GLE # 55/ html. Interactive Science Textbook: pgs

Transcription

1 Grade: 7 th Science Unit 1: Characteristics of science Time Frame: August 15-30(2 weeks) Unit Description: Utilizing relevant safety practices in the classroom and identifying the characteristics of living things. SI 23 Use relevant safety procedures & to conduct scientific investigations (SI-M-A8) List & explain the characteristics that all living things share Explain the difference between living,nonliving & dead List & describe the things that organisms need to survive Safety in the Science Classroom Interactive Science Textbook: pgs Probe: Is it Living? Scientific Method: 55/ html w0/unit1/chapter1/section_1_selfcheck_quiz-eng_.html What Defines Life? It s Alive! Or is it? Comparing a fish & a candle Sewer Lice Seeds: Dead or Alive? 1

2 1 Grade:7 th Science: Unit 2: Cells Time Frame: August 31 Sept. 28 (4 Weeks) GLE Unit Description This unit focuses on comparing the basic structures and functions of different types of cells, with an emphasis on comparing the cell structures of plants and animals. Pre-test: Unit 2 Probe: Unit 2 Plant and animal cells Cell information and presentations: Student Understandings A basic knowledge of cellular structure and function is essential to the understanding of both plant and animal cells. Students are expected to effectively use a compound microscope to view cells. They will create presentations on the development of the modern cell theory, identify basic cell structures, and describe their functions in both plant and animal cells. SI 29 LS-2 Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge. Compare the basic structures and function of different types of cells (LS-M-A1) Guiding Question: Can students describe how technology has played an increasingly important role in our knowledge of cell structures? ileap Key Concept: Identify and compare cell structures and functions LEAP Key Concept: Identify and compare different types of cells, their components, and the functions of each cell type and its basic organelles (plant cell, animal cell, red blood cell, white blood cell, muscle cell, skin cell). LEAP Key Concept: Describe basic needs and processes of common living cells or life (energy, transport mechanisms, elements/nutrients, reproduction). Guiding Question: Can students locate and describe the function of cell organelles within the cell? Interactive Science Textbook: pgs Activity 1: Microscopes- A Closer Look Activity 2: Who s in the Pond? Activity 3: The Cell Theory Vocabulary: Electron microscope, magnify, microscope, compound microscope Interactive Science Textbook: pgs , Activity 4: Differentiating between a plant and animal cell Activity 5: Cell structures Vocabulary: Cell membrane, cell organelles, cell wall, chlorophyll, chloroplasts, chromosome, cytoplasm, endoplasmic reticulum, golgi bodies, lysosomes, mitochondria, nuclear membrane, nucleolus, nucleus, ribosome, prokaryotic, eukaryotic, and vacuole tml Different types of cells: 55/ html 1

3 1 Grade:7 th Science: Unit 2: Cells Time Frame: August 31 Sept. 28 (4 Weeks) GLE LS-4 Compare functions of plant and animal cell structures (i.e., organelles) (LS-M-A2) ileap Key Concept: Compare plant and animal cell structures. LEAP Key Concept: Describe basic needs and processes of common living cells or life (energy, transport mechanisms, elements/nutrients, reproduction). Guiding Question: Can students compare and contrast a plant cell and an animal cell? Interactive Science Textbook: pgs Addressed in Activity 4 & 5 Vocabulary addressed with GLE 2 Parts of the cell: 55/ html LS-3 LS-7 Illustrate and demonstrate osmosis and diffusion in cells (LS-M-A1) Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4) Guiding Question: Can students locate and describe the function of cell organelles within the cell? ileap Key Concept: Describe osmosis and diffusion. LEAP Key Concept: Describe basic needs and processes of common living cells or life (energy, transport mechanisms, elements/nutrients, reproduction). Guiding Question: Can students describe the differ/ence between osmosis and diffusion ileap Key Concept: Explain the processes of photosynthesis and respiration using a word equation. ileap Key Concept: Describe and contrast the processes (input, output, functions) of photosynthesis and aerobic respiration; determine the relationship between these two processes; write the chemical equation for each process. Interactive Science Textbook: pgs Activity 6: Moving Molecules Vocabulary: Osmosis, diffusion, selectively permeable, active transport, passive transport Interactive Science Textbook: pgs , Activity 7: Detecting Carbon Dioxide Activity 8: Photosynthesis Activity 9: Plants and Food Vocabulary: photosynthesis, respiration, products, reactants / html Guiding Question: Can students describe the functions of photosynthesis and respiration, 2

