Grade 7 Science Introduction No Matching Learning Standard Aug-Sep Observation skills Note and describe relevant details, patterns, and relationships Classification Scientific Method / Inquiry Investigation and Problem Solving Hypothesis, Research, Procedures, Data, Observations, Conclusions Measurement - Metrics Use tools for measurement: rulers, graduated cylinders, balance scales Observe the scientific method in the lab design for reporting an investigation and problem solving experiment. Review the parts of a lab report Demonstrate the use of basic equipment Design an experiment specifying variables to be changed, controlled, and measured. Complete a written report showing understanding of the scientific method Assessment: Decide on a science related topic you want to study, come up with list of questions and testable hypotheses, decide on the best way to obtain the information you need to make decisions, and then begin to do research on this topic. What is the best way to organize this information? Earth's Changing Surface 1. Recognize, interpret, and be able to create models of the Sep-Oct earth's common physical features in various mapping representations, including contour maps. scientific model maps contour map scale (as in the scale of a map) contour interval true north magnetic north geological process geological feature Mapping the Earth Recognize, interpret & create models (contour) Introduce the vocabulary of topography by definitions and simple drawings Demonstrate a contour mapping lesson to teach contour lines, map in a pan,p.31 Students design an imaginary island and draw contour maps and profiles 1 June 2007
Assessment: Imagine that you are on the beach of an island with a volcano. Sketch a contour map of the island. Write a paragraph in which you describe your island by explaining its contour map. 5. Describe how the movement of the earth's crustal plates Sep-Oct causes both slow changes in the earth's surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). Assessment: Describe both fast and slow changes of the Earth s surface. Include formations of mountains, ocean basins, and mid-ocean ridges. How does the movement of Earth's crustal plates cause the formation of mountain basins? How does the movement cause the formation of mountains? Describe how the movement of Earth's crustal plates causes volcanic eruptions and earthquakes. How is the location of volcanoes and earthquake activity related to the location of Earth's tectonic plates? 6. Describe and give examples of ways in which the earth's Sep-Oct surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. deposition sediment erosion weathering Describe building up/down of surface include: Deposition of sediments Rock formation Erosion & weathering Weathering Mechanical Weathering Chemical Weathering Exfoliation Frost action Root-pry Landslide Abrasion Oxidation Carbonation Stable rock Erosion Deposition 2 June 2007
Weathering and erosion videos ideos of weathering, erosion and deposisition Demonstrations/labs of mechanical weathering and abrasion Lab of chemical weathering of chalk using vinegar Observe Earth s land formations and changes, such as photos of New Hampshire Old Man in the Mountain that has since eroded away. Assessment: Demonstrate differences in rate and types of weathering that cause a constant movement and break down of Earth s surface. Identify five agents of erosion & explain how they change the Earth s surface. What are sediments? How is the floor of an ocean or lake built up by the deposition of sediments? How are rocks formed? What is erosion? What are some causes of erosion? Does erosion build up Earth, tear down Earth, both? Explain and give examples. What is weathering? How does weathering build up or tear down Earth? Inside Earth, Chs. 4 and 5 Earth's Changing Surface Ch2 7. Explain and give examples of how physical evidence, such as Sep-Oct fossils and surface features of glaciation, supports theories that the earth has evolved over geological time. physical evidence surface features glaciation geologic time Make a timeline showing index fossils. Discuss which of these fossils are actually found in New England. Discuss why some may be missing from local rocks. Erosion of sand hills lab p. 70 Develop a water erosion and deposition chart Make a fossil with plaster of paris and shells demonstrating fossil records Make and label the a model of the geologic Time scale p. 146-147 Assessment: Consider these three statements: It snowed here last night. It snowed here last week. It snowed here 100,000 years ago. What observations would be evidence that each of these statements is true or false? Classify each observation as "direct evidence" or "indirect evidence." Is one kind of evidence "better" than the other? Explain Imagine that in the past people all over the Earth built big structures like the Egyptian pyramids or the Great Wall of China. If we went looking for them now, would we find them? Would they still be there? Explain, referring for forces of nature that change the Earth "quickly" and referring to forces of nature that change the Earth over "geologic time." Use physical features, fossils and glacial deposits to support Wegener s theory. How has Earth evolved over geologic time? Give examples. What theory(ies) explains how the Earth has evolved over geologic time? What physical evidence supports this theory(ies) of the Earth evolving over geologic time? Earth's Changing Surface Ch 4 3 June 2007
