JEFFERSON PARISH PUBLIC SCHOOL SYSTEM GRADE 7 SCIENCE Scope, Sequence, Timeline

JEFFERSON PARISH PUBLIC SCHOOL SYSTEM GRADE 7 SCIENCE 2015 Scope, Sequence, Timeline Correlation to s, Benchmarks, the Louisiana and

The books used in the 7 th grade Life Science curriculum are: Instructions for use: Name of (Regular): Pearson /Prentice Hall Interactive Science Name of (Honors): Glencoe Life Science A Closer Look Copyright date (Regular): 2012 Cost (Regular): $75.97 Copyright date (Honors): 2012 Cost (Honors): $78.51 The 2008 (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of Education website at www.louisianabelieves.com Important: Using the Louisiana activities will assure you that you will be applying and using the Science as Inquiry and the Content. LCC Features: BLM: Black Line Masters [Note: Not all activities have a BLM] Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built in link to the literacy strategy in the 2008. Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific Assessments] There are also activities in the textbook that may cover the Science as Inquiry and Content. These textbook activities are listed in this document. Online Resources: Pearson: A school code is needed to register and can be requested from the www. ConnectED Master Access Codes Codes can be redeemed at http://connected.mcgraw-hill.com/ o Glencoe A Closer Look Grade 7 Teacher Edition DBOX-YG66-BFSD-H94D o Glencoe A Closer Look Grade 7 Student Edition DHFZ-ESVG-DF89-3WCW (Note This student code is NOT to share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student codes will be generated to share with students.) McGraw Hill Technical Support : 1-800-437-3715 or epgtech@mcgraw-hill.com 2

s for Seventh Grade Science Science as Inquiry The Abilities Necessary to Do Scientific Inquiry 1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1) 2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1) 3. Use a variety of sources to answer questions (SI-M-A1) 4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2) 5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2) 6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3) 7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3) 8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3) 9. Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3) 10. Identify the difference between description and explanation (SI-M-A4) 11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4) 12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4) 13. Identify patterns in data to explain natural events (SI-M-A4) 14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5) 15. Identify and explain the limitations of models used to represent the natural world (SIM-A5) 16. Use evidence to make inferences and predict trends (SI-M-A5) 17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6) 18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6) 19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7) 20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7) 21. Distinguish between observations and inferences (SI-M-A7) 22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7) 23. Use relevant safety procedures and equipment to conduct scientific investigations(si-m-a8) 24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI- M-A8) 3

Understanding Scientific Inquiry 25. Compare and critique scientific investigations (SI-M-B1) 26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1) 27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1) 28. Recognize that investigations generally begin with a review of the work of others (SIM-B2) 29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3) 30. Describe why all questions cannot be answered with present technologies (SI-M-B3) 31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3) 32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3) 33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4) 34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5) 35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5) 36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5) 37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5) 38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6) 39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7) 40. Evaluate the impact of research on scientific thought, society, and the environment(si-m-b7) 4

Physical Science Properties and Changes of Properties in Matter 1. Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) (PS-M-A9) Life Science Structure and Function in Living Systems 2. Compare the basic structures and functions of different types of cells (LS-M-A1) 3. Illustrate and demonstrate osmosis and diffusion in cells (LS-M-A1) 4. Compare functions of plant and animal cell structures (i.e., organelles) (LS-M-A2) 5. Compare complete and incomplete metamorphosis in insects (e.g., butterflies, mealworms, grasshoppers) (LS-M-A3) 6. Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals (LS-M- A3) 7. Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4) 8. Distinguish between aerobic respiration and anaerobic respiration (LS-M-A4) 9. Relate structural features of organs to their functions in major systems (LS-M-A5) 10. Describe the way major organ systems in the human body interact to sustain life (LSM-A5) 11. Describe the growth and development of humans from infancy to old age (LS-M-A6) 12. Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) (LS-M- A6) 13. Identify and describe common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and prevented (LS-M-A7) Reproduction and Heredity 14. Differentiate between sexual and asexual reproduction (LS-M-B1) 15. Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity (LS-M-B1) 16. Explain why chromosomes in body cells exist in pairs (LS-M-B2) 17. Explain the relationship of genes to chromosomes and genotypes to phenotypes(ls-m-b2) 18. Recognize genetic errors caused by changes in chromosomes (LS-M-B2) 19. Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square (LS-M-B3) 20. Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits (LS-M-B3) 21. Use a Punnett square to demonstrate how sex-linked traits are inherited (LS-M-B3) 22. Give examples of the importance of selective breeding (e.g., domestic animals, livestock, horticulture) (LS-M-B3) 5

