7 th GRADE SPECIAL EDUCATION. SCIENCE Course of Study

Size: px
Start display at page:

Download "7 th GRADE SPECIAL EDUCATION. SCIENCE Course of Study"

Transcription

1 7 th GRADE SPECIAL EDUCATION SCIENCE Course of Study Findlay City Schools 2005

2 BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7 th : Life/Characteristics & Structure of Life Time Line: Indicator (# 1): Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. Indicator (#2): Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. Indicator (#3): Identify how plant cells differ from animal cells, (e.g., cell wall, chloroplasts). KNOW Cell theory (pg. 62) Cell structures and functions Differences between plant and animal cells How life is organized from a single cell to an ecosystem DO Label organelles on drawings Explain the cell theory Describe the functions of organelles Explain at least 2 major differences between plant and animal cells: cell wall and chloroplast Diagram how life is organized: cell, tissue, organ, organ system, organism, population, communities, and ecosystem

3 PRE-ASSESSMENT: Pre-test - Label parts of plant/animal cells Discuss cells and their importance Blow soap bubbles and have students explain how bubbles are like a cell membrane. (text. pg. 84) GRAPHIC ORGANIZER & OR TECHNOLOGY: Venn diagram comparing plant/animal cells Series of Events diagram how life is organized from cell to ecosystem BEST PRACTICES: Anticipation guide Two-column notes PQR 2 ST+ (Review, Questions, Read, Remember, Scan, Touchup, Study Notes Again) (Forget, pg. 31) ASSESSMENT: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Explain the similarities and differences between plant and animal cells. RESOURCES: plans/programs/electronmicroscope/ (virtual microscope) (interactive; plant/animal cells) Inside the Cell video TESTING VOCABULARY: Tissue Organ Organ system Organism Unicellular Multicellular Population Community Ecosystem HISTORICAL/MODERN LINK: How does our study of cells improve our ability to deal with diseases? Article on Photodynamic Therapy treating Cancer (text pg. 80)

4 Cell Membrane Organelles Cytoplasm Nucleus Cell Wall Chloroplast

5 BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7 th Life/Characteristics and Structure of Life Time Line: Indicator (# 4): Investigate the great variety of body plans and internal structures found in multicellular organisms. Indicator (# 18): Investigate the great diversity among organisms. Indicator (# 19): Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment. KNOW Classification The six kingdoms and examples of organisms that belong to each kingdom. Characteristics of each kingdom. Bacteria & Viruses What is bacteria? How bacteria reproduce. The advantages and disadvantages that bacteria pose for people. What is a virus? How virus reproduce. Plants The functions of roots, stems and leaves. The parts of a flower and their functions. How plants adapt to temperature changes. Animals DO Classification Bacteria & Viruses Create a chart that shows characteristics, advantages, and disadvantages of bacteria and virus. Plants Be able to drawn and label a picture of a flowering plant (flower parts, leaf, stem, root, et cetera). Create a chart that shows the response of the four main groups of plants to temperature.

6 The differences between vertebrates and invertebrates. The characteristics of animals. The differences between learned and innate behavior. What is hibernation? Animal social behaviors (communication, living in groups, mating patterns). Animals Choose an animal and create a poster that depicts its characteristics, habitat, learned and innate behaviors, social behaviors. Vertebrates -Fish, Amphibians, Reptiles The characteristics of vertebrates. The characteristics of amphibians. Vertebrates -Fish, Amphibians, Reptiles Create a graphic organizer that compares and contrasts vertebrates and amphibians. PRE-ASSESSMENT: Explain what it means to classify things. ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Dichotomous key TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Use of dichotomous key.

7 BEST PRACTICES: Design a dichotomous key. RESOURCES: /curr/science/ sciber00/7 th /classify/sci ber/intro.htm Classifying Matter Middle school science.com/life TESTING VOCABULARY: Classification Pistil Kingdom Ovary Dichotomous key Virus Sepal Vertebrates Invertebrate Innate behavior Learned behavior Hibernation Social Behavior HISTORICAL/MODERN LINK:

8 BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7 th : Life/Diversity & Interdependence of Life Time Line: Indicator (#5): Describe how organisms may interact with one another. Indicator (# 6): Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalisms). Indicator (#8): Investigate how overpopulation impacts an ecosystem. KNOW The functions of producers, consumers, and decomposers in an ecosystem Know what a food chain is Know what a food web is Know what a habitat is Several limiting factors Examples of predators and prey Overpopulation and survival DO Give an example of a producer, consumer and decomposer Create a food chain and a food web Identify factors that limit a community s growth List 3 types of prey and possible predators Define overpopulation in a community Explain a habitat of an organism

9 PRE-ASSESSMENT: Does the Earth have a carrying capacity for humans? Explain your answer. ASSESSMENT: How does squashing a spider affect the food chain? GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How are producers, consumers (herbivores, carnivores and scavengers), and decomposers linked in a food chain? BEST PRACTICES: Interaction Web (students in a circle w/labels and string Explain why it is important to have a variety of organisms in a community of interacting species. Give examples. RESOURCES: Holt Science & Technology Life Science OH, Deer! Game & Graph (Deer & Resources) Odell Down Under: Computer Fish Survival Game ODNR Survival Game 2 periods/several classes

10 TESTING VOCABULARY: Scavenger Food chain Food web Habitat Prey Predator Limiting factors Competition HISTORICAL/MODERN LINK: What species extinction would affect the human population the most? How have different countries attempted to deal with population control? Ex: USA, China, Japan?