4 1 Grade:7 th Science: Unit 2: Cells Time Frame: August 31 Sept. 28 (4 Weeks) GLE the reactants and products of each, and the relationship between these processes? SE-42 LS-8 Describe how photosynthesis and respiration relate to the carbon cycle. Distinguish between aerobic respiration and anaerobic respiration (LS- M-A4) Guiding Question: Can students cite what plants need in their environment to carry out photosynthesis and, ultimately, to live? Guiding Question: Can students cite what plants need in their environment to carry out photosynthesis and, ultimately, to live? ileap Key Concept: Differentiate between aerobic and anaerobic respiration in cells. Guiding Question: Can students explain the difference between aerobic and anaerobic respiration? Interactive Science Textbook: pgs Addressed with Activity 7&8 Interactive Science Textbook: pgs (The textbook is lacking a complete lesson on this concept, please supplement) Activity 10: Aerobic and Anaerobic Respiration es/o/1/35.asp /Cellular_respiration Vocabulary: Aerobic respiration, anaerobic respiration, fermentation 3

5 Grade:7 th Science: Unit 3: Reproduction and Heredity Sept. 29 Oct Weeks Unit Description This unit focuses on the basic concepts of genetics. Major topics include sexual and asexual reproduction, mitosis and meiosis, genes and chromosomes, and Mendel s laws. The use of Punnett squares to predict traits will be presented in the unit. Pre test Unit 3 Probe Unit 3 Baby Mice Student Understandings Students will compare and contrast the processes or concepts of sexual and asexual reproduction, and mitosis and meiosis. Differentiate between the two types of reproduction and forms of cell division. Students will correctly complete Punnett squares to predict phenotypic and genotypic probability ratios in the offspring of genetic crosses involving dominate and recessive traits. Identify and describe uses of fertilization and selective breeding and genetic engineering. Chapter Review: w0/unit1/chapter5/section_1_selfcheck_quiz-eng_.html w0/unit1/chapter5/section_2_selfcheck_quiz-eng_.html w0/unit1/chapter5/section_3_selfcheck_quiz-eng_.html LS-14 Differentiate between sexual and asexual reproduction (LS-M-B1) ileap Key Concept: Identify statements that describe sexual and asexual reproduction. LEAP Key Concept: Compare sexual and asexual reproduction Guiding Question: Cans students describe sexual and asexual reproduction and cite examples of each? Interactive Science Textbook: pgs. Intro , , Activity 1: Reproduction LS-15 Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity (LS-M-B1) ileap Key Concept: Compare mitosis and meiosis and differentiate between the cell divisions in each process. LEAP Key Concept: Contrast meiosis and mitosis; Recognize the function of each type of cell division. Guiding Question: Can students articulate the major difference between mitosis and Vocabulary: Asexual Reproduction, Sexual Reproduction Interactive Science Textbook: pgs , Activity 2: Mitosis Activity 3: Meiosis and Me w0/unit1/unit_project_2.html 55/ html 1

6 Grade:7 th Science: Unit 3: Reproduction and Heredity Sept. 29 Oct Weeks meiosis and describe the phases of each process? Vocabulary: Anaphase, Cell Cycle, Chromatid, Chromatin, Chromosome, Cytokinesis, daughter cell, gamete, heredity, interphase, metaphase, prophase, replication, telophase mlanchor-mitosis LS-16 Explain why chromosomes in body cells exist in pairs (LS-M-B2) ileap Key Concept: Explain why chromosomes in body cells exist in pairs. LEAP Key Concept: Differentiate among the structure and roles of DNA, genes and chromosomes. Interactive Science Textbook: pgs , Addressed in Activity 2 & / html LS-17 Explain the relationship of genes to chromosomes and genotypes to phenotypes (LS-M-B2) Guiding Question: Can students describe how genetic information is passed from one generation to the next? ileap Key Concept: Explain the relationship of genes to chromosomes. ileap Key Concept: Explain the relationship of genotypes to phenotypes. LEAP Key Concept: Differentiate among the structure and roles of DNA, genes and chromosomes. Vocabulary: Adenine, Guanine, Thymine, Cytosine, allele, amino acid, inheritance, Interactive Science Textbook: pgs , , Activity 4: DNA Demo Activity 5: Choice of (Trendy Traits, All in the Family, or SpongeBob) mlanchor-genetics Guiding Question: Can students describe how genetic information is passed from one generation to the next? LEAP Key Concept: Differentiate between genotype and phenotype and be able to predict either for simple monohybrid crosses using a Punnett square. Vocabulary: DNA, gene, genetics, genotype, phenotype, heredity, inheritance, protein, RNA, lipids 2

