The student might demonstrate the ability to achieve this standard by: Making a chart comparing the similar functions of plant and animal cells.

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Diane Day
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1 1: Life, Cell Biology: All living organisms are composed of cells, from just one to many trillions, whose details are usually visible only through a microscope. s 1.a) Cells function similarly in all living organisms. 1.b) The characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. Making a chart comparing the similar functions of plant and animal cells. Making and labeling diagrams of both plant and animal cells and identifying parts of each that are unique to each. p. 99, Transp. 15 p. 99, c) The nucleus is the repository for genetic information in plant and animal cells. Charting the types of genetic information found in the nucleus of plant and animal cells. pp d) Mitochondria liberate energy for the work that cells do, and chloroplasts capture sunlight energy for photosynthesis. Showing the cycle that converts energy for use in plant and animal cells. pp e) Cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. Creating a diagram showing the steps in the process of cell division. 1.f) As multicellular organisms develop, their cells differentiate. Listing the variety of cells of a multi-cellular organism and their functions.

2 2: Life, Genetics: A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. s 2.a) The differences between life cycles and reproduction of sexual and asexual organisms. 2.b) Sexual reproduction produces offspring that inherit half their genes from each parent. 2.c) An inherited trait can be determined by one or more genes. 2.d) Plant and animal cells contain many thousands of different genes, and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive. Listing the similar and different characteristics of organisms that rely on sexual or asexual reproduction. Drawing the chromosomes that are present in a cell and showing that they exist in pairs. Charting or graphing an inherited trait such as ear lobes or hair and eye color for their classmates. Researching and reporting on an experiment in genetics that shows the pairs of genes responsible for one of the inherited traits of the organism. M. Reas. 2.5 Writ. 1.4 pp. 38, pp. 117, 535 pp , 134 pp e) DNA is the genetic material of living organisms, and is located in the chromosomes of each cell. Creating a model of the DNA that might be found in the cell of an organism. pp

3 3: Life, Evolution: Biological evolution accounts for the diversity of species developed through gradual processes over many generations. s 3.a) Both genetic variation and environmental factors are the causes of evolution and the diversity of organisms. Experimenting with objects that simulate the different kinds of bird beaks and their ability to secure food. p b) The reasoning used by Darwin in making his conclusion that natural selection is the mechanism of evolution. Describing the four steps of Darwin s theory of evolution by natural selection. Writ. 1.2 pp c) How independent lines of evidence from geology, fossils, and comparative anatomy provide a basis for the theory of evolution. Making diagrams comparing the front limbs of modern animals with the fossil evidence of extinct creatures and noting similarities. pp d) How to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics, and expand the diagram to include fossil organisms. Developing a concept map showing the changes of a group of organisms over time. transparency #8 3.e) Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are sufficient for its survival. Make a chart showing the adaptations that would be needed to survive specific environmental changes. p. 177

4 4: Life, Earth and Life History: Evidence from rocks allows us to understand the evolution of life on Earth. s 4.a) Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. Creating a geologic time line of the history of the Earth, showing periods of major changes to the surface features. M. Reas. 2.5, 2.7 p. 201, b) The history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impact of an asteroid. Using a map of the world to locate the major areas of earthquake and volcanic activity on our planet today. p c) The rock cycle includes the formation of new sediment and rocks. Rocks are often found in layers with the oldest generally on the bottom. Placing dirt and water in a clear jar. Close the lid and mix the contents. Let the material settle undisturbed to be able to view specific layers. p d) Evidence from geologic layers and radioactive dating indicate the Earth is approximately 4.6 billion years old, and that life has existed for more than 3 billion years. Outlining the evidence found that indicate the approximate age of the Earth. M. Reas. 2.7 p e) Fossils provide evidence of how life and environmental conditions have changed. Identifying species that were found to exist in each of the Geologic time periods. p f) How movements of the Earth s continental and oceanic plates through time, with associated changes in climate and Using maps of the Earth s plate movement to illustrate how the continents have shifted over time. p

5 geographical connections, have affected the past and present distribution of organisms. 4.g) How to explain significant developments and extinctions of plant and animal life on the geologic time scale Listing the needs of species and how conditions affect species survival. p

6 5: Life, Structure and Function in Living Systems: The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. s 5.a) Plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. Comparing the organization of the parts of a school to those of the body. p b) Organ systems function because of the contribution of individual organs, tissues, and cells. The failure of any part can affect the entire system. Looking closely at an organ system and the function of each of its parts, and charting the effect of the failure of each of the parts of the system. p c) How bones and muscles work together to provide a structural framework for movement. Describing how skeletal muscles move bones. p d) How the reproductive organs of the human female and male generate eggs and sperm, and how sexual activity may lead to fertilization and pregnancy. Describing the functions of the female and the male reproductive systems. pp e) The function of the umbilicus and placenta during pregnancy. Writing down the functions of the umbilicus and the placenta during mammal pregnancy. Writ. 2.3 p f) The structure and processes by which flowering plants generate pollen and ovules, seeds, and fruit. Using diagrams and charts, describe the rolls of pollination and fertilization in plant reproduction. pp

7 5.g) How to relate the structures of the eye and ear to their functions. Chart the functions of the eye and the ear and tell which part of their structure accomplishes which function. pp

8 6: Life, Physical Principles in Living Systems: Physical principles underlie biological structures and functions. s 6.a) visible light is a small band within a very broad electromagnetic spectrum. Creating a diagram of the electromagnetic spectrum showing the range of visible light. pp b) For an object to be seen, light emitted by it or scattered from it must enter the eye. Making diagrams of how light is emitted from or scattered by an object. p c) Light travels in straight lines except when the medium it travels through changes. Demonstrating that light passing through a lens or a clear liquid will bend (refract). p d) How simple lenses are used in a magnifying glass, the eye, camera, telescope, and microscope. Diagramming the effects of light passing through different types of lenses. p e) White light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths. Placing colored filters over flashlights and shining them on a white surface in a darkened room. p. 62 (TE) 6.f) Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). Shining a light beam through a clear and then a slightly opaque liquid and charting the results. p g) The angle of reflection of a light beam is equal to the angle if incidence. Measuring the angle of light striking a mirrored surface and the angle of the reflection. Meas., Geom 3.4 p h) How to compare joints in the body (wrist, Making diagrams of human joints and the p. 471

9 shoulder, thigh) with structures used in machines and simple devices (hinge, ball-andsocket, and sliding joints. matching machines that represent them. 6.i) How levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system. Making diagrams of human joints and the matching machines that represent them. p j) Contractions of the heart generate blood pressure, and heart valves prevent back flow of blood in the circulatory system. Creating a diagram of the chambers of the heart and the valves with the flow of blood indicated. p. 490

Standards Map Basic Comprehensive Program Science Grade Seven Focus on Life Sciences SE/TE: , SE/TE: ,

Standards Map Basic Comprehensive Program Science Grade Seven Focus on Life Sciences SE/TE: , SE/TE: , Publisher: Pearson Program Title: Biology: Exploring Life 2006 Components: 0-13-250-925-3 (SE), 0-13-250-883-4 (TE) Grade Level(s): 7-12 s Map Basic Comprehensive Program Science Grade Seven Focus on Life