11 BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7 th : Life/Diversity & Interdependence of Life Time Line: Indicator (# 7): Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil). KNOW The difference between the living and non-living environment Four major non-living environmental factors (water, soil, light and temp) (possibly air, too) DO Explain the difference between the living and nonliving environment Create an illustration that demonstrates the relationship between living and non-living relationships in an environment List the four major non-living environmental factors

12 PRE-ASSESSMENT: What is the difference between living and non-living factors? Give examples. ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Concept Mapping Transparencies, Ch. 18 TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: From observation, list the living and non-living things in your back yard BEST PRACTICES: RESOURCES: Holt Science & Technology Life Sciences CD Rom: Abiotic vs. Biotic Aquarium-Pond Community Available at CMS TESTING VOCABULARY: Population Community HISTORICAL/MODERN LINK:

13 BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7 th : Life/Diversity & Interdependence of Life Time Line: Indicator (# 10): Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth s ecosystems (e.g., fire, hurricanes, roads, oil spills). KNOW The major types of pollution Know the differences between renewable and nonrenewable resources. The importance of conservation. The 3 R s (reduce, reuse, recycle). Conservation efforts that protect the earth and its habitats. How our life style impacts our habitat. DO Create a chart that shows four types of pollution and their consequences. Compare and contrast nonrenewable and renewable resources. Create a community awareness poster that reminds people to use the 3 R s. Research conservation organizations (Sierra Club, Hancock Naturalists, Ducks Unlimited, et cetera). Demonstrate ways to minimize pollution on habitats. Discuss ways to avoid pollution. Discuss more efficient ways to save resources.

14 PRE-ASSESSMENT: List 3 human pollutions and the effect they have on our environment. Discuss what humans can do to have a beneficial effect on the environment. GRAPHIC ORGANIZER & OR TECHNOLOGY: ASSESSMENT: Picture project of pollution and its impacts TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: Anticipation Guide (Forget) RESOURCES: Ralph Storybook Litter Landing Hancock Soil & Water Conservation Districts OSU Extension Office Barb Brahm Oakwoods Park Doc Phillips Center Mother Earth, Father Sky TESTING VOCABULARY: Pollution Renewable Resource Nonrenewable resource Biodegradable Conservation Recycling Resource recovery Lifestyle HISTORICAL/MODERN LINK: What wisdom can be gained from an American Indian s respect for and use of the environment?

15 BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7 th : Life/Heredity Time Line: Indicator (# 12): Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents. KNOW Offspring inherit two sets of instructions for each characteristic; one set from each parent. The sets of instructions are known as genes. DO Explain that genes are received from each parent. Calculate the probability of an occurrence.

16 PRE-ASSESSMENT: Why don t all humans look exactly alike? Traits such as blue eyes, brown eyes, etc are passed on from one generation to the next. ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: Concept map RESOURCES: TESTING VOCABULARY: Heredity Genes HISTORICAL/MODERN LINK: Have students develop a table for various physical characteristics of students; textbook, pg. 106

17 BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7 th : Life/Heredity Time Line: Indicator (# 13): Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners, are learned. KNOW DNA carries genetic information. DO Discuss the basic concept of DNA carrying genetic information. Discuss how/why DNA is applicable on a basic level. Discuss how knowing about DNA helps scientists treat diseases.

18 PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: index.html-game TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: Concept Map RESOURCES: Internet: Link HSTL145 TESTING VOCABULARY: DNA HISTORICAL/MODERN LINK: Should DNA fingerprinting be admitted as evidence in the courtroom?

19 BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7 th Life/Evolutionary Theory Time Line: Indicator (#15): Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. KNOW Populations change over time. DO Explain why reproduction is necessary.

20 PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: RESOURCES: Website: PBS Teacher Source National Science Teachers Assoc. (Code HSTL165 or Code HSTL170). TESTING VOCABULARY: Trait HISTORICAL/MODERN LINK: During the past several hundred years, a rapidly expanding human population has caused some species to become extinct either from habitat destruction or over hunting.

21 BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7 th : Life/Evolutionary Theory Time Line: Indicator (# 21): Investigate how an organism adapted to a particular environment may become extinct if the environment, as show by the fossil record, changes. KNOW Many species have become extinct. DO Explain possible causes of extinctions.

