Science Curriculum Map Teachers: Deb Trewartha Angie Potts Month: September. I. B. 1. method. I. B. 2. Use the scientific method to solve

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1 Month: September Identify the steps of the scientific I. B. 1. method I. B. 2. Use the scientific method to solve I. B. 3. problems I. A. 1. Measure using scientific units Recognize how investigations lead to theory and law Scientific Method (Understand how to use scientific method to solve problems) Quiz: list the steps and identify steps in a scenario Design and complete an experiment Tic-tac-toe lab Worm lab Comic observation and inferences What is a scientist? Glencoe online activity Apple Jacks lab Gimme 5 lab Penny lab Living things Distinguish between living and nonliving things Identify needs of living things (ex. reproduction) Compare and contrast spontaneous generation and biogenesis IV. D. 5. IV. D. 5. Quiz Create a living and non-living things collage using magazine cut-outs Turtle/Apple observation lab Time travel meet scientists Classification, Dichotomous keys Understand levels of classification Understand why scientists use classification system Understand that the traits of organisms place it in a specific kingdom Use and create a dichotomous key Explain binomial nomenclature IV. B. 4. IV. B. 5. Quiz Use a key to identify organisms we collected from the water Create a dichotomous key using fruit Create a dichotomous key of the class Build an organism for another group to classify Jigsaw activity pg Shoe classification

2 Month: October Define population IV. C. 2. Define ecosystem IV. C. 3. Understand factors that affect IV. C. 4. ecosystem (abiotic, biotic) IV. C. 1 Ecology, Populations, Ecosystems Oh Deer game Collect crayfish and mark with nail polish to determine its population Build own ecosystem Owl Family survival? Ecology: food chains, food webs, energy flow Describe how organisms obtain energy for life Explain how energy is transferred through food chains and food webs Explain the difference between producers and consumers and how they get energy Compare and contrast the relationships of: predator/prey, parasite/host, producer/consumer/ decomposer IV. F. 1. IV. F. 2. IV. F. 3. IV. F. 5. I. A. 2. Perform a relationship or relationship charades Classroom food web Create an animal fact card Create an insect to camouflage into the room

3 Month: November Identify structure and function of IV. A. 1. organelles IV. A. 2. Recognize cells have specific IV. A. 3. functions IV. A. 4. Compare and contrast plant and I. A. 2. animal cells Use a microscope Recognize that cells divide for growth and repair Cells: structure and function (microscopes) Microscope lab quiz Microscope exploration lab Jigsaw activity of all cell parts Online plant and animal cell interactive activity Make a cell model Cell processes - energy flow Explain how diffusion and osmosis move molecules in cells Compare and contrast active and passive transport Describe how photosynthesis and respiration produce, release and store energy IV. A. 5. IV. F. 1. Group jigsaw and poster creation of diffusion and osmosis, active and passive transport, or photosynthesis and respiration Cellular Organization Explain that organisms are made of specialized cells, tissues, organs, and organ systems that perform specialized functions IV. A. 6. IV. B. 1. Create a board game, skit, song, or travel brochure involving parts of organisms or cell parts

4 Month: December Digestive system Identify organs of the digestive system Write a story about the system from Identify the role of each organ in a point of view of a food particle digestion Create a skit of the human digestive system system books digestive portion Circulatory system Compare and contrast arteries, veins and capillaries Explain and diagram how the blood moves through the heart Compare and contrast pulmonary and systemic blood flow Identify the parts and functions of blood Explain blood pressure Explain how exercise and nutrition affect the heart Give examples of diseases of blood IV. A. 2. IV. G. 1. Create heart diagram or model using 3-5 different materials Examine a cow, deer, or sheep heart system books Circulatory portion Lymph system Describe the function of lymphatic system Explain how lymph organs help fight infections Identify where lymph comes from Create an alphabet book about the lymphatic system system books lymph portion

5 Month: January Respiratory system Describe functions of respiratory Make mucous system IV. G. 2. Make a human lung List organs in respiratory system Explain how oxygen and carbon system books respiratory portion dioxide are exchanged Identify the pathway of air in and out of the lungs Explain the effects of smoking on the respiratory system Excretory system, Urinary system Compare and contrast the urinary and excretory system Describe how kidneys work system books excretory, urinary portion Skeletal system, Muscular system Identify major bones of the human body Identify five functions of the skeletal system Gives shape and support Protects internal organs Muscles are attached to bone to aid in movement Blood cells are formed in marrow Calcium and phosphorous are stored for later use Make a joint system books skeletal, muscular portion Muscles in motion lab

6 Month: January Identify compact and spongy bone and cartilage I. A. 2. Compare and contrast movable and immovable joints Identify function of muscular system Compare and contrast the three types of muscles (skeletal, cardiac, smooth) Explain how muscle action results in movement of body parts Skeletal system, Muscular system continued Identify the types of muscles using slides Skin Identify the function of the skin Explain how the skin protects the body from disease Describe how the skin heals itself system books skin portion

