7th Grade Science Curriculum Planbook

Transcription

1 7th Grade Science Curriculum Planbook Content Statement of Enduring Knowledge Target GSE Time Frame Date Resources for Lesson Intro to Classroom Routines, Scientific Method, Scientist Notebook Formatting (Sept, 2 wks) 9/1/ 2010 Scientist Notebooks and Info Packet Cells LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species) LS1-2 Describe/ Compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance(e.g., cells, tissues, organs and systems) LS1-2-Students demonstrate understanding of structure and function-survival requirements by 2a explaining how the cell, as the basic unit of life, has the same survival needs as an organism (i.e., obtain energy, grow, eliminate waste, reproduce, provide for defense) (Sept/ Oct, 4 wks) 9/20/ 2010 Cell Book (pg 21-27) Cell Book (pg 28-33)

2 2b observing and describing (e.g., drawing, labeling individual cells as seen through a microscope targeting cell membrane, cell wall, nucleus and chloroplasts 9/27/ 2010 Cell book (pg 45-55) 2c observing, describing and charting the growth, motion, and responses of living organisms Cells LS1: All living organisms have identifiable structures that allow for survival (organisms, populations, and species) LS1-4 Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism. LS1-4 Students demonstrate understanding of differentiation by 4a explaining that specialized cells perform specialized functions. (e.g., muscle cells contract, nerve cells transmit impulses, and skin cells provide protection). 10/12/ 2010 Cell Book (pg 55)

3 4b comparing individual cells of tissues and recognizing the similarities of cells and how they work together to perform specific functions. 4c explaining how each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. Cell Book (pg 55-56) Cell Book (pg 55-56) Cell Book (pg 63-69) Handout on Stages of Cell

4 Division Fill-in-the-blank packet on Chapter 4: Sect 1 and 2 Embryotic Development LS4: Humans are similar to other species, yet are unique among Earth s life forms LS4-12 Describe the major changes that occur over time in human development from a single cell, through embryonic development, to a newborn (ie: trimesters: 1 st - group of cells, 2 nd - organs form, 3 rd organs mature) LS4-12: Students demonstrate an understanding of patterns of human development by 12a Identify, sequence, and describe the changes/stages of embryonic development (Oct/ Nov, 2 wks) on 11/15/ 2010 Human Biology and Health (pg ) Pearson Workbook (pg ) LIFE book: Handout Article: More Political Science 12b/c Compare/ contrast embryonic

5 development in various life forms (e.g. humans, frogs, chickens, sea urchins) 12d Compare the patterns of human development after birth to the development of other species DEM paket on Brook Trout Evolution: LS3: Groups of LS3-9 Cite LS3-9: Students (Dec,

6 Change Over Time organisms show evidence of change over time (structures/ behaviors/ biochemistry) examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring demonstrate an understanding of Natural Selection/ Evolution by 9a Explain how genetic variations/traits are passed through reproduction and random genetic changes (mutations) 2 wks) 12/10/ 2010 Evolution Book: Chapter 2 (pg 47-73) Evolution Files (Pg 14-15) 9b Gather evidence of evolutionary relationships among organisms Evolution Book (pg 50-56) 9c Differentiate between and identify acquired and inherited characteristics Heredity Book (pg 58-59) 9d Explain how natural selection leads to evolution( survival of fittest) Evolution Book (pg 57-61) Young Scientist Book of Evolution (Pg 6-9)

7 9e Views on species origination /extinction have changed over time Young Scientist Book of Evolution (pg 4-5) Classification Based on Structure, Evolutionary Relationships among living organisms LS3: Groups of organisms show evidence of change over time (structures/ behaviors/ biochemistry) LS3-8 Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features) LS3-8: Students demonstrate an understanding of classification of organisms by 8a sorting organisms with similar characteristics into groups based on internal and external structures. 8b explaining how species with similar evolutionary histories/characteristic s are classified more closely together with some organisms than others (e.g., a fish and human have more common with each other than a fish and jelly fish) (Nov, 2 wks) 1/5/ 2011 Handout The Evolution Files Book (pg 24-25; discovery Books) Evolution book (pg 51-53) 8c recognizing the classification system used in modern biology The Young Scientist Book of Evolution (pg 16: Usborne Books) Articles from The Evolution Files Book

8 Heredity LS1: All living organisms have identifiable structures that allow for survival (organisms, populations, and species) LS1-3 Compare and contrast Sexual / Asexual Reproduction LS1-3-Reproduction 3a Relate reproduction to process of genetic information moving from parent to offspring 3b describing forms of asexual reproduction that involve the genetic contribution of only one parent(e.g., binary fission, budding, vegetative propagation, regeneration) (Dec/ Feb, 6 wks) 1/11/ 2011 Heredity Book (pg 14) Cells Book (pg 27) 3c Describe forms of sexual reproduction as a process that combines genetic material of two parents to produce a new organism(e.g., sperm/egg, pollen/ova) Cells Book (pg 26-27) Populations and Ecosystem Kit Heredity LS4: Humans are similar to other species, yet unique to other life forms LS4-11 Using data provided select evidence that genetic information is passes on from both parents to offspring LS4-11: Human Heredity 11 a recognize that Characteristics result from inherited genes from parents and others are the result of interactions with the environment (nature/nurture) Heredity book (pg 19-26, 34-38, 64) 11b Trace specific trait through a pedigree 11-cIdentify genetic structures (i.e., chromosomes and genes) is located in the cell s nucleus) Heredity book (pg 68) Heredity book (pg 33-38) Populations and