22 PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: RESOURCES: Internet TESTING VOCABULARY: Extinct HISTORICAL/MODERN LINK: What makes you unique among your family members?

6 th Grade Life Science Strand 3: Characteristics and Interactions of Living Organisms

6 th Grade Life Science Strand 3: Characteristics and Interactions of Living Organisms Middle School Life Science Standards There are 15 standards that encompass the proposed middle school life science standards. The new standards are listed 4 times to match the four times life science is

More information

FCAT Review. Evolution & Ecosystems

FCAT Review. Evolution & Ecosystems FCAT Review Evolution & Ecosystems Classifying Organisms Why would we classify organisms? To make them easier to study The science of studying how organisms are classified is called taxonomy Organisms

More information

Holt McDougal ScienceFusion Student Edition 2012 Grades 6 8. correlated to the. Minnesota Academic Standards Science Grade 7

Holt McDougal ScienceFusion Student Edition 2012 Grades 6 8. correlated to the. Minnesota Academic Standards Science Grade 7 Holt McDougal ScienceFusion Student Edition 2012 Grades 6 8 correlated to the Minnesota Academic Science Grade 7 7.1. The Nature of Science and Engineering 7.1.1. The Practice of Science 7.1.1.1. Science

More information

Life Science Curriculum Sixth Grade

Life Science Curriculum Sixth Grade Life Science Curriculum Sixth Grade The Sixth Grade life science curriculum emphasizes a more complex understanding of cycles, patterns and relationships in the living world. Students build on basic principles

More information

SIXTH GRADE CHALLENGE

SIXTH GRADE CHALLENGE SIXTH GRADE CHALLENGE I. CORE CONCEPTUAL OBJECTIVE: The students will utilize scientific process skills and problem solving strategies to solve meaningful problems. A. CONTENT AND SKILLS: By the end of

More information

Life Science Strand Grades K-8

Life Science Strand Grades K-8 Life Science Strand Grades K-8 KINDERGARTEN K.L.1: Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1: Compare different types of the

More information

Miller & Levine Biology 2014

Miller & Levine Biology 2014 A Correlation of Miller & Levine Biology To the Essential Standards for Biology High School Introduction This document demonstrates how meets the North Carolina Essential Standards for Biology, grades

More information

Use evidence of characteristics of life to differentiate between living and nonliving things.

Use evidence of characteristics of life to differentiate between living and nonliving things. Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards All living things have a common set characteristic needs and functions that separate them from nonliving things such as:

More information

7 th Grade Life Science Teaching & Learning Framework

7 th Grade Life Science Teaching & Learning Framework 7 th Grade Science 7 th Grade Life Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Structure and Function of Cells S7L2. Obtain, evaluate, and describe how

More information

From Molecules to Organisms: Structures and Processes

From Molecules to Organisms: Structures and Processes 7 th Grade Life Science Essential Questions: 1. How do the structures of organisms contribute to life s functions? 2. How do matter and energy move through individual organisms and ecosystems? 3. How does

More information

Study Guide: Unit A Interactions & Ecosystems

Study Guide: Unit A Interactions & Ecosystems Study Guide: Unit A Interactions & Ecosystems Name: Pattern: Vocabulary: Section 1 Section 2 Ecosystem Consumer Biotic Producer Abiotic Carnivore Organism Herbivore Species Omnivore Population Decomposer

More information

CELLULAR ORGANIZATION UNICELLULAR & MULTICELLULAR ORGANISMS

CELLULAR ORGANIZATION UNICELLULAR & MULTICELLULAR ORGANISMS 7.2 CELL STRUCTURE The student will investigate and understand that all living things are composed of cells. Key concepts include a. cell structure and organelles b. similarities and differences between

More information

Grade 7 Science Learning Standards

Grade 7 Science Learning Standards Grrade 7 Sciience Currrriicullum Overrviiew Middle School Science Hands-on, Minds-On, Science is the primary focus of the middle school science program, and includes content from Earth and Space Science,

More information

2. Which of the following is an organism that is made of only one cell? A. a larva B. an oyster C. an amoeba D. a mold

2. Which of the following is an organism that is made of only one cell? A. a larva B. an oyster C. an amoeba D. a mold 1. I am the barrier between the inside and the outside of the cell. I allow food, oxygen, and other needed materials to enter the cell. I am a part of animal and plant cells. A. cell membrane B. cell wall

More information

Grades 6 8 Overview of Science and Engineering Practices

Grades 6 8 Overview of Science and Engineering Practices Grades 6 8 Overview of Science and Engineering Practices Active engagement of middle school students with the science and engineering practices is critical as students generally make up their minds about

More information

Activity Activity Title. Chapter Title Chapter Description Lesson Title Lesson Description Introduction to Living Things

Activity Activity Title. Chapter Title Chapter Description Lesson Title Lesson Description Introduction to Living Things Introduction to Living Things Students will explore the characteristics of living things, life cycles, stimuli and behavior, and how organisms maintain homeostasis. Characteristics of Living Things differentiate