7 LS-19 LS-20 (I) Grade:7 th Science: Unit 3: Reproduction and Heredity Sept. 29 Oct Weeks Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square (LS-M- B3) Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits (LS-M-B3) ileap Key Concept: Use a Punnett square to determine offspring in simple monohybrid crosses. LEAP Key Concept: Differentiate between genotype and phenotype and be able to predict either for simple monohybrid crosses using a Punnett square. Guiding Question: Can Students identify a genetic trait and explain the link via Punnett squares? ileap Key Concept: Identify dominant, recessive, and incomplete dominant traits from a given scenario. LEAP Key Concept: Differentiate between genotype and phenotype and be able to predict either for simple monohybrid crosses using a Punnett square. Guiding Question: Can Students identify a genetic trait and explain the link via Punnett squares? Interactive Science Textbook: pgs , Addressed in Activity 5 Vocabulary: Punnett Square Interactive Science Textbook: pgs , Addressed in Activity 5 w0/unit1/chapter5/math_practice.html Standardized Test Prep: w0/unit1/chapter5/standardized_test_pr actice.html LS-21 (I) Use a Punnett square to demonstrate how sexlinked traits are inherited (LS-M-B3) ileap Key Concept: Use a Punnett square to determine offspring in simple monohybrid crosses. LEAP Key Concept: Differentiate between genotype and phenotype and be able to predict either for simple monohybrid crosses using a Punnett square. Vocabulary: Heterozygous, Homozygous, dominant, recessive Interactive Science Textbook: pgs Addressed in Activity 5 Guiding Question: Can Students identify a genetic trait and explain the link via Punnett Vocabulary covered previously 3

8 LS-22 (I) Grade:7 th Science: Unit 3: Reproduction and Heredity Sept. 29 Oct Weeks Give examples of the importance of selective breeding (e.g., domestic animals, livestock, horticulture) (LS-M-B3) squares? ileap Key Concept: Identify examples of selective breeding. Interactive Science Textbook: pgs Activity 6: Selective Breeding LS-18 (I) Recognize genetic errors caused by changes in chromosomes (LS-M-B2) ileap Key Concept: Recognize genetic errors caused by changes in chromosomes. LEAP Key Concept: Recognize major communicable, noncommunicable, and genetic diseases or disorders and identify causes, preventative measures, symptoms, and treatments. Vocabulary: Selective Breeding Interactive Science Textbook: pgs , Activity 7: Genetic Disorder Research Guiding Question: Can students explain and identify how and when a change in the DNA molecule can cause a disorder? Vocabulary: Genetic Disorder and mutation 4

9 Grade:7 th Science: Unit 4: Body Systems Oct 31 Nov 11 (2 Weeks) Unit Description: This unit will focus on the major functions, organs and interactions of body systems. Pre test Unit 4 No Probe PS-1 (C) Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) (PS-M- A9) Guiding Question: Can students list the elements essential for life? Interactive Science Textbook: pgs. Refer to 6 th grade textbook page 183 Activity 1: Served with a grain of NaCl tableelements/ig/elements-in-the- Human-Body/ LS-9 (I) LS-10 Relate structural features of organs to their functions in major systems (LS-M-A5) Describe the way major organ systems in the human body interact to sustain life (LS-M-A5) ileap Key Concept: Describe the function of organs within major systems (digestive, respiratory, nervous, circulatory) LEAP Key Concept: Recognize major functions, organs, and interactions of body system (Circulatory, respiratory, nervous, skeletal, muscular, digestive, and urinary). Guiding Question: Can students identify major organs in the human body, relate their structure to their function, and describe the interaction with the system? ileap Key Concept: Describe how one or more major organ systems interact to sustain human life (endocrine, reproductive, nervous, respiratory, skeletal, muscular, circulatory, digestive). LEAP Key Concept: Recognize major functions, organs, and interactions of body Vocabulary: none Interactive Science Textbook: pgs , Activity 2: Organs and Systems Activity 3: Organs and systems of the body Vocabulary: Artery, capillary, cardiac muscle, cartilage, digestion, heart, joint, ligament, lungs, neuron, organ, skeletal muscle, skeleton, smooth muscle, spinal column, tendon, tissue, veins, central nervous system, circulatory system, digestive system, excretory system, Lymphatic system, muscular system, nervous system, respiratory system, skeletal system Interactive Science Textbook: pgs , , Addressed in Activity 2 & 3 Vocabulary addressed in LS 9 dex.html Respiratory System: 52/ html Circulatory System: 1