Inside Earth 1. Recognize, interpret, and be able to create models of the Nov-Dec earth's common physical features in various mapping representations, including contour maps. scientific model maps contour map scale (as in the scale of a map) contour interval true north magnetic north geological process geological feature properties of geological materials origins of geologic materials atmosphere Mapping the Earth Recognize, interpret & create models (contour) Introduce the vocabulary of topography by definitions and simple drawings Demonstrate a contour mapping lesson to teach contour lines, map in a pan,p.31 Students design an imaginary island and draw contour maps and profiles Assessment: What is meant by the phrase "the topography of Earth?" Imagine that you are on the beach of an island with a volcano. Sketch a contour map of the island. Write a paragraph in which you describe you island by explaining its contour map 2. Describe the layers of the solid earth, including the Nov-Dec lithosphere, the hot convecting mantle, and the dense metallic core. Theory of plate tectonics Lithosphere Convection Mantle Metallic Core Construct a three-dimensional model of the Earth s structure Create diagrams, or models of inside Earth s three main layers. Assessment: Draw and label a cross section model of the Earth s structure. Draw a picture representing the layers of Earth, including the core, lithosphere, and mantle. Label each part. Describe each of these parts temperature and Discuss with the class the learning objectives for this unit. Develop a rubric for group work and written reports. 3. Differentiate among radiation, conduction, and convection, Nov-Dec the three mechanisms by which heat is transferred through the earth's system. 4 June 2007
Heat Transfer Three mechanisms that transfer heat in the earth s system Conduction, convection and radiation Flow chart showing heat transfer. Discuss three methods of heat transfer Demonstrate convestion currents Students draw a chart applying heat transfers to the Earth with examples Assessment: Give one example of each method, which transfers heat within the Earth s system. If you are outside in the winter on a sunny day and the sun goes behind a cloud, your face can feel colder right away. If you put a cool metal spoon in hot water, soon the end of the spoon you are holding becomes hot. If you put ice cubes in a pot, cover the poor with a lid, and then give the pot some heat from a burner on a stove, soon the lid of the pot becomes hot even though the metal sides of the pot are still warm or cool. How is heat being transferred in each of these situations? What name is given to each of these ways heat is transferred? Why is each of 5. Describe how the movement of the earth's crustal plates Nov-Dec causes both slow changes in the earth's surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). Plate tectonics Midocean ridge Ocean floor spreading Subduction Faults Seismic waves Crustal plates Ocean basins Pangaia Tectonic plate Construct a moving model showing subduction. Use water/pebble table to demonstrate seismic wave movement and possible destruction. Use the Pangaea map to understand plate movement. Research and map the location of volcanic or earthquake activity. Relate these locations to the locations of the earth s tectonic plates. Skills Lab modeling sea floor spreading Models of faulting and folding using clay or playdoh Read and discuss plate tectonics Construct a moving model showing subduction Research and map the location of volcanic or earthquake activity. Videos of earthquakes, volcanoes Model earthquake waves with a slinky Plotting earthquake locations Locating the epicenter of earthquakes Designing safer earthquake proof buildings Identifying earthquake and zones Diagraming and labeling volcanoes Describe three types of volcanoes and give examples Modeling volcanoes 5 June 2007