More information

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004

More information

Vocabulary Flash Cards: Life Science 1: LS1 (1-5)

Vocabulary Flash Cards: Life Science 1: LS1 (1-5) Vocabulary Flash Cards: Life Science 1: LS1 (1-5) 1. Abiotic The nonliving parts of an ecosystem 2. Biotic The living parts of an ecosystem 3. Community The species that make up the living organisms in

More information

Name: Section: Number:

Name: Section: Number: Name: Section: Number: 2 3 4 5 Vocabulary Word Definition cell p.7 nucleus p.8 cytoplasm p.8 chloroplast p.9 genus p.12 species p.12 vertebrates p.18 invertebrates p.22 6 Chapter 1 Lesson 1 What are the

More information

Study of Biology. copyright cmassengale

Study of Biology. copyright cmassengale Study of Biology 1 What is Biology? Biology is the study of all living things Living things are called organisms Organisms include bacteria, protists, fungi, plants, & animals 2 All Living Things Share

More information

Michigan Curriculum Framework

Michigan Curriculum Framework Elementary Reference Content Standards Wetlands (with teacher Rainforest (with teacher 1. All students will apply an understanding of cells to the functioning of multicellular organisms; and explain how

More information

PENNSYLVANIA. All living things need to interact in an ecosystem in order to survive.

PENNSYLVANIA. All living things need to interact in an ecosystem in order to survive. S4.A.3.1.2 -- Essential Explain a relationship between the living and nonliving components in a system (e.g., food web, terrarium). S4.A.3.1.3 -- Essential Categorize the parts of an ecosystem as either

More information

Kentucky Academic Standards Addressed By Zoo Program

Kentucky Academic Standards Addressed By Zoo Program Kentucky Academic Standards Addressed By Zoo Program WILD PACK: FASTEST CUTTERS Program description: Using inquiry skills, students will observe the leaf cutter ant colony in the Zoo s Insect World to

More information

3 Types of Interactions

3 Types of Interactions CHAPTER 18 3 Types of Interactions SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What determines an area s carrying capacity?

More information

Unit Cells 2 weeks Create a Venn Diagram to compare basic structures of plant and animal cells

Unit Cells 2 weeks Create a Venn Diagram to compare basic structures of plant and animal cells First Nine Weeks Life Science Guiding Question: How are plant and animal cells organized to carry on the processes of life? Standards Embedded GLEs 0407.1.1 Recognize that cells are the building blocks

More information

Ecology. Bio Sphere. Feeding Relationships

Ecology. Bio Sphere. Feeding Relationships Ecology Bio Sphere Feeding Relationships with a whole lot of other creatures Ecology Putting it all together study of interactions between creatures & their environment, because Everything is connected

More information

GCSE Science. Module B3 Life on Earth What you should know. Name: Science Group: Teacher:

GCSE Science. Module B3 Life on Earth What you should know. Name: Science Group: Teacher: GCSE Science Module B3 Life on Earth What you should know Name: Science Group: Teacher: R.A.G. each of the statements to help focus your revision: R = Red: I don t know this Amber: I partly know this G

More information

Unit Maps: Middle School Life Science

Unit Maps: Middle School Life Science Cells LS.6 Organisms and environments. The student knows the structure, function, and information processing in cells. The student will explain what it means to say that God created the world and all matter

More information

CHAPTER 1 BIOLOGY THE SCIENCE OF LIFE

CHAPTER 1 BIOLOGY THE SCIENCE OF LIFE CHAPTER 1 BIOLOGY THE SCIENCE OF LIFE BIOLOGICAL THEMES 1. Cell Structure & Function cell is the basic unit of life all organisms are composed of at least one cell Unicellular single celled ; bacteria,

More information

Environmental Science. Teacher Copy

Environmental Science. Teacher Copy Environmental Science Teacher Copy Habitats! You are an organism!! Organisms obtain food, water, shelter and other things it needs to live, grow and reproduce from its environment.! A habitat is an environment

More information

7 th Grade Life Science Review Packet

7 th Grade Life Science Review Packet 7 th Grade Life Science Review Packet Ms. Shirreffs Name: Introduction and Characteristics of Life 1. This year we studied life science, another word for life science is 2. Which term describes an organism

More information

Life Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES

Life Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential

More information

Find your notes, old notebook, and a pencil * On Thursday please bring a calculator!

