CURRICULUM MAP. Course/ Subject: Life Science Grade: 7 Teacher: Brown, Schneider, Schenkel, Wilson, Lare
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1 CURRICULUM MAP Course/ Subject: Life Science Grade: 7 Teacher: Brown, Schneider, Schenkel, Wilson, Lare National Benchmark being addressed State Standards- Skills/Competencies Possible Assessment NGSS Science & Engineering Practices Cells ( 1 marking period) I. All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope. II. Some living things consist of a single cell. Like familiar organisms, they need food, water, and air; a way to dispose of waste; and an environment they can live in. III. Different body tissues and organs are IV. made up of different kinds of cells. Cells repeatedly divide to make more cells for growth and repair. V. Various organs and tissues function to serve the needs of all cells for food, air, and waste removal. VI. VII. VIII. IX. Within cells, many of the basic functions of organisms -- such as extracting energy from food and getting rid of waste -- are carried out. The way in which cells function is similar in all living organisms. Every cell is covered by a membrane that controls what can enter and leave the cell. Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement. The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein Cells I.)3.1.7A5, II.)3.1.7A2, III.) 3.1.7A6 IV.) 3.1.7A4 V.) 3.1.7A7 VI.)3.1.7A2, 3.1.7A7 VII.) A5 VIII.) A7 IX.) 3.1.7A7, A5 X.) 3.1.7A1 XI.) A XII.)3.1.7.A Ia)-Use of Microscopes and parts of a compound light microscope II/V/VIa.) Explain how cells Obtain and release energy IV.) Describe the function of cell division and identify the stages of mitosis VII.) Demonstrate the process of Osmosis and diffusion Ia.) Microscope labsletter e/salt,sugar,sand/pond H20-C&H p.16, Prepared slides Ib.) Microscope Quiz II/V/VIa.)Cell Respiration Lab VIb.) Fermentation Lab C&H p. 53 IVa.) Mitosis- Yarn Poster; Model mitosis- C&H p.84 IV b) Onion slide lab- C& H p. 86 IVC.) Microviewer VII.) Osmosis/Diffusion Labs C&H pp. 39,56,57,64 VII.b.) Cells Alive Activity 2 Cell Model 2 Cell Cycle Poster 2 Photosynthesis & Cell Respiration 2 Diffusion Model 2 Active Transport 4 Cell Cycle Pie Chart 6 Disproving Spontaneous Generation using Pasteur s work. 6 Diffusion Model
2 molecules are long, usually folded chains made from 20 different kinds of amino acid molecules. The function of each protein molecule depends on its specific sequence of amino acids and its shape. The shape of the chain is a consequence of attractions between its parts. X. The cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. XI. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues of an embryo. XII. Like other animals, human beings have body systems for obtaining energy, defense, reproduction and the coordination of body systems. VIIIa..) Label and Identify the parts of the cell VIIIa.) Create a model of the cell- using tangible items C & H p. 31 or create from home RST 1 RST 2 RST 4 RST 5 Use of textbook to deliver content material. RST 3 Microscope RST 7 Cell cycle levels of organization RST 10 Use of textbook
3 (1 marking period) Heredity I. In some kinds of organisms, all the genes come from a single parent. II. In organisms that have two sexes, typically half of the genes come from each parent. III. In sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male. IV. The fertilized egg cell, carrying genetic information from each parent, multiplies to form the complete organism. V. The same genetic information is copied in each cell of the new organism. VI. The information passed from parents to offspring is coded in DNA molecules. VII. DNA molecules are long chains linking just four kinds of smaller molecules, whose precise sequence encodes genetic information. VIII. In some kinds of organisms, all the genes IX. come from a single parent. In organisms that have two sexes, typically half of the genes come from each parent. X. In sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male. XI. The fertilized egg cell, carrying genetic information from each parent, multiplies to form the complete organism. XII. The same genetic information is copied in each cell of the new organism. XIII. The sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. RST 1 RST 2 RST 4 RST 5 Use of textbook to deliver content material. RST 3 Baby Face/Bug Lab - WST 2 Genetic Lab RST 10 Use of textbook Heredity I.)3.1.7B 2 II.) B1,3.1.7B2 