10 Grade:7 th Science: Unit 4: Body Systems Oct 31 Nov 11 (2 Weeks) system (Circulatory, respiratory, nervous, skeletal, muscular, digestive, and urinary). Guiding Question: Can students identify major organs in the human body, relate their structure to their function, and describe the interaction with the system? 52/ html Digestion System: w0/brainpop_movies.html 2

11 Grade:7 th Science: Nov 14- Jan 11 Unit 5: Living Organisms-Four weeks Unit Description This unit focus is on the life cycle of plants and animals, including humans, and on the comparison of complete and incomplete metamorphosis. Representative organ systems are explored. The unit concludes by introducing students to the development and use of dichotomous keys. Student Understandings Plants and animals go through defined stages of development. Students will explore metamorphosis in animals as a specific example and investigate life cycles of some plants. Evolutionary adaptations of each life form should be understood and observed by students as much as possible. In studying the characteristics of living organisms, students should recognize similarities and differences and be able to construct a dichotomous key for identification of species and defined groups. Pre-test Unit 5 Probe: Unit 5 LS-9 (I) Relate structural features of organs to their functions in major systems. LEAP Key concept: Recognize and describe basic plant tissues and the structures and functions of each. (xylem, phloem, cambium, stomata, root hairs, and flower components. Interactive Science Textbook: pgs , Activity 1: Plant tissues Vocabulary: Angiosperm, anther, gymnosperm, xylem, phloem, cambium, stomata, and root hairs / html w0/unit2/chapter10/standardized_test_ practice.html LS-5 (I) Compare complete and incomplete metamorphosis in insects (e.g., butterflies, mealworms, grasshoppers) ileap Key Concept: Identify organisms with complete and incomplete metamorphosis. Guiding Question: Can students describe complete metamorphosis and incomplete metamorphosis citing examples of each? Interactive Science Textbook: pgs Activity 2: Introduction to Life Cycles-Metamorphosis Activity 3: Life cycles of other organisms 48/ html 1

12 LS-6 Grade:7 th Science: Nov 14- Jan 11 Unit 5: Living Organisms-Four weeks Compare the life cycles of a variety of organisms, including nonflowering plants, reptiles, birds, amphibians, and mammals. ileap Key Concept: Compare life cycles of plants and animals. LEAP Key Concept: Analyze, compare and sequence the life cycles of a variety of organisms, including humans. Guiding Question: Can students describe and compare life cycles of selected plants and animals and compare these to the human life cycle? Vocabulary: Complete metamorphosis, Incomplete metamorphosis, head, larva, nymph, pupa, thorax, abdomen Interactive Science Textbook: pgs , , Addressed in Activity 2, 3, / html LS-11 (C) LS-23 Describe the growth and development of humans from infancy to old age. Classify organisms based on structural characteristics, using a dichotomous key. LEAP Key Concept: Analyze, compare and sequence the life cycles of a variety of organisms, including humans. ileap Key Concept: Use a dichotomous key to classify organisms (based on structural differences) Guiding Question: Can students classify organisms using a dichotomous key? Vocabulary: Cotyledons, dispersal, flower, fruit, germination, life cycle, leaf, petal, pistil, pollen, root, seed, sepal, stamen, stigma, stomata, tree ring, xylem Interactive Science Textbook: pgs Addressed in Activity 3 Vocabulary: none Interactive Science Textbook: pgs Activity 4: Kingdoms and Phyla Activity 5: Comparing kingdoms Activity 6: Chamber of Living Things Activity 7: Classification/Dichotomous Key Vocabulary: animals, Archaebacteria, Arthropod, Autotroph, binomial nomenclature, class, classification, Dichotomous key, Eukaryotes, Family, fungi, genus, heterotrophs, kingdom, order, Phylum, plants, protists, species, taxonomoy 13/ html ts3ssac2.pdf df 2