Find your notes, old notebook, and a pencil * On Thursday please bring a calculator! Find your notes, old notebook, and a pencil * On Thursday please bring a calculator! Describe Photosynthesis: Inputs & outputs? Equation? Factors that impact it What types of organisms do Plants do it

More information

Decomposers recycle nutrients (matter) but ENERGY IS ALWAYS LOST

Decomposers recycle nutrients (matter) but ENERGY IS ALWAYS LOST Decomposers recycle nutrients (matter) but ENERGY IS ALWAYS LOST What does this mean to us Stable ecosystems have a continual input of energy And more producers than consumers It takes less energy to produce

More information

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures

More information

Heredity and Human Development

Heredity and Human Development Grade 7 Science, Quarter 4, Unit 4.1 Heredity and Human Development Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Select evidence that supports the concept that human

More information

Chapter 4 AND 5 Practice

Chapter 4 AND 5 Practice Name: Chapter 4 AND 5 Practice 1. Events that occur in four different ecosystems are shown in the chart below. Which ecosystem would most likely require the most time for ecological succession to restore

More information

Science Standards of Learning for Virginia Public Schools

Science Standards of Learning for Virginia Public Schools Standards of Learning for Virginia Public Schools Reasoning, and Logic Life Processes Earth Patterns, Cycles, and Change Kindergarten Key Concepts Rainforest Desert K.1 The student will conduct investigations

More information

Correlation to New Jersey Core Curriculum Content Standards for Science CPO Science Life Science ( Middle School)

Correlation to New Jersey Core Curriculum Content Standards for Science CPO Science Life Science ( Middle School) 5.1.08.A.1 5-8 Science Practices Understand Scientific Explanations Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative

More information

1. The picture below shows a paramecium. 2. Anya is observing an organism in the laboratory. The table below shows her observations.

1. The picture below shows a paramecium. 2. Anya is observing an organism in the laboratory. The table below shows her observations. Name: Period: Date: Life Science MCAS Review Packet Directions: Answer each of the following questions under the standards. The question may be multiple choice or open response, if needed please use a

More information

Ganado Unified School District #20 (Science/4 th grade)

Ganado Unified School District #20 (Science/4 th grade) Resources Ganado Unified School District #20 (Science/4 th grade) AZ College and Career Readiness Standard PACING Guide SY 2017-2018 (HESS Matrix) First Quarter August 2017 October 2017 Life Science Unit

More information

Structures and Functions of Living Organisms (LS1)

Structures and Functions of Living Organisms (LS1) EALR 4: Big Idea: Core Content: Life Science Structures and Functions of Living Organisms (LS1) Processes Within Cells In prior grades students learned that all living systems are composed of cells which

More information

Cherokee County School District Student Performance Standards Unit Guides - Science: 7 th Grade

Cherokee County School District Student Performance Standards Unit Guides - Science: 7 th Grade Characteristics of Science Cherokee County School District Habits of Mind S7CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits

More information

Chapter 4 Warm Ups MRS. HILLIARD

Chapter 4 Warm Ups MRS. HILLIARD Chapter 4 Warm Ups MRS. HILLIARD Work on all missing assignments and Test Remediation Topics Chapter 4 Vocabulary 1. Ecosystem- a community of organisms and their abiotic environment. 2. Biotic factor-

More information

Matter: Atoms and Molecules (Quiz /10) Objective 1: Describe the structure of matter in terms of atoms and molecules.

Matter: Atoms and Molecules (Quiz /10) Objective 1: Describe the structure of matter in terms of atoms and molecules. Matter: Atoms and Molecules (Quiz /10) Objective 1: Describe the structure of matter in terms of atoms and molecules. Recognize that atoms are too small to see. Relate atoms to molecules Diagram the arrangement

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Course Title/ Grade Level: Science 6 th grade science Unit 1: Matter Duration: 1 month Unit 2: Cell Organization and Development Duration: 2 months Unit

More information

Biology Unit 2 Test. True/False Indicate whether the statement is true or false.

Biology Unit 2 Test. True/False Indicate whether the statement is true or false. Biology Unit 2 Test True/False Indicate whether the statement is true or false. 1. A climax community is usually the stable result of succession. 2. The colonization of new sites by communities of organisms

More information

7 th Grade Science Curriculum

7 th Grade Science Curriculum (1 st 9 Weeks- 1 st 4.5 9 Weeks) Date Hobbs Science By being embedded throughout the, these Processing Skills will be addressed throughout the year. NM & 1 Scientific Thinking and Practice Understand the

More information

7 th Grade GLEs (Draft Alignment 4/22/08) EARL 1 Systems

7 th Grade GLEs (Draft Alignment 4/22/08) EARL 1 Systems 7 th Grade GLEs (Draft Alignment 4/22/08) EARL 1 Systems Diversity of Life (DL) Characteristics of Living Matter 1.1.6 Understand how to classify organisms by their external and internal structures. W

More information

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 Chapter 4 (How Living Things Grow and Change) 3.1.2.C.2. Explain that living things can only survive if their needs are being met. 3.1.2.A.3.