Assessment: Describe both fast and slow changes of the Earth s surface. Include formations of mountains, ocean basins, and mid-ocean ridges. How does the movement of Earth's crustal plates cause the formation of mountain basins? How does the movement cause the formation of mountains? Describe how the movement of Earth's crustal plates causes volcanic eruptions and earthquakes. How is the location of volcanoes and earthquake activity related to the location of Earth's tectonic plates? 6. Describe and give examples of ways in which the earth's Nov-Dec surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. Weathering Mechanical Weathering Chemical Weathering Exfoliation Frost action Root-pry Landslide Abrasion Oxidation Carbonation Stable rock Erosion Deposition Explain causes/changes on surface Formation of mountains and ocean basins Describe building up/down of surface include: Deposition of sediments Rock formation Erosion & weathering Give physical evidence to support evolving earth such as: Fossils Glaciations Videos of weathering, erosion and deposisition Demonstrations/labs of mechanical weathering and abrasion Lab of chemical weathering of chalk using vinegar Observe Earth s land formations and changes, such as photos of New Hampsire's Old Man in the Mountain that has since eroded away. Use water table to demonstrate erosion and deposition. Observe signs of erosion and weathering in local habitats and note seasonal changes. Visit local sites following storm events and observe changes. Give exmples of Earth land formations evolving through ocean floor spreading and continental drift Use water/pebble table to demonstrate seismic wave movement and possible destruction. Crystal making Apply Mineral identification tests to samples and document reasoning Finding the density of minerals 6 June 2007
Model conglomerate rocks through edidible mixtures Characterize three rock types and diagram the rock cycle, giving examples of each Assessment: Demonstrate differences in rate and types of weathering that cause a constant movement and break down of Earth s surface. 7. Explain and give examples of how physical evidence, such as Nov-Dec fossils and surface features of glaciation, supports theories that the earth has evolved over geological time. Wegener s theory Theory of Continental Drift Plate Tectonic Physical evidence Fossil Surface feature Glaciation Geologic time Erosion of sand hills lab p. 70 Develop a water erosion and deposition chart Make a fossil with plaster of paris and shells demonstrating fossil records Make and label the a model og the geologic Time scale p. 146-147 Create flow charts to support each theory. Make a timeline showing index fossils. Discuss which of these fossils are actually found in New England. Discuss why some may be missing from local rocks. Write about fossil evidence, glaciation and rock evidences of plate tectonics Assessment: Use physical features, fossils and glacial deposits to support Wegener s theory. How has Earth evolved over geologic time? Give examples. What theory(ies) explains how the Earth has evolved over geologic time? What physical evidence supports this theory(ies) of the Earth evolving over geologic time? Imagine that in the past people all over the Earth built big structures like the Egyptian pyramids or the Great Wall of China. If we went looking for them now, would we find them? Would they still be there? Explain, referring for forces of nature that change the Earth "quickly" and referring to forces of nature that change the Earth over "geologic time." Cells and Heredity 2. Recognize that all organisms are composed of cells, and that Jan-Feb many organisms are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. Recognize all living organism are made of cells Functions are similar in all living organisms Identity functions & interactions *Looking Inside Cells 7 June 2007
cell membrane cell wall nucleus cytoplasm chloroplasts mitochondria vacuoles endoplasmic reticulum ribosome Assessment: Give examples of and describe three unicellular organisms. How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 3. Compare and contrast plant and animal cells, including major Jan-Feb organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). cell membrane cell wall nucleus cytoplasm chloroplasts mitochondria vacuoles endoplasmic reticulum ribosome Construct Venn diagram to show similarities and differences Computer drawings of animal/plant cells. Make gelatin models of cells and label the parts in a key Assessment: Draw only the different organelles in a plant and animal cell. Include differences in size and structure of organelles. What is the function of a cell membrane? What is the function of a cell wall? What is the function of a cell nucleus? What is the function of cytoplasm? What are the function of chloroplasts? What are the function of mitochondria? What is the function of a vacuole? Compare and contrast plant and animal cells referring to major organelles. How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. 8 June 2007