Populations and Ecosystems 23. Classify organisms based on structural characteristics, using a dichotomous key (LSM-C1) 24. Analyze food webs to determine energy transfer among organisms (LS-M-C2) 25. Locate and describe the major biomes of the world (LS-M-C3) 26. Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3) 27. Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4) 28. Differentiate between ecosystem components of habitat and niche (LS-M-C4) 29. Predict the impact changes in a species population have on an ecosystem (LS-MC4) Adaptations of Organisms 30. Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1) 31. Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1) 32. Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2) 33. Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2) 34. Explain how environmental factors impact survival of a population (LS-M-D2) Science and the Environment 35. Identify resources humans derive from ecosystems (SE-M-A1) 36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1) 37. Identify and describe the effects of limiting factors on a given population (SE-M-A2) 38. Evaluate the carrying capacity of an ecosystem (SE-M-A2) 39. Analyze the consequences of human activities on ecosystems (SE-M-A4) 40. Construct or draw food webs for various ecosystems (SE-M-A5) 41. Describe the nitrogen cycle and explain why it is important for the survival of organisms (SE-M-A7) 42. Describe how photosynthesis and respiration relate to the carbon cycle (SE-M-A7) 43. Identify and analyze the environmental impact of humans use of technology (e.g., energy production, agriculture, transportation, human habitation) (SE-M-A8 6

Seventh Grade Suggested Time Line Note: The Louisiana Units are taught in the following order to insure coherence and scaffolding of knowledge. First Nine Weeks: Unit 1: Chemistry of Life 1-4....3 weeks Introduction Lab Safety Chemistry of Life Introduction Unit 2: Plant and Animal Cells...3 weeks Unit 1: Chemistry of Life 5-9...3 week Photosynthesis and Respiration Diffusion and Osmosis Carbon and Nitrogen Cycles Second Nine Weeks: Unit 6: Reproduction and Heredity.....4 weeks Unit 3: Living Organisms........ 4 weeks Third Nine Weeks: Unit 7: Health and Diseases...........4 weeks Unit 4: Ecology..............2 weeks Unit 5: Balance within Ecosystems..3 weeks Fourth Nine weeks: Unit 8: Food Webs and Cycles.2 weeks Body System Review / Frog Dissection.........2 weeks Sex Education 3 weeks NOTE: LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES. 7

First Nine Weeks Unit 1: Chemistry of Life 1-4 Unit 2: Plant and Animal Cells Unit 1: Chemistry of Life 5-9 8

Unit 1: Chemistry of Life 1-4 Benchmarks SI-M-A1 Identifying questions that can be used to design a scientific investigation. Unit 1: CHEMISTRY OF LIFE SI 3 - Use a variety of sources to answer questions Activity #1 Safety in the Science Classroom Pg. 3-4 BLM: Safety Contract Scientific thinking Science Inquiry Page 9 Launch Lab Is It Alive? Page 213 Mini lab How Related are Organisms? NOS 2 The Big Idea How Can Science Provide Answers to Questions about the World? Ch.1:3 pgs.19-20 pg.1-82 SR 12- SR13 Safety NOS 6 7 Science Inquiry Page 823 How do Air Pollutants Move? Note: Glencoe Text NOS Nature of Science SR Student Resources 9

SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A7 Communicating scientific procedures, information, and explanations PS-M-A9 Identify elements and compounds found in common foods, clothing, household materials, and automobiles. Unit 1: CHEMISTRY OF LIFE SI 11 - Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) PS 1 Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) Λ SI 3 Activity #2 Served with A Grain of NaCl Pg. 4-5 Line graphs Graphs in Science Elements and compounds Chem. Comp. in cells Lab zone, access your NOS 28 29 Blueprints for Success Mitosis Text pages- 138 139 Mitosis and Meiosis 178 179 Gummy Bear Genetics Ch 2:3 pg.5-9, 24-25,36, 42-83 Ch 3:1, 13:2 pg.66-92, 498-500 12 15 74 75 SR-24 SR -28 Science Applications 10 Food webs and cycles Work sheets cycles in matter

I-M-A7 Communicating scientific procedures, information, and explanations PS-M-A9 Identify elements and compounds found in common foods, clothing, household materials, and automobiles. SI-M-A7 Communicating scientific procedures, information, and explanations PS-M-A2 Understanding that all matter is made up of particles called atoms and that atoms of different elements are different. Unit 1: CHEMISTRY OF LIFE SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) PS 1 Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) Activity #3 Elemental Information Pg. 5-6 Research essential elements Construct atomic model Writing equations and balancing formula s BLM: What Am I? Literacy Strategy: Word Grid Line graphs Graphs in Science Elements and Compounds 286 287 What does a Lichen look like? 322 323 Compare and Contrast Extreme Plants NOS 19, 28-29 Ch 2:3 Page 1-41,42-82, 61-63 Ch 3:1, 13:2 Pg 88-92, 498-500 LA 5 Periodic Table- Back cover 46-47, 524, 713-719 Page 488 11

SI-M-A1 Identifying questions that can be used to design a scientific investigation. SI-M-A7 Communicating scientific procedures, information, and explanations SI-M-A8 Utilizing safety procedures during scientific investigations LS-M-A4 Describe the basic processes of photosynthesis and respiration and their importance to life. Unit 1: CHEMISTRY OF LIFE SI 1 - Generate testable questions about objects, organisms, and events that can be answered through scientific investigation SI 22 - Use evidence and observations to explain and communicate the results of investigations SI 23 - Use relevant safety procedures and equipment to conduct scientific investigations LS 8 - Distinguish between aerobic respiration and anaerobic respiration ^SI 2, 7 Activity #4 Detecting carbon dioxide Pg. 5-6 (Note- Bromothymol Blue can be used instead of limewater to test for CO 2 ) *See Safety Note* Literacy Strategy: Learning Logs Myscienceonline.com Skills Scientists Use, Scientific Inquiry, Lab Safety Scientists and the Natural World, Scientific Inquiry, Safety in the Science Laboratory NOS 20 29 Page 8 Extended lesson 1 Air Breathing Catfish 730-731 How does soil type affect plant growth? Page 721 How do scientists use variables? Page 590 Using Blood Counts to Evaluate Health Page 197 Can You Observe Changes Through Tine in Collections of Everyday Things? Ch 1:1,3 pg 19-20, 1-82 pg. 5 labs, pg. 1-82 Ch2:5 pg 72-83 Page 19 Page 43 SR 2 SR 11 Scientific Methods Page 70 Page 233

Unit 2: Plant and Animal Cells Benchmarks SI-M-B3 understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge SI-M-B7 Understanding that scientific development / technology is driven by societal needs and funding. Unit 2: PLANT AND ANIMAL CELLS SI 29 - Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge SI 30 - Describe why all questions cannot be answered with present technologies SI 39 - Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) SI 40 - Evaluate the impact of research on scientific thought, society, and the environment ^ SI 6, 7, 19 Activity #1 Microscopes A Closer Look Pg. 15-16 *See Safety Note* Literacy Strategy: Learning Logs *See Page 22 Activity Specific Assessment (Descriptive) Pearson ADVANCES IN GENETICS, SCIENTISTS AND SOCIETY flash cards, science coach, reading web, ADVANCES IN GENETICS, SCIENTISTS AND SOCIETY LA 2 5 Glencoe NOS 28-29 Pg. 27- Lab Can a water drop make objects appear bigger or smaller? Pg. 30- Lab How do microscopes help compare living things? Pg. 832 Developing Technology Water-saving technologies Pg. 832 Lab What is in the Air? Pg. 157 Science and Society Pioneering the Science of Genetics Ch 1:4 pg 29-31, 36, 126-129 Ch 11 :3-4 pg 424-434 Pgs. 818 819 SR Math Review 14-23 13