More information

Pee Dee Explorer. Science Standards

Pee Dee Explorer. Science Standards Science Standards About Pee Dee Explorer What does it mean when someone says they are from the "Pee Dee" of South Carolina? A place is bigger than its physical geography. A "sense of place" weaves together

More information

Curriculum Connections for Discovery Field Trips Based on Alabama Course of Study. The Secret Life of Trees Curriculum Connections

Curriculum Connections for Discovery Field Trips Based on Alabama Course of Study. The Secret Life of Trees Curriculum Connections for Discovery Field Trips Based on Alabama Course of Study The Secret Life of Trees The Secret Life of Trees Observe, compare, and describe the properties of trees and parts of trees. Compare changes in

More information

Elementary Science Curriculum- First Grade

Elementary Science Curriculum- First Grade Unit: Life Science Time Frame: 32 days Standard: 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity,

More information

11/10/13. How do populations and communities interact and change? Populations. What do you think? Do you agree or disagree? Do you agree or disagree?

11/10/13. How do populations and communities interact and change? Populations. What do you think? Do you agree or disagree? Do you agree or disagree? Chapter Introduction Lesson 1 Populations Lesson 2 Changing Populations Lesson 3 Communities Chapter Wrap-Up How do populations and communities interact and change? What do you think? Before you begin,

More information

YEAR 5- Natural Sciences PROGRAMACION 2017/18

YEAR 5- Natural Sciences PROGRAMACION 2017/18 YEAR 5- Natural Sciences PROGRAMACION 2017/18 Assessment: End of term topic tests Weekly quiz on topic Lesson plenary to ascertain if pupils are grasping concepts Oral communication with regards to topics

More information

5 th Grade Ecosystems Mini Assessment Name # Date. Name # Date

5 th Grade Ecosystems Mini Assessment Name # Date. Name # Date An ecosystem is a community of organisms and their interaction with their environment. (abiotic, biotic, niche, habitat, population, community)- 1. Which effect does a decrease in sunlight have on a pond

More information

Ecology Notes CHANGING POPULATIONS

Ecology Notes CHANGING POPULATIONS Ecology Notes TEK 8.11 (B) Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or

More information

Science 7 Acceleration Study Guide

Science 7 Acceleration Study Guide Name: Science 7 Acceleration Study Guide These are the units/topics covered in the exam: Laboratory Safety The Scientific Method and Measurement Classification Ecology Evolution Genetics Cells/Microscope

More information

7 th Grade TEKS. AKA: Whacha-gotta-know!

7 th Grade TEKS. AKA: Whacha-gotta-know! 7 th Grade TEKS AKA: Whacha-gotta-know! 1(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and 1(B) practice appropriate use and conservation

More information

Atlanta Public Schools Science Scope and Sequence Matrix Seventh Grade- Life Science

Atlanta Public Schools Science Scope and Sequence Matrix Seventh Grade- Life Science The middle school Life Science course is designed to give students the necessary skills for a smooth transition from elementary life science standards to high school biology standards. The purpose is to

More information

McDougal Littell Science, Cells and Heredity MAZER PDF. IL Essential Lesson. IL Extend Lesson. Program Planning Guide LP page.

McDougal Littell Science, Cells and Heredity MAZER PDF. IL Essential Lesson. IL Extend Lesson. Program Planning Guide LP page. s7an-ppg-pc-il-002-012.indd 2 7/18/05 2:46:40 PM 2 McDougal Littell Science, Cells and Heredity Chapter 1: The Cell, pp. 6 37 1.1 The cell is the basic unit of living things. pp. 9 17 Explore: Activity

More information

Living Things and the Environment

Living Things and the Environment Unit Key Words 1 Living Things and the Environment classify organism owl nest component habitat waterfall measures adapt prohibited seal rat fox In this unit you will learn to: recognize that an ecosystem

More information

Science 9 - Unit A Review Sheet

Science 9 - Unit A Review Sheet Science 9 - Unit A Review Sheet Learning Outcomes Can you? describe the relative abundance of species on Earth and in different environments describe examples of variation among species and within species

More information

Biol 1409: Study Guide for Exam I. Introduction to Diversity

Biol 1409: Study Guide for Exam I. Introduction to Diversity Biol 1409: Study Guide for Exam I Introduction to Diversity 1. Define Biosphere and describe where it is found 2. Describe why our planet is so hospitable to life 3. Name and briefly describe the major

More information

IFE. Discover the. Science.

IFE. Discover the. Science. IFE CIENCE RADE ASSESSMENT PACKET Discover the primary source of matter and energy in food chains, learn about herbivores, carnivores, omnivores, and decomposers and how they are related in food chains

More information

The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades

The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades SC.912.N.1.1 Define a problem based on a specific body of

More information

Philipsburg-Osceola Area School District Science Department

Philipsburg-Osceola Area School District Science Department Timeline (Weeks) Big Idea Essential Questions Concept(s) Skills/ Competenceis Standards/ Eligible Content Assessments Vocabulary Educational Resources Differentiation Eligible Content covered all year-

More information

Disciplinary Core List of Standards (NGSS) for 6-8 Life Science Progression

Disciplinary Core List of Standards (NGSS) for 6-8 Life Science Progression LS1.A: Structure and Function - All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different