7 Month: February Nervous system Compare the central and peripheral nervous systems system books nervous portion Describe and diagram the basic Build a neuron structure of a neuron and how an Online color of neuron response impulse moves across a synapse interactive activity List the sense organs and the sensory Neuron tag games synaptic tag, receptors neuron chain, and all or none Explain what type of stimulus each (outside or gym) sense organ responds to and how Endocrine system Define hormone and how they function Identify endocrine glands and the effects of the hormones they produce system books endocrine portion Reproductive system Identify function of reproductive system Identify major structures of the male and female reproductive systems system books reproductive portion Immune system Describe natural defenses your body has against disease Compare and contrast antigen and antibody IV. G. 2. IV. G. 1. system books immune portion Create a brochure for the doctor s office

8 Month: March Immune system continued Compare and contrast active and I. D. 1. passive immunity Identify diseases caused by viruses and bacteria Describe work of scientists such as Pasteur, Koch, Lister, Jenner in the discovery and prevention of disease Compare and contrast infectious and noninfectious diseases Station activity about four scientists A day in the life of a scientist Bacteria and viruses Compare and contrast bacteria and viruses Identify the characteristics of bacteria and viruses and how they reproduce Describe the role of bacteria and viruses in disease how they cause disease Research a specific disease and it s transmission Identify ways that bacteria and viruses are helpful and harmful IV. G. 1. IV. G. 2. Create a brochure for the doctor s office about a specific disease Create a helpful and harmful chart using magazine picture cut-outs Complete a Venn diagram comparing and contrasting bacteria and viruses Complete virus spreading experiment Mega multiples lab Where can we find bacteria lab? Caught red handed lab Most wanted project

9 Month: April Mitosis and Meiosis Identify steps of mitosis and what IV. A. 4. Create a flip book of the stages occurs at each step IV. D. 5. Identify each stage using Explain that cells divide for growth IV. D. 6. microscope slides and repair Online cellsalive.com activity Identify the different ways of asexual Quiz using yarn to build a physical reproduction representation of each stage Compare and contrast asexual and sexual reproduction Describe the stages of meiosis and how sex cells are produced Understand that sexual reproduction creates diversity and variations of a species DNA Identify parts of a DNA molecule and its structure Explain how DNA replicates Describe the structure and function of RNA (messenger, transfer, ribosomal) Understand Watson and Crick and developed the model I. D. 1. Use a code to make a mystery organism Opera Show

10 Month: May Genetics and Heredity Explain how traits are inherited IV. D. 2. Giving tree project through genes which are located on chromosomes Recognize that each gene carries a single unit of information and can IV. D. 1. influence more than one trait Explain how inherited traits can be Paper pets/ reebops determined by one or many genes IV. D. 3. (multiple alleles, polygenetic inheritance, incomplete dominance) Use Punnett squares to predict traits of I. A. 1. Create a Punnett square an offspring Baby bunny lab Compare and contrast dominate and recessive traits Compare and contrast genotypes and phenotypes IV. D. 4. Identify ways in which the environment can affect inherited traits IV. B. 3. Identify genetic diseases IV. G. 1. Explain Mendel s importance in I. D. 1. development of genetics Identify ethical issues in genetics (cloning, stem cell research, IV. G. 2. genetically modified crops, RSTB in I. C. 1. milk, insulin, growth hormone, etc.) I. D. 2 Support and defend an ethical issue Four corner debate related to genetics Genetic experiments: hitchhiker s thumb, roll tongue, wink, right or left hand dominance, etc. Gene wheel lab Stations on each ethical genetic issue

11 Month: May Describe extinction IV. E. 1. Identify the importance of IV. E. 2. fossils as indicators of change over time Explain how biological IV. E. 3. adaptations (structure, IV. B. 3. function, behavior) affect survival of a species Explain how diversity of species develops through IV. E. 5. gradual processes over generations (ex. People of the Mayflower are different than people of today) Biological populations change over time Antibiotic resistant bacteria Understand scientific evidence can be used to infer common ancestry IV. E. 4. Science fair board presentation on an example species that has changed over time or of adaptations of a specific species Owl family survival? Natural selection lab?