SI-M-A7 Communicating scientific procedures, information, and explanations SI-M-B3 understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge SI-M-B5 Understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism. Unit 2: PLANT AND ANIMAL CELLS SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) SI 29 - Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge SI 35 Explain how skepticism about scientific explanations lead to new understandings Λ SI 25 Activity #2 Cell Theory Pg. 16-17 Literacy Strategy: RAFT Writing Assignment R= Role of Writer A= Audience F= Form of Writing T=Topic of Writing (on ground-breaking discovery by a scientist and the acceptance of the cell theory) *See Page 22 Activity Specific Assessment (Scientist to their contribution to the cell theory) SCIENTISTS AND SOCIETY, ADVANCES IN GENETICS, USING GENETIC INFORMATION flash cards, science coach, reading web, SCIENTISTS AND SOCIETY, ADVANCES IN GENETICS, USING GENETIC INFORMATION and reinforce, enrich, Page 53 Lab Cell Appendages Page 472-473 Lab What Changes an Earthworm s Behavior? Page 626 Lab Can One Bad Apple Spoil a Bunch? NOS 19 How Can You Build Your Own Scientific Instrument? Page 47 Lab How Can You Observe DNA? Ch 1:4 pg 29-31,36 Ch 11 :3-4 pg 424-434 Page 49 A Very Powerful Microscope 14

LS-M-A1 Describe the observable components and functions of a cell and movement of molecules into and out of cells. LS-M-A2 Comparing and contrasting the basic structures and functions of different plant and animal cells. Unit 2: PLANT AND ANIMAL CELLS LS 2 Compare the basic structures and functions of different types of cells LS 4 Compare functions of plant and cell structures Λ SI 6, 7, 19 Activity #3 Differentiating between a Plant and Animal Cell Pg. 17-18 *See Safety Note* Literacy Strategy: Learning Logs ENERGY FOR LIVING THINGS, CELLULAR RESPIRATION flash cards, science coach, reading web, PHOTOSYNTHESIS, CELLULAR RESPIRATION Page 54 Lab How do Eukaryotic and Prokaryotic Cells Compare? Page 59 Lab How are Plant Cells and Animals Cells Similar and How are They Different? Page 51 Lab Why Do Eggs have Shells? Ch 4:1,2 Pg 123-25, 131-138 51 58 Page 503 Skill Practice How Do the Three Types of Muscle Cells Compare? 15

SI-M-A1 Identifying questions that can be used to design a scientific investigation. SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data SI-M-A7 Communicating scientific procedures, information, and explanations LS-M-A1 Describe the observable components and functions of a cell and movement of molecules into and out of cells. Unit 2: PLANT AND ANIMAL CELLS SI 1 Generate testable questions about objects, organisms, and events that can be answered through scientific investigation SI 6 - Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations SI 7 - Record observations using methods that complement investigations (e.g., journals, tables, charts) SI 21 - Distinguish between observations and inferences LS 2 Compare the basic structures and functions of different types of cells Activity #4 Who s In The Pond Pg. 18-19 BLM: Who s in the Pond *See Safety Note* Literacy Strategy: KWL BLM Graphic Organizer Literacy Strategy: Learning Logs CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS Page 61 Lab What Does a Cell Membrane Do? Page 63 Lab How is a Balloon Like a Cell Membrane? Page 67 Lab How does an Object s Size Affect the Transport of Materials? Page 6H Activity Magnification and Resolution Page 9 Lab Is it Alive? Ch 4 :1,2 Pg 123-125, 131-138 52 59 61 66 NOS 6 16