More information

SWMS Science Department

SWMS Science Department Big Idea 17 Interdependence SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.L.17.2 Compare

More information

Diversity of Life Unit Map Grade 7

Diversity of Life Unit Map Grade 7 Diversity of Life Unit Map Grade 7 Course Goal and Description: Diversity of Life emphasizes the use of knowledge and evidence for students to construct explanations for the structures and functions of

More information

Kindergarten Life Science

Kindergarten Life Science Kindergarten Life Science LS1A Structure and Function 3.1.D.K.a. Observe and compare the structures and behaviors of different kinds of plants and animals LS1C Organization for Matter and Energy Flow in

More information

Missouri Science Standards: Physical Science

Missouri Science Standards: Physical Science Missouri Science Standards: Physical Science Kindergarten Scope and Sequence Plants and Animals Observe and compare the structures and behaviors of different kinds of plants and animals Scope and Sequence

More information

The Science of Life. Introduction to Biology

The Science of Life. Introduction to Biology The Science of Life Introduction to Biology What is Biology Bio = life logos = knowledge many branches - different things to study in biology Botany study of plants all types of plants - trees, flowers,

More information

Name: Date: Period: BIOLOGY Final Exam Study Guide. 3. List the 4 major macromolecules (biomolecules), their monomers AND their functions. a.

Name: Date: Period: BIOLOGY Final Exam Study Guide. 3. List the 4 major macromolecules (biomolecules), their monomers AND their functions. a. Name: Date: Period: Water and Cells BIOLOGY Final Exam Study Guide 1. Define homeostasis: 2. Match the property of water with its correct description: a. High specific heat b. High heat of vaporization

More information

Name Date Period Handout A: Characteristics of Life

Name Date Period Handout A: Characteristics of Life Name Date Period Handout A: Characteristics of Life Directions: 1. Read and highlight the main ideas in each passage. 2. Circle Key vocabulary 3. Answer the questions below each passage. Most people feel

More information

Biology EOC Review Study Questions

Biology EOC Review Study Questions Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living

More information

Science Grade 7 Texas

Science Grade 7 Texas Tutorial Outline Texas Tutorials are designed specifically for the Texas Essential Knowledge Skills (TEKS). Science Tutorials offer targeted instruction, practice, review designed to help students develop

More information

98 Washington State K-12 Science Learning Standards Version 1.2

98 Washington State K-12 Science Learning Standards Version 1.2 EALR 4: Big Idea: Core Content: Life Science Structures and Functions of Living Organisms (LS1) Processes Within Cells In prior grades students learned that all living systems are composed of cells which

More information

Growth & Development. Characteristics of Living Things. What is development? Movement. What is a cell?

Growth & Development. Characteristics of Living Things. What is development? Movement. What is a cell? Characteristics of Living Things made of cells growth acquire and use energy reproduction movement adaptation respond to stimuli/homeostasis interdependence organization What is development? What are some

More information

Grade Level: Biology I Grading Period: 1 st 9 weeks

Grade Level: Biology I Grading Period: 1 st 9 weeks June 206 Grading Period: st 9 s Scientific Method and Parts of Experiment Chemical Bonding, Properties of Water, ph scale b- Formulate questions that can be answered through research and experimental design.

More information

Georgia Performance Standards for Urban Watch Restoration Field Trips

Georgia Performance Standards for Urban Watch Restoration Field Trips Georgia Performance Standards for Field Trips 6 th grade S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earth s surface is water,

More information

Course Guide. Introduction... 2

Course Guide. Introduction... 2 Introduction... 2 Unit 1: Structures and Processes in Organisms Lesson 1: Kingdoms of Living Things... 2 Lesson 2: Animal Structures... 2 Lesson 3: Plant Structures... 3 Lesson 4: Basic Needs of Living

More information

New Jersey Core Curriculum Content Standard Area: SCIENCE Grade 7

New Jersey Core Curriculum Content Standard Area: SCIENCE Grade 7 New Jersey Core Curriculum Content Standard Area: SCIENCE Grade 7 Earth History Organisms Revised July 2011 By Wendy Ford, Casey Schmidt, John Wares Michael Palazzo, Supervisor of Science N-8 North Brunswick

More information

Purpose of cytoplasm. Cell membrane. Cell membrane. Purpose of cell membrane. Cytoplasm. Contains organelles and site of many chemical reactions

Purpose of cytoplasm. Cell membrane. Cell membrane. Purpose of cell membrane. Cytoplasm. Contains organelles and site of many chemical reactions Cell membrane Purpose of cell membrane Cell membrane Cytoplasm Purpose of cytoplasm Contains organelles and site of many chemical reactions Plant cell wall Purpose of cell wall Provides support (plants

More information

THE WORLD OF BIOLOGY SECTION 1-1 REVIEW. VOCABULARY REVIEW Define the following terms. MULTIPLE CHOICE Write the correct letter in the blank.

