of the pulse rate. F. Devise and conduct an investigation which compares the pulse rates of adults and grade seven students. G. Infer why differences may have been observed in the pulse rate investigation. S, C/H 4. Growth is a fundamental characteristic of all living things. It means more than just getting bigger. A. Define growth as the characteristic of life that all allows organisms to get bigger, change and repair themselves. B. Appreciate the fact that growth patterns may differ from one individual to the next. C. Measure and record variations which exist among classmates for a chosen characteristic. D. Define regeneration as the process by which an organism grows new tissue or body parts to replace those that have been destroyed. E. Give examples of animals from the coastal waters of Newfoundland which are capable of regeneration. A Page 44

11 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 3. S.D., pp S.P.T., N/A Observe motion using stop-action video or time frame-grabbing. Sense and monitor body processes (e.g., temperature, pulse) using a database or spreadsheet. 4. S.D., pp S.P.T., pp Observe and record the growth of organisms using video technology and analyze data using a database or spreadsheet. Page 45

12 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 5. Reproduction is a life process essential for the survial of the species. A. Define reproduction as the replacement of an old generation by a new generation. B. Identify several methods by which organisms reproduce. C. Demonstrate various methods of reproduction in plants. 6. An organism s survival depends upon its ability to respond appropriately to stimuli within its environment. A. Define stimulus as anything which causes activity or change in an organism and can either be internal or external. B. Define response as reaction(s) made to a particular stimuli. C. Identify various stimuli and the specific response which each may evoke. D. Define reaction time as the time interval between the stimulus and the response. E. Illustrate the importance of reaction time to an organism in responding to stimuli within its environment. C/H Page 46

13 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 5. S.D., pp S.P.T., pp b. For methods of reproduction see S.D. 6. S.D., pp S.P.T., pp Observe stimulus/response phenomena using simulation programs such as SimCity, SimAnt, SimEarth, Civilization, Life. Use interface technology to do computerized reaction time activity. Data could be analyzed using a database or spreadsheet. Page 47

14 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 7. Optical microscopes offer technology for studying cells and micro-organisms. A. Identify and state the functions of the major parts of the compound microscope. B. Demonstrate knowledge of a compound microscope by using low, medium, and high powers. C. Prepare a wet mount slide (i.e., letter E from newspaper). D. Demonstrate proper care in the use and storage of the compound microscope. E. Determine the size of an object when viewed under low power of your microscope (i.e., width of human hair). 8. All living things are made up of tiny building blocks called cells. A. Define cell as the tiny, living building block which makes up all living things. B. Identify the functions of following major cellular components: -nucleus - cytoplasm -cell wall - chloroplast -cell membrane - vacuole C. Prepare and stain a wet mount slide of onion skin. D. Determine the length and width of a typical onion cell. E. Diagram and label a typical plant and animal cell. F. Compare and contrast typical plant and animal cells. G. Identify and describe as many microorganisms as possible from a sample of pond water. S, S, Page 48

15 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 7. S.D., pp S.P.T., pp Use a videocamera with a microscope adapter lens to display microorganisms on a TV or monitor 8. S.D., N/A S.P.T., pp Page 49

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