metabolism ingestion digestion respiration excretion life span stimulus diffusion selectively permeable osmosis active transport Computer drawings of animal/plant cells. Lab experiment of diffusion and osmosis through a chicken egg. Assessment: Construct a Venn diagram to show how a single cell organism is like a multi-celled organism. List the basic functions of life. Compare similar steps of extracting energy food in a unicellular and multiorganism. How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 5. Describe the hierarchical organization of multicellular Jan-Feb organisms from cells to tissues to organs to systems to organisms. tissue organ organ system organisms Assessment: How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 6. Identify the general function of the major systems of the Jan-Feb human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. division of labor Assessment: How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 9 June 2007
7. Recognize that every organism requires a set of instructions Jan-Feb that specifies its traits. These instructions are stored in the organism's chromosomes. Heredity is the passage of these instructions from one generation to another. trait chromosome heredity generation Reproduction & Heredity Recognize every organism requires set of instructions for its traits Heredity is the passage of these instructions for each generation Heredity/gene factors Evolution & Biodiversity Compare sexual/asexual reproduction Genetic History and Determination Gregor Mendel and the pea plant Sexual reproduction vs. asexual Organisms require instructions that specify traits Dominant and recessive genes Laws of Segregation and Independent Assortment Punnett Squares Incomplete dominance Human Genetics Genes, chromosomes, proteins Mutations DNA, RNA meiosis Inheritance in humans, genetic disorders Genetic code and proteins Breeding and Engineering Applied Genetics Recombinant DNA Hybridization Selective Breeding Evolution and Diversity of Organisms Make a chart of the causes and treatments of cancer Take a class survey of dominant and recessive genes. P.82 Heredity project Pet project with Punnett squares Model meiosis Diagram three types of genetic mutations One page report of a genetic disorder causes, symptoms and managing treatments Create a human pedigree based on sex linked genes using p.120 as a model Write about the process of genetic engineering Guilty or innocent Lab p.129 Assessment: The set of instructions that specifies an organisms traits are stored in the organism _?_. A, organelles: B, chromosomes; C, mitochondria; D, vacuoles How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 10 June 2007
8. Recognize that hereditary information is contained in genes Jan-Feb located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. chromosomes DNA RNA genetic information nucleic acid Cell Structure and Function (Ch1) (LS 2, 3, 4, 5, 6, 7, 8, 9) *Discovering Cells *Looking Inside Cells *Chemical Compounds in Cells (Integrating Chemistry) *The Cell in Its Environment 2A Movement of Materials In/Out of Cells (LS 4) 3A Understanding Chemical Processes (LS 4, 5, 6, 7, 8, 9) Cell Process and Energy (Ch2) (LS 3, 4) *Photsynthesis *Respiration *Cell Division *Cancer (Integrating Health) Genetics: The Science of Heredity (Ch 3) *Mendel's Work *Probability and Heredity (Integrating Mathematics) *The Cell and Inheritance *The DNA Connection Modern Genetics (Ch4) *Human Inheritance *Human Genetic Disorders *Advances in Genetics (Tech and Design) Changes Over Time (Ch5) *Darwin's Theory *Evidence of Evolution *The Fossile Record (Integrating Earth Science) Classification Structure & Function Recognize all living organism are made of cells Compare /contrast plant and animal cells Functions are similar in all living organisms Systems Hierarchical organizations Identity functions & interactions Reproduction & Heredity Recognize every organism requires set of instructions for its traits Heredity is the passage of these instructions for each generation Heredity/gene factors Evolution & Biodiversity Compare sexual/asexual reproduction Genetic History and Determination Gregor Mendel and the pea plant Sexual reproduction vs. asexual Organisms require instructions that specify traits Dominant and recessive genes Laws of Segregation and Independent Assortment 11 June 2007