THE WORLD OF BIOLOGY SECTION 1-1 REVIEW. VOCABULARY REVIEW Define the following terms. MULTIPLE CHOICE Write the correct letter in the blank. SECTION 1-1 REVIEW THE WORLD OF BIOLOGY VOCABULARY REVIEW Define the following terms. 1. development 2. reproduction 3. organ 4. tissue MULTIPLE CHOICE Write the correct letter in the blank. 1. Biology

More information

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process:

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process: Area of Focus: Biology Learning Objective 1: Describe the structure and function of organs. Pre- Diagram and label the structure of the primary components of representative organs in plants and animals

More information

8 th Grade Cards & answers 2-1. In which kingdom would you find unicellular organisms that do NOT have nuclei?

8 th Grade Cards & answers 2-1. In which kingdom would you find unicellular organisms that do NOT have nuclei? 2-1. In which kingdom would you find unicellular organisms that do NOT have nuclei? A. Monera B. Plant C. Protista D. Fungi 3-1. What is true about the members of the Fungi kingdom? A. They reproduce using

More information

All Living Things Share Common Characteristics 1. Living Things are Composed of Cells: Single-cell organisms have everything they need to be self-sufficient. In multicellular organisms, some cells do only

More information

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 7

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 7 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 7 TEKS Comments Louisiana GLE (7.1) Science Concepts. The student

More information

water cycle evaporation condensation the process where water vapor the cycle in which Earth's water moves through the environment

water cycle evaporation condensation the process where water vapor the cycle in which Earth's water moves through the environment cycle a series of events that happen over and over water cycle evaporation the cycle in which Earth's water moves through the environment process when the heat of the sun changes water on Earth s surface

More information

What do plants compete for? What do animals compete for? What is a gamete and what do they carry? What is a gene?

What do plants compete for? What do animals compete for? What is a gamete and what do they carry? What is a gene? How are these animals adapted to their surroundings: - a) Polar bear b) Camel c) Cactus What do plants compete for? What do animals compete for? What is a gamete and what do they carry? What is a gene?

More information

Ch.5 Evolution and Community Ecology How do organisms become so well suited to their environment? Evolution and Natural Selection

Ch.5 Evolution and Community Ecology How do organisms become so well suited to their environment? Evolution and Natural Selection Ch.5 Evolution and Community Ecology How do organisms become so well suited to their environment? Evolution and Natural Selection Gene: A sequence of DNA that codes for a particular trait Gene pool: All

More information

Reproduction of Organisms

Reproduction of Organisms Reproduction of Organisms Sexual Reproduction and Meiosis What do you think? Read the three statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree

More information

Chetek-Weyerhaeuser Middle School

Chetek-Weyerhaeuser Middle School Chetek-Weyerhaeuser Middle School Science 7 Units and s Science 7A Unit 1 Nature of Science Scientific Explanations (12 days) s 1. I can make an informed decision using a scientific decision-making model

More information

Philipsburg-Osceola Area School District Science Department. Standard(s )

Philipsburg-Osceola Area School District Science Department. Standard(s ) Philipsburg-Osceola Area School District Science Department Course Name: Biology Grade Level: 10 Timelin e Big Ideas Essential Questions Content/ Concepts Skills/ Competencies Standard(s ) Eligible Content

More information

Biology 1 Curriculum Aligned State Standard Teacher Resources Performance Indicator

Biology 1 Curriculum Aligned State Standard Teacher Resources Performance Indicator Theme District Curriculum Heading District Curriculum Heading 1 Curriculum Aligned State Standard Teacher Resources Performance Indicator The Science of Students will learn the characteristics of life

More information

Unit Plan Sketch. Part 1: Topic Content and Objectives

Unit Plan Sketch. Part 1: Topic Content and Objectives Topic: ECOLOGY Unit Plan Sketch Part 1: Topic Content and Objectives Grade level: Middle school Larger topic Interactions within Ecosystem Communities Population Dynamics in Ecosystems I. Objectives for

More information

All cells have a CELL MEMBRANE. What is a cell membrane? Functions of cell membrane: 1)

All cells have a CELL MEMBRANE. What is a cell membrane? Functions of cell membrane: 1) Name: Pd: ORGANISMS & ENVIRONMENTS STUDY GUIDE KE EY 9 Weeks Test Date: Parent Signature (BONUS!): 6.12A+B CELLS (cells, cells they re made of organelles!) All living things have CELLS ELLS. Cell - The

More information

Ecology - the study of how living things interact with each other and their environment

Ecology - the study of how living things interact with each other and their environment Ecology Ecology - the study of how living things interact with each other and their environment Biotic Factors - the living parts of a habitat Abiotic Factors - the non-living parts of a habitat examples:

More information

CLASSIFICATION AND VARIATION

CLASSIFICATION AND VARIATION 1 Living organisms Living things are made of tiny units called cells. Cells help living organisms to carry out one or more of the following life processes. Draw lines to match each process to its definition.

More information