13 Grade:7 th Science: Nov 14- Jan 11 Unit 5: Living Organisms-Four weeks 3

14 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) Unit Description In this unit, activities will focus on biomes and their characteristics; distinguishing among ecosystems, communities, populations, species, habitats, and niches; symbiotic relationships; and the impact of population changes on ecosystems. Pre-Test Unit 6 Probe: Unit 6 Student Understandings This study of ecology requires that students understand and recognize various biomes around the world, the dynamics of populations and factors that influence populations, the impact of human intervention, and the levels of organization within ecosystems. LS-7 Construct a word equation that illustrates the process of photosynthesis and respiration using a word equation. ileap Key Concept: Explain the processes of photosynthesis and respiration using a word equation. LEAP Key concepts: Describe and contrast the processes (input, output, functions) of photosynthesis and aerobic respiration; determine the relationship between these two processes; write the chemical equation for each process. Interactive Science Textbook: pgs Activity 1: Round and round they go Activity 2: Cycles SE-41 (I) Describe the nitrogen cycle and explain why it is Guiding Question: Can students describe the role of photosynthesis? ileap Key Concept: Explain why the nitrogen cycle is important of the survival of organisms. Vocabulary: Photosynthesis, Respiration, and Carbon Cycle, renewable resources Interactive Science Textbook: pgs Addressed in Activity 1, 2 1

15 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) important for the survival of organisms LEAP Key concepts: Interpret, illustrate, or describe natural cycles, such as the carbon and nitrogen cycles. SE-42 Describe how photosynthesis and respiration relate to the carbon cycle Guiding Question: Can students explain the importance of the nitrogen cycle to the survival of living organisms? ileap Key Concept: Relate photosynthesis and respiration to the carbon cycle. LEAP Key concepts: Interpret, illustrate, or describe natural cycles, such as the carbon and nitrogen cycles. Vocabulary: Nitrogen Cycle Interactive Science Textbook: pgs Addressed in Activity 1, 2 Guiding Question: Can students describe the carbon cycle? Guiding Question: Can students describe the role of photosynthesis? Vocabulary: none LS-26 Describe the levels of organization of living things within an ecosystem ileap Key Concept: Identify the levels of organization of living things within an ecosystem: producers, primary consumers, secondary consumers, decomposers, individual, population, community. (GLE- 26) Interactive Science Textbook: pgs Activity 3: What s the connection? LEAP Key Concept: Differentiate among and sequence levels of organization in the biosphere from specific to general (atoms, molecules, organelles, cells, tissues, organs, systems, organism, populations, communities, ecosystems, biomes, and biosphere. Vocabulary: Ecology, Predator, Prey, producer, scavenger, species 2

16 SE-36 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) Distinguish the essential roles played by biotic and abiotic components in various ecosystems ileap Key Concept: Identify the roles of biotic and abiotic components in various ecosystems. LEAP Key concepts: Identify relationships and interactions among producers, consumers, decomposers, scavengers, herbivores, and carnivores and identify forms of symbiosis: mutualism, parasitism, and commensalism. Interactive Science Textbook: pgs. Intro , , , Addressed in Activity 3, 9 Guiding Question: Can students construct a food web for an ecosystem and trace and describe the energy flow through the system? LS-25 LS-28 (I) Locate and describe the major biomes of the world Differentiate between ecosystem components of habitat and niche ileap Key Concept: Describe the major biomes of the world and identify organisms. LEAP Key concepts: Describe the major biomes of the world and identify organism. Guiding Question: Can students list, locate, describe, compare, and contrast the eight major biomes of Earth? ileap Key Concept: Differentiate between habitat and niche. LEAP Key concepts: Compare and differentiate between niche and habitat. Guiding Question: Can students describe the components of a habitat and a niche and how they differ? Vocabulary: Abiotic factors, Biotic factors, decomposer, ecosystem Interactive Science Textbook: pgs Activity 4: Biome Field Trip Simulation Vocabulary: climate, biomes (see biomes from activity) Interactive Science Textbook: pgs Addressed in Activity 3 Activity 5: My Niche Vocabulary: Habitat, niche 3