Punnett Squares Incomplete dominance Human Genetics Genes, chromosomes, proteins Mutations DNA, RNA meiosis Inheritance in humans, genetic disorders Genetic code and proteins Breeding and Engineering Applied Genetics Recombinant DNA Hybridization Selective Breeding Evolution and Diversity of Organisms Assessment: Hereditary information is stored on _?_. A, 23 different genes on 23 different chromosomes: B, 23 different genes on 30,000 different chromosomes: C, 30,000 different genes on 23 different chromosomes: D, 30000 different genes on 30000 different chromosomes How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 9. Compare sexual reproduction (offspring inherit half of their Jan-Feb genes from each parent) and asexual reproduction (offspring is an identical copy of the parent's cell). mitosis cell division interphase metaphase anaphase telophase cytokinesis sexual reproduction asexual reproduction offspring Cell Structure and Function (Ch1) (LS 2, 3, 4, 5, 6, 7, 8, 9) *Discovering Cells *Looking Inside Cells *Chemical Compounds in Cells (Integrating Chemistry) *The Cell in Its Environment 2A Movement of Materials In/Out of Cells (LS 4) 3A Understanding Chemical Processes (LS 4, 5, 6, 7, 8, 9) Cell Process and Energy (Ch2) (LS 3, 4) *Photsynthesis *Respiration 12 June 2007
*Cell Division *Cancer (Integrating Health) Genetics: The Science of Heredity (Ch 3) *Mendel's Work *Probability and Heredity (Integrating Mathematics) *The Cell and Inheritance *The DNA Connection Modern Genetics (Ch4) *Human Inheritance *Human Genetic Disorders *Advances in Genetics (Tech and Design) Changes Over Time (Ch5) *Darwin's Theory *Evidence of Evolution *The Fossile Record (Integrating Earth Science) Classification Structure & Function Recognize all living organism are made of cells Compare /contrast plant and animal cells Functions are similar in all living organisms Systems Hierarchical organizations Identity functions & interactions Reproduction & Heredity Recognize every organism requires set of instructions for its traits Heredity is the passage of these instructions for each generation Heredity/gene factors Evolution & Biodiversity Compare sexual/asexual reproduction Genetic History and Determination Gregor Mendel and the pea plant Sexual reproduction vs. asexual Organisms require instructions that specify traits Dominant and recessive genes Laws of Segregation and Independent Assortment Punnett Squares Incomplete dominance Human Genetics Genes, chromosomes, proteins Mutations DNA, RNA meiosis Inheritance in humans, genetic disorders Genetic code and proteins Breeding and Engineering Applied Genetics Recombinant DNA Hybridization Selective Breeding Evolution and Diversity of Organisms 13 June 2007
Assessment: Compare sexual and asexual reproduction in a single cell and multi-cellular organism If the offspring of an organism is an identical copy of the parent's cell, then the offspring was a result of _?_. A, asexual reproduction: B, meiosis; C, mitosis: D, sexual reproduction How is the structure of living things related to the structure of the cells that make them up? How are the life functions of living things related to the processes that go on in cells? 10. Give examples of ways in which genetic variation and Jan-Feb environmental factors are causes of evolution and the diversity of organisms. Assessment: Write a paper or create a poster showing Darwin's theories and giving examples of the evidence he collected in the Galapagos Islands 16. Recognize that producers (plants that contain chlorophyll) Jan-Feb use the energy for sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. Assessment: Make chemical formula models of photosynthesis and respiration equation to demonstrate the cycle and the opposite relationship of the two processes. Diagram photosynthesis using words and chemical formulas. Biotechnology No Matching Learning Standard Feb acid rain biogtechnology bioprocessing carbohydrates cells dairy DNA fats, oils, and sweets fruits 14 June 2007
genetic engineering human genome methane protein recycling Biotechnology Assessment: From Bacteria to Plants No Matching Learning Standard Mar-Jun Living Things (Ch1) (LS 1,2) *What is Life? *Classifying Organisms *Domains and Kingdoms *The Origin of Life (Integrating Earth Science) Viruses and Bacteria (Ch2) *Viruses *Bacteria *Viruses, Bacteria, and Your Health (Integrating Health) Protists and Fungi (Ch3) (LS 1, 2, 3, 4, 7, 8, 9, 15) *Protists *Algal Blooms ((integrating Environmental Science) *Fingi Introduction to Plants (Ch4) (LS 2, 3, 4, 12, 13, 17) *The Plant Kingdom *Photosynthesis and Light (Integrating Physics) *Mosses, Liverworts, and Hornworts *Ferns, Club Mosses, and Horsetails Seed Plants (Ch5) (LS 7, 9, 14) *The Characteristics of Seed Plants *Gymnosperms *Angiosperms *Plant Responses and Growth *Feeding the World (Tech and Design) Living Things &Their Environment Compare genetic vs. environmental factors Recognize varied evidences of evolution Explore causes of extinction relating to adaptation Mismatch of adaptation to environment Explore ecosystems survival Organisms interactions & functions Energy & Living Things Examine relationships of energy transfer (food web) Observe decomposer organisms Recognize the relationship of producers/sunlight/photosynthesis process 15 June 2007