9 Ecosystem Kit Biotic / Abiotic Factors: Their Effects on Human Systems LS4: Humans are similar to other species, yet unique to other life forms LS4-10 Support the concept that environmental or biological factors affect human body systems (biotic/abiotic) LS4-10-Human Body Systems 10a/b Predict and explain the effects of biotic/abiotic factors on human systems (Feb, 2 wks) 10c Research/report how biotic/abiotic factors cause disease and affect human health Ecology and Ecosystems LS1: All living organisms have identifiable structures that allow for survival (organisms, populations, and species) LS1-1 Using data, make predictions and draw conclusions how diversity contributes to the stability of an ecosystem LS1-1: Biodiversity (1a) Give examples of Adaptations /behaviors specific to a niche(role) in an ecosystem (1b) Explain how Organisms with different structures and behaviors have roles that support each other s survival and the stability of the ecosystem (symbiosis) (Feb/ May, 6 wks) Populations and Ecosystem Kit Ecology Book (pg 23,32) Evolution Book (pg 62,49) Ecology Book (pg 28) LS2: Matter cycles and energy flows through an ecosystem LS2-5 Using data, predict outcomes when abiotic/biotic factors are changed in an ecosystem LS2-5:Equilibrium in an Ecosystem 5a/5b Identify and analyze biotic ( bacteria, fungi, plants, animals)/abiotic ( weather, climate, light, water, temp., soil composition, catastrophic events) factors that affect a given ecosystem Populations and Ecosystem Kit Ecology Book 5c Predict the outcomes of a given change in biotic/ abiotic factors in an ecosystem

10 5d Use visual model(e.g., graph) to track population changes in an ecosystem LS2: Matter cycles and energy flows through an ecosystem LS2-6 Given a scenerio, trace flow of energy thru an ecosystem, beginning with the sun, thru organisms in the food web, and into the environment (inc Photosynthesis ad respiration LS2-6: Energy Flow in an Ecosystem 6a Explaining the transfer of the sun s Energy through living systems and its effect on them 6b describing the basic processes and recognizing the names and chemical formulas of the substances involved in photosynthesis and respiration. Populations and Ecosystem Kit Ecology Book (pg 18) Cells Book (pg 29) Cells Book (pg 83-86, 24, 88-90)) 6c explaining the Relationships between photosynthesis and respiration 6d Create/interpret a model that traces flow of energy in food web Ecology book (pg 18-22) LS2: Matter cycles and energy flows through an ecosystem LS2-7 Given an ecosystem, trace how matter cycles among and between organisms and the physical environment ( inc. water, oxygen, food web, decomposition, recycling but NOT carbon or nitrogen cycle LS2-7- Recycling in an Ecosystem 7a Map the steps that show the flow of matter between organisms and the physical environment (water, decomposition, oxygen, food, recycling) 7b Develop model of food web for local aquatic and terrestrial Populations and Ecosystem Kit Ecology Book (pg 18-22, 53-59) Ecology Book (pg 18-22)

11 environments 7c explaining the inverse nature or complementary aspects of photosynthesis/respira tion in relation to carbon dioxide, water and oxygen exchange Cell Book (pg 83-90) 7d Controlled investigation to prove that the amount of matter remains constant even though its form and location change as matter is transferred among and between organisms and the physical environment(terrarium, bottle ecology) Earth s Changes Over Time (Plate Movement) ESS1: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes ESS1-1 Using geological evidence provided to support idea that earth s crust/lithosphere is composed of plates that move ESS1-1 : Earth s Crust is Composed of Plates that Move 1a Cite evidence and developing a logical argument for plate movement using fossils, layers of rock. Mineral deposits, and continent shapes (May, 2 wks) Dynamic Earth Book Earth s Changes Over Time (Weathering, Erosion, Sea Floor Spreading) ESS1: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes ESS1-3 Explain how earth events (abrupt/over time) can bring about changes in the earth s surface: landforms, ocean floor, rock features, climate ESS1-3:Earth s Events Change Earth s Surface 3a Evaluate slow and fast processes to determine how the earth has already and will continue to change 3b evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to (June, 2 wks) Dynamic Earth Book

12 determine how the earth has changed and will continue to change over time -3c Investigate the effects of flowing water on land forms (e.g., stream tables, local environment) Earth s Changes Over Time (Global Warming) ESS1: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes ESS1-4 Explain the role of differentiated heating or convection in ocean currents, winds, weather, weather patterns, atmosphere, or climate ESS1-4: Processes and Change over Time: Effects on Earth Systems 4a Cause and effect relationships between global climate and energy transfer 4b Using evidence to make inferences or Predictions about global climate issues (June, 2 wks) Dynamic Earth Book