17 LS-30 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) Differentiate between structural and behavioral adaptations in a variety of organisms ileap Key Concept: Differentiate between behavioral and structural adaptations. Use structures and features of organisms for simple classification and to determine adaptations to specific habitats. LEAP Key concepts: Provide or select examples of changes over time that have allowed various species to survive or that illustrate similarities in structures of animals. Fossil evidence may be used. Interactive Science Textbook: pgs Activity 6: Adaptations LS-32 LS-24 Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive. Analyze food webs to determine energy transfer among organisms Guiding Question: Can students describe the behavioral and physical adaptations of animals in a given biome? Use structures and features of organisms for simple classification and to determine adaptations to specific habitats. ileap Key Concept: Determine energy transfer among organisms by analyzing food webs. LEAP Key concepts: Identify the Sun as the ultimate source of energy to power ecosystems and trace the energy flow in ecosystems using food webs, chains, or pyramids. Vocabulary: Adaptations, herbivore, instinct, learned behavior Interactive Science Textbook: pgs , , 362 Addressed in Activity 6, 9 Vocabulary: Endangered species, extinction, survival Interactive Science Textbook: pgs Activity 7: Food Webs Activity 9: Energy Transfer Guiding Question: Can students construct a food web for an ecosystem and trace and describe the energy flow through the 4

18 SE-40 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) Construct or draw food webs for various ecosystems system? ileap Key Concept: Determine energy transfer among organisms by analyzing food webs. LEAP Key concepts: Identify the Sun as the ultimate source of energy to power ecosystems and trace the energy flow in ecosystems using food webs, chains, or pyramids. Vocabulary: food webs, food chain, community, competition, consumer, ecosystem, producer, decomposer Interactive Science Textbook: pgs Addressed in Activity 7, 9 LEAP Key concepts: Identify relationships and interactions among producers, consumers, decomposers, scavengers, herbivores, and carnivores and identify forms of symbiosis: mutualism, parasitism, and commensalism. Guiding Question: Can students construct a food web for an ecosystem and trace and describe the energy flow through the system? Vocabulary addressed in GLE 24 LS-27 Identify various relationships among plants and animals (e.g. mutualistic, parasitic, and ileap Key Concept: Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer, LEAP Key concepts: Identify relationships and interactions among producers, consumers, decomposers, scavengers, herbivores, and carnivores and identify forms Interactive Science Textbook: pgs , Activity 10: I Depend on You 5

19 Grade:7 th Science: Ecology Time Frame: Jan 12 Feb 17 (Five Weeks) producer/cons umer.) of symbiosis: mutualism, parasitism, and commensalism. Vocabulary: Commensalism, mutualism, parasitism, parasite, host, symbiosis 6

20 Grade:7 th Science: Unit 7: Balance in the ecosystems- Time Frame: Feb 23 March 30 (4 Weeks) GLE Unit Description: In this unit, activities will focus on adaptations of plants and animals for survival within an ecosystem and the essential roles of biotic and abiotic components in various ecosystems. The unit will address the concepts of limiting factors and carrying capacity with regard to populations that can be sustained in an ecosystem. The impacts of environmental factors and human interventions on ecosystems are analyzed. Student Understandings The students will understand that ecosystems function with a delicate balance in the short term and as dynamic entities in the long term. Provided illustrations of ecosystems, students will identify both the biotic and abiotic factors that must balance to sustain the system. Balance is supported and affected by the immediate and long-term impacts of factors such as overpopulation, widespread death and disease, and biotic and abiotic changes in certain habitats and in the overall ecosystem. Students will identify behavioral and structural adaptations while providing multiple examples of each. Provided an ecological description, students will describe the impact of introducing a specific non-native species into this ecosystem. Pretest: Unit 7 SE36 Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1) ileap Key Concept: Identify the roles of biotic and abiotic components in various ecosystems. Interactive Science Textbook: pgs. Intro , , , Activity 1: Factors That Limit Plant and Animal Populations Vocabulary: limiting factors and carrying capacity SE37 Identify and describe the effects of limiting ileap Key Concept: Describe the effects of limiting factors on a given population. LEAP Key Concept: Describe the Interactive Science Textbook: pgs Addressed in Activity 1 Activity 10: Monitoring a Wetland (optional) 1