Changes in the Ecosystems Over Time Analyze physical conditions/interactions/human factors Describe catastrophes causing change (volcanic eruptions/ice storms) Biological evolution causes diversity of species Assessment: It's cold and flu season. How do you keep those germs away? How do they make you sick? Where do they live and grow? What plants should we grow? What plants should we not grow? Consider this from at least one of the following points of view of a person growing plants indoors, a person with a yard and small garden, a farmer, and the Commonwealth of Massachusetts which has to manage forests. Consider the advantages and disadvantages of various plants. 1. Classify organisms into the currently recognized kingdoms Mar-Jun according to characteristics that they share. Be familiar with organisms from each kingdom. Cell Unicellular Multicultural Organism Organ Human body system Ecosystem Interdependence Photosynthesis Kingdom (as part of biological classification)- Lab experiment growing peas in different conditions. Design an experiment to test one variable and control the others. Collect data, graph, and write up a report using the scientific method. Make a foldable with the classification system give characteristics and examples on each page. Lab with various taxonomic keys to try and develop your own. Assessment: Match five kingdoms with similar characteristics of their group. State the currently recognized kingdoms used in biological classification. Give two examples of members of each kingdom. It's cold and flu season. How do you keep those germs away? How do they make you sick? Where do they live and grow? 2. Recognize that all organisms are composed of cells, and that Mar-Jun many organisms are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. 16 June 2007
Make model of viruses and explain whether they are not living things, explain your reasoning. Make yogurt using live bacteria cultures Comparing disinfectants Lab p.58 Write a report on a disease caused by either a virus or a bacteris. Create a protest Hall of Fame Select three protest, diagram and explain why they should be in the Hall of Fame using science facts. Examine muchrooms from the supermarket, diagram and label, make a spore print Assessment: 3. Compare and contrast plant and animal cells, including major Mar-Jun organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). Assessment: Make model of viruses and explain whether they are not living things, explain your reasoning. Make yogurt using live bacteria cultures Comparing disinfectants Lab p.58 Write a report on a disease caused by either a virus or a bacteria. 4. Recognize that within cells, many of the basic functions of Mar-Jun organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. Assessment: Construct a Venn diagram to show how a single cell organism is like a multi-celled organism. List the basic functions of life. Compare similar steps of extracting energy food in a unicellular and multiorganism. 8. Recognize that hereditary information is contained in genes Mar-Jun located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. chromosome theory Law of Independent Assortment mutations meiosis Law of Segragation 17 June 2007
Assessment: It's cold and flu season. How do you keep those germs away? How do they make you sick? Where do they live and grow? 9. Compare sexual reproduction (offspring inherit half of their Mar-Jun genes from each parent) and asexual reproduction (offspring is an identical copy of the parent's cell). Assessment: What is the difference between cross pollination and self pollination It's cold and flu season. How do you keep those germs away? How do they make you sick? Where do they live and grow? 15. Explain how dead plants and animals are broken down by Mar-Jun other living organisms and how this process contributes to the system as a whole. decomposers digested food symbiotic compost Assessment: Draw simple flow charts to show how bacteria and fungi break down dead material to form simpler substances. Tell how compost is made and how compost is beneficial. It's cold and flu season. How do you keep those germs away? How do they make you sick? Where do they live and grow? 16. Recognize that producers (plants that contain chlorophyll) Mar-Jun use the energy for sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. chlorophyll photosynthesis producers autotroph Assessment: Describe the process of photosynthesis, referring to water, sugars, sunlight, and carbon dioxide 18 June 2007