III.) B2, IV.) B2 V.) A4 VI.) B1,3.1.7 B5 VII.) B1 VIII.)Duplicate to next heading Delete items eight thru twelve XIII.) Change to VIII B1, B2 Heredity I Ia.) Identify the stages of meiosis I and II IIb.) Explain why it s necessary for sexual reproduction IIc.) Compare and contrast meiosis and mitosis VI.a) Explain mendel s experiment and its influence on the field of genetics VIb.) Compare and contrast dominant and recessive traits VIc.) Use Punnett Squares to determine genotypic/phenotypic ratios VId.) Predict parental crosses based on offspring VIe.) Describe the structures of DNA VIf.) Describe the process of genetic engineering and its positive and negative aspects Heredity II.)Yarn Lab/Meiosis Processes VIa1.)Baby Face Lab/Build a Bug Lab Activity/Completion of Punnett Squares- VIa2.) How does DNA fit inside the nucleus- C&H p.76 VI.c.) Probability Coin demo.-c&h p. 110, 114 VIe.) Wheat Germ/peas/strawberry DNA extraction lab C&H p Genetic Simulation 2 DNA Model 4 Punnett Square 4 Pedigree 5 Ratio, Probability, Percentages dealing with Punnett Squares (1.3 marking periods )
4 Diversity of Life I. There are millions of different kinds of individual organisms that inhabit the earth at any one time -- some very similar to each other, some very different. II. Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce. III. Changes in environmental conditions can affect the survival of individual organisms and entire species. IV. The way in which cells function is similar in all living organisms. V. One of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either plants or animals. VI. VII. Traditionally, a species has been defined as all organisms that can mate with one another to produce fertile offspring. In classifying organisms, scientists consider details of both internal and external structures. RST 1 RST 2 RST 4 RST 5 Use of textbook to deliver content material. RST 10 use of textbook WST 7 {animal WST 8 {research Diversity of Life I.)3.1.7.A1 II.) A2,3.1.7 A7 III.) 3.1.7C C2 IV.) A5 V.) A1, VI.) skip**** VII.) B5 Diversity of Life I/II/VII.) Identify basic characteristics of invertebrate classes and their adaptations I/II/VII.) Identify basic characteristics of vertebrate classes and their specialized features I/V/VII) Classify protists according to how they obtain energy I/VII) Identify types and characteristics of Fungi II/V.) Identify common characteristics in Plants III.) Explain how cells are specialized in mulitcellular organisms and how they adapt to their environment VIIa.) Describe how living things are classified VIIb.) Use a dichotomous key to identify organisms using binomial nomenclature VIIc.) Identify the three domains and six Diversity of Life I/II/VIIa.) Squid movement lab-dol Resource book p.280 I/II/VIIb.) Coloring book, small group activity, and expert group I/II/VIIc.)Vertebrate Photostory Project I/V/VII) Pond water/microscope lab- DOL p.31 I/VII) Mushroom spore release-dol p. 66 II/Va) Classzone.com( Interactive activity,flower dissection, pine cone lab- DOL p.102, 111. II/Vb). Plants Store Energy Lab/Demo- DOL p.51 II/Vc). Swollen Ovary Party (fruit dissection)- DOL p.107 II/Vd.) Celery Food Coloring Xylem demo (overnight) III.) Bird beak adaptation lab-dol p Communicating information gathered about a specific category or organism (ex. Powerpoint, Photostory, posters, research paper)
5 kingdoms, along with their distinguishing traits VII/III/I) Identify structure of bacteria and archae, Lists ways in which bacteria are helpful/harmful. VII/I) Describe stages of viral reproduction VII.a) Dichotomous Key Lab( jelly beans,sharks, dichotomous key simulationclasszone.com LOT) VIIb.) Field Guide use VIIc.) Kingdom Poster VII/I) Lab Activity- how do infections (virus) spread- DOL p.25 VIII/III/I.a) Culturing Wild Bacteria lab Activity-DOL p.22