21 Grade:7 th Science: Unit 7: Balance in the ecosystems- Time Frame: Feb 23 March 30 (4 Weeks) GLE SE38 LS34 factors on a given population (SE-M-A2) Evaluate the carrying capacity of an ecosystem (SE-M-A2) Explain how environmental factors impact survival of a population (LS-M-D2) carrying capacity, limiting factors, and sustainability, and their relationships to changes in habitat and populations. ileap Key Concept: Determine the carrying capacity of an ecosystem using a given scenario. LEAP Key Concept: Describe the carrying capacity, limiting factors, and sustainability, and their relationships to changes in habitat and populations. ileap Key Concept: Identify environmental factors that impact the survival of a population. LEAP Key Concept: Predict the effects that habitat destruction, the introduction of a nonnative species, or the loss of an organism have on an ecosystem or other species. Interactive Science Textbook: pgs , Addressed in Activity 1 Activity 7: Parachuting Cats into Borneo Interactive Science Textbook: pgs , 362 Activity 2: Bird Beak Adaptations Activity 3: Exploring the Environment Guiding Question: Can students describe survival of organisms in terms of the environmental factors that impact the survival of a population, the ability of the organism to change, and the variations in individual organisms within a population that aid in the survival of the species? Vocabulary: adaptation, specialization and diversity SE39 Analyze the consequences of human activities on ecosystems (SE-M-A4) ileap Key Concept: Identify the consequences of human actions on ecosystems. LEAP Key Concept: Analyze and identify the impact of human activities and technology on populations, habitats and Earth Systems. Interactive Science Textbook: pgs , Addressed in Activity 2, 3 &7 Activity 5: Natural and Man-Made Changes in an Ecosystem Activity 8: Let It Rain on the Sparta Activity 9 Vocabulary: ozone layer, acid rain, greenhouse gases, global warming, deforestation, smog, fossil fuels, 2

22 Grade:7 th Science: Unit 7: Balance in the ecosystems- Time Frame: Feb 23 March 30 (4 Weeks) GLE LS32 Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS- M-D2) Guiding Question: Can students identify and analyze the human factor as it affects ecosystems health and productivity? Guiding Question: Can Students predict ht impact on ecosystems as changes in populations occur through natural events or human interventions? ileap Key Concept: Determine an organism s ability to survive during changes that occur in various ecosystems. LEAP Key Concept: Describe carrying capacity, limiting factors and sustainability, and their relationships to changes in habitat and populations. LEAP Key Concept: Predict the effects that habitat destruction, the introduction of a nonnative species, or the loss of an organism have on an ecosystem or other species. Guiding Question: Can students describe survival of organisms in terms of the environmental factors that impact the survival of a population, the ability of the organism to change, and the variations in individual organisms within a population that aid in the survival of the species? renewable resources, nonrenewable resources, sewage, thermal pollution, erosion, loss of biodiversity, overfishing, pollution, nonpoint source pollution, point source pollution, invasive species, endangered species, threatened species, extinct, hypoxia, conservation, soil conservation, reforestation, forest management, use of renewable resources, wildlife preservation, reserves, landscape preservation, natural pest control, recycling, emissions control, water cycle, water table, water shed, aquifer, hydrosphere Interactive Science Textbook: pgs , , 362 Addressed in Activity 2 & 10 Activity 4: Wetland Wonders Activity 6: Alligators and Such! Vocabulary: barrier island, bottomland hardwood forests, brackish marsh, chenier, delta, detritivore, detritus, dredging, estuary, freshwater marsh, intermediate marsh, marsh, ppt, saltwater intrusion, saltwater marsh, sea-level rise, spoil, subsidence, swamp, wetlands SE35 Identify resources humans derive from ileap Key Concept: Identify resources that humans derive from ecosystems (wetlands, tropical rainforests, tundra). Interactive Science Textbook: pgs , Addressed in Activity 4 & 8 3