12 Minnesota Academic Standards Science K-12 Grade Level Strand Sub-Strand Standard Benchmarks I. HISTORY AND NATURE OF I. HISTORY AND NATURE OF I. HISTORY AND NATURE OF I. HISTORY AND NATURE OF A. Scientific World View B. Scientific Inquiry C. Scientific Enterprise D. Historic Perspectives The student will understand that science is a way of knowing about the world that is characterized by empirical criteria, logical argument and skeptical review. The student will design and conduct scientific investigations. The student will know that science and technology are human efforts that both influence, and are influenced by, society. The student will understand how scientific discovery, culture, societal norms and technology have influenced one another in different time periods. 1. The student will recognize how scientific knowledge is subject to change as new evidence becomes available, or as new theories cause scientists to look at old observations differently. 2. The student will explain natural phenomena by using appropriate physical, conceptual and mathematical models. 1. The student will formulate a testable hypothesis based on prior knowledge. 2. The student will recognize that a variable is a condition that may influence the outcome of an investigation and know the importance of manipulating one variable at a time. 3. The student will write a specific step-by-step procedure for a scientific investigation. 4. The student will explain how classroom scientific investigations relate to established scientific principles. 1. The student will give examples of the development of technology influencing scientific knowledge, and investigation and scientific knowledge influencing the development of technology. 1. The student will cite examples of individuals throughout history who made discoveries and contributions in science and technology. 2. The student will cite examples of how culture influences scientific and technological advances.

13 Grade Level IV. LIFE IV. LIFE IV. LIFE Strand Sub-Strand Standard Benchmarks A. Cells The student will understand that all organisms are composed of cells that carry on the many functions needed to sustain life. B. Diversity of Organisms C. Interdependence of Life The student will understand that living systems, at every level of organization, demonstrate the complementary nature of structure and function. The student will understand that within ecosystems, complex interactions exist between organisms and the physical environment. 1. The student will know that cells are the fundamental units of life. 2. The student will distinguish between single-cellular and multicellular organisms. 3. The student will distinguish between plant and animal cells. 4. The student will recognize that cells repeatedly divide for growth and repair. 5. The student will recognize that cells convert energy from food for the production of molecules necessary for life, and for life processes including cell growth and cell division. 6. The student will recognize that specialized cells in multicellular organisms perform specialized functions. 1. The student will explain that individuals are composed of specialized cells, tissues, organs and organ systems that perform specialized functions. 2. The student will recognize that an organism s body plan and its ability to regulate its internal environment enable it to make or find food, grow and reproduce in a constantly changing environment. 3. The student will recognize that behavioral responses of organisms may be determined by heredity and past experience. 4. The student will use and create dichotomous keys. 5. The student will use the characteristics of an organism to identify the kingdom to which it belongs. 1. The student will provide examples of the potentially irreversible effects of human activity on ecosystems. 2. The student will define a population as all individuals of a species that exist together at a given place and time. 3. The student will define an ecosystem as all populations living together and the physical factors with which they interact. 4. The student will explain the factors that affect the number and types of organisms an ecosystem can support, including available resources, abiotic and biotic factors and disease.

14 Grade Level IV. LIFE IV. LIFE Strand Sub-Strand Standard Benchmarks D. Heredity The student will understand that heredity information is contained in genes which are inherited through both sexual and asexual reproduction. E. Biological Populations Change Over Time The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking similarities observed among the diverse species of living organisms. 1. The student will recognize that inherited traits result from information contained in genes, which are located on chromosomes of each cell. 2. The student will recognize that each gene carries a single unit of information and can influence more than one trait. 3. The student will explain how inherited traits can be determined by one or many genes. 4. The student will comprehend that interactions with the environment affect some inherited traits. 5. The student will comprehend that reproduction is essential for the continuation of a species. 6. The student will compare and contrast the advantages and disadvantages of sexual and asexual reproduction. 1. The student will recognize extinction is a common event. 2. The student will describe how the fossil record documents the appearance and diversification of many life forms. 3. The student will explain how biological adaptations in structure, function and behavior enhance the reproductive success and survival of a species in a particular environment. 4. The student will recognize that scientific evidence can be used to infer common ancestry among some organisms. 5. The student will explain how diversity of species develops through gradual processes over generations.

15 Grade Level IV. LIFE IV. LIFE Strand Sub-Strand Standard Benchmarks F. Flow of Matter and Energy G. Human Organism The student will understand how the flow of energy and the recycling of matter contribute to a stable ecosystem. The student will understand human body systems and their relationship to disease. 1. The student will know that plants use the energy in light to make sugars out of carbon dioxide and water. 2. The student will explain how energy is transferred through food chains and food webs in an ecosystem. 3. The student will explain how the amount of useable energy available to organisms decreases as it passes through a food chain and/or food web. 4. The student will know that the total amount of matter in a closed system remains the same as it is transferred between organisms and the physical environment even though its location or form changes. 5. The student will compare and contrast predator/prey, parasite/host and producer/consumer/decomposer relationships. 1. The student will recognize that disease can be caused by genetics, infection by other organisms, exposure to environmental factors or a combination of these. 2. The student will identify risks associated with natural, chemical and biological hazards. 3. The student will describe the structure and function of systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and for protection from disease, in the human organism.

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