6 ECOLOGY UNIT (0.7 marking period) Flow of Matter I. Carbon and hydrogen are essential elements of living matter. II. Plants use the energy in light to make sugars out of carbon dioxide and water. III. One of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. IV. Plants can use the food they make immediately or store it for later use. V. Organisms that eat plants break down the plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms. VI. VII. VIII. One organism may scavenge or decompose another. The cycles continue indefinitely, because organisms are decomposed after death to return food materials to the environment. Food provides molecules that serve as fuel and building material for all organisms. Flow of Matter I.)3.2.7 A2 II.) C III.) C IV.) C V.) A; 4.1.7C VI.) C VII.) 4.1.7C VIII.)4.1.7 C Flow of Matter I.) Identify how matter is recycled within an ecosystemwater, carbon, nitrogen II/V/VI/VII.) Illustrate how energy moves through an ecosystem II/V/VI.) Describe relationships among organisms (predator/prey; competition; cooperation; symbiotic relationships) Flow of Matter I.) Carbon/ Shell Lab- Ecology p.19 I.) Classzone.com-cycle simulations II.) Construct Sample food webs. II/V/VI. Predator/prey lab- Ecology p. 57. Also may wish to do outdoor simulations. 2 Water, Carbon & Nitrogen Cycles 2 Food Chain, Web & Energy Pyramid 2 Levels of Environmental Organization 4 Population Growth & Decline Graphs 6 Describe the effect of removing a biotic factor from an ecosystem. RST 1 RST 2 RST 4 RST 5 Use of textbook to deliver content material. RST 7 food webs, chains RST 8 current events articles RST 10 use of textbook
7 Natural Selection I. In all environments... organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. In any particular environment, the growth and survival of organisms depend on the physical conditions. II. People control some characteristics of plants and animals they raise by selective breeding and by preserving varieties of seeds (old and new) to use if growing conditions change. III. Small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors. IV. Individual organisms with certain traits are more likely than others to survive and have offspring. V. Changes in environmental conditions can affect the survival of individual organisms and entire species. Natural Selection I.)3.1.7 C1 II.) B4 III.)3.1.7 B4, B5 IV.) C1 V.) C2 Natural Selection I/V.a) Identify causes of changes in population I.V.b)Identify stages within a population and its carry capacity V.) Describe how populations have unique responses to change Natural Selection I/.V.) Introduce Species lab I/Vb.) Population Growth Lab Ecology p. 63
8 Interdependence of Life I. Reproduction is necessary for the II. III. IV. survival of any species. Interactions between organisms may be for nourishment, reproduction, or protection and may benefit one of the organisms or both of them. Some species have become so dependent on each other that neither could survive without the other. In all environments, organisms with similar needs may compete with one another for limited resources, including food, space, water, air, and shelter. Given adequate resources and an absence of disease or predators, populations of organisms in ecosystems increase at rapid rates. Finite resources and other factors limit their growth. V. All organisms, both land-based and aquatic, are interconnected by their need for food. This network of interconnections is referred to as a food web. The entire earth can be considered a single global food web, and food webs can also be described for a particular environment. At the base of any food web are organisms that make their own food, followed by the animals that eat them, then the animals that eat those animals, and so forth. Interdependence of Life 4.1.7A I.)3.1.7 B2 II.) A III.) A IV.) A V.)4.1.7C 4.57C Interdependence of Life Differentiate biotic versus abiotic III. Identify the characteristics of living things and their needs. -Identify human impact on the environment Interdependence of Life Nature Walk listing biotic/abiotic factors Candle flame activity- C & H p.9 Cleaning Oil Spills lab Ecology p. 106
9 All Marking Periods Nature of Science I. Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. II. Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. RST 6 current events article. & RST 8 RST 9 video pole to pole BBC Planet Earth RST 10 use of textbook WST 1 persuasive WST 5 argument WST 6 ecological topic WST 4 ecological footprint narration Nature of Science I.)3.1.7 A9 II.) A9 I. Identify how scientists estimate populations I.) Estimating populations lab Ecology p. 52 Key to NGSS Science & Engineering Practices 1 Asking Questions and Defining Problems 2 Developing and Using Models 3 Planning and Carrying Out Investigations 4 Analyzing and Interpreting Data 5 Using Mathematics and Computational Thinking 6 Constructing Explanations and Designing Solutions 7 Engaging in Argument from Evidence 8 Obtaining, Evaluating, and Communicating Information
10
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