23 Grade:7 th Science: Unit 7: Balance in the ecosystems- Time Frame: Feb 23 March 30 (4 Weeks) GLE LS31 ecosystems (SE-M-A1) Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1) ileap Key Concept: Determine the impact of introducing nonnative species into an ecosystem LEAP Key Concept: Predict the effects that habitat destruction, the introduction of a nonnative species, or the loss of an organism have on an ecosystem or other species. Guiding Question: Can students predict the impact of introducing a nonnative species into an ecosystem? Interactive Science Textbook: pgs. 343, Addressed in Activity 5 SE43 Identify and analyze the environmental impact of humans use of technology (e.g., energy production, agriculture, transportation, human habitation) (SE-M-A8) ileap Key Concept: Identify positive and negative effects that human use of technology has on the environment. LEAP Key Concept: Analyze and identify the impact of human activities and technology on populations, habitats and Earth Systems. Guiding Question: Can students identify and analyze the human factor as it affects ecosystems health and productivity? Interactive Science Textbook: pgs Addressed in Activity 5 & 9 LS33 (I) Illustrate how variations in individual organisms within a Guiding Question: Can Students predict the impact on ecosystems as changes in populations occur through natural events or human interventions? ileap Key Concept: Identify that variations in individual organisms within a population determine the success of the population. Interactive Science Textbook: pgs Addressed in Activity 1, 2, & 6 4

24 Grade:7 th Science: Unit 7: Balance in the ecosystems- Time Frame: Feb 23 March 30 (4 Weeks) GLE LS29 population determine the success of the population (LS-M-D2) Predict the impact changes in a species population have on an ecosystem (LS-M-C4) LEAP Key Concept: Describe carrying capacity, limiting factors and sustainability, and their relationships to changes in habitat and populations. Guiding Question: Can students describe survival of organisms in terms of the environmental factors that impact the survival of a population, the ability of the organism to change, and the variations in individual organisms within a population that aid in the survival of the species? ileap Key Concept: Predict he changes that a pieces population has on an ecosystem. LEAP Key Concept: Describe carrying capacity, limiting factors, and sustainability and their relationships to changes in habitat an populations. Interactive Science Textbook: pgs (should add supplement, this not enough. Addressed in Activity 7 5

25 Grade:7 th Science: Unit 8: Health & diseases- Time Frame: April 18 May16 (2 Weeks)2 Weeks Unit Description This unit will focus on how human life can be influenced by external factors and genetics. It will discuss the effects lifestyle choices such as the use of tobacco and drugs can have on the body. Common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and prevented are among topics covered. Student Understandings Good health is the result of heredity and care and respect for the human body. It is also important that students be able to describe how diseases are contracted and to select behaviors that prevent the spread of disease. In the study of science, students should be able to explain germ theory. Students will participate in a historical research project of how society has acted to prevent or control certain diseases with particular attention given to science and its role in finding cures or preventive measures. Students will also address the issue of nutrition by creating charts that will allow them to evaluate the nutritional knowledge of teens. LS-12 Describe how external factors & genetics influence quality & length of human life ileap Key Concept Describe how external factors & genetics influence quality & length of human life (GLE 12) Guiding Questions 1. Can students list the physical & emotional effects of poor nutrition, smoking, drug use, and the lack of exercise? (GLE 12) 2. Can students describe appropriate lifestyle changes that can prevent serious illness?(gle 12) 3. Can students describe diseases that are influenced by genetic as well as external factors? (GLE 12) Interactive Science Textbook: pgs. 152, , , Diet-related Illnesses Smoke Signals To Share or Not to Share Caught red handed 1

26 LS-13 Grade:7 th Science: Unit 8: Health & diseases- Time Frame: April 18 May16 (2 Weeks)2 Weeks Explain how communicable & noncummunic able diseases are transmitted, treated, & prevented. 1. Can students differentiate between communicable & noncommunicable diseases? (GLE 13) 2. Can students describe the methods by which communicable diseases are transmitted, treated, & prevented? (GLE 13) Guiding Question; Explain how communicable & noncommunicable diseases are transmitted, treated & prevented. (GLE 13) Interactive Science Textbook: pgs. 152, 153, , , , , , , ,