SI-M-A5 developing models and predictions using the relation-ships between data and explanations LS-M-A1 Describe the observable components and functions of a cell and movement of molecules into and out of cells. LS-M-A2 Comparing and contrasting the basic structures and functions of different plant and animal cells. Unit 2: PLANT AND ANIMAL CELLS SI 15 - Identify and explain the limitations of models used to represent the natural world LS 2 Compare the basic structures and functions of different types of cells LS 4 Compare functions of plant and cell structures Λ SI 3 Activity #5 Cell Structures Pg. 19 20 *See Page 22 Activity Specific Assessment (label a drawing of a plant and animal cell) CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS 216 217 Model Adaptations in Organisms Page 52 Visual Plant Cell Page 53 Fast Track Cell Appendages Page 56 Guiding Questions Cell Organelles Ch 4 :1,2 Pg 123-125, 131-138 Pg 17 52 53, 55 57, 59 62 63 17

SI-M-A5 Developing models and predictions using the relation-ships between data and explanations SI-M-A7 Communicating scientific procedures, information, and explanations SI-M-B4 Using data and logical arguments to propose, modify, or elaborate on principles and models LS-M-A1 Describe the observable components and functions of a cell and movement of molecules into and out of cells. LS-M-A2 Comparing and contrasting the basic structures and functions of different plant and animal cells Unit 2: PLANT AND ANIMAL CELLS SI 15 - Identify and explain the limitations of models used to represent the natural world SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) SI 33 - Evaluate models, identify problems in design, and make recommendations for improvement LS 2 Compare the basic structures and functions of different types of cells LS 4 Compare functions of plant and cell structures Activity #6 Cell Walk- Through Pg. 20-21 Literacy Strategy: Graphic Organizer / Venn Diagram *(compare plant & animal cell) Pearsonsuccessnet.co m CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS Page 59 Inquiry Lab How are Plant Cells and Animal Cells Similar and How are They Different? Page 209 Inquiry Lab How is the Structure of a Spoon Related to its Function? Page 294 video Why are there so Many Plants? Page 297 Inquiry Lab What is a Plant? Ch 4 :1,2 Pg 123-125, 131-138 Pg 17 52-59 297-300 18

LS-M-A2 Comparing and contrasting the basic structures and functions of different plant and animal cells. SI-M-A5 Developing models and predictions. SI-M-B4 using data and logical arguments to propose, modify, or elaborate on principles and models Unit 2: PLANT AND ANIMAL CELLS LS 4 Compare functions of plant and cell structures SI 15 - Identify and explain the limitations of models used to represent the natural world SI 33 - Evaluate models, identify problems in design, and make recommendations for improvement (SI-M- B4) Λ LS 2 SI 6, 7, 19 Activity #7 Cell Model Pg. 16 BLM: What s In My Cell Literacy Strategy: Word Grid CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS Bellringer page 297 Pads on Pods Page 298 Mini Lab How does Water Loss from a Leaf Relate to the Thickness of the Cuticle? Page 294 Video Why are Plants in so Many Different Environments? Page 336 Mini Lab Can you Observe Plant Processes? Page 85 Inquiry Lab Why isn t Your Cell Like Mine? Ch 4 :1,2 Pg 123-125, 131-138 Pg 17 52-59 548-549 19

Unit 1: Chemistry of Life 5-9 Benchmarks LS-M-A4 Describe the basic processes of photosynthesis and respiration and their importance to life. Unit 1: CHEMISTRY OF LIFE LS 7 Construct a word equation that illustrates the process of photosynthesis and respiration Λ SI 11, 19, 22 Activity #5 Photosynthesis Pg. 6-7 Literacy Strategy: SQPL Student Questions for Purposeful Learning *See Page 12 Activity Specific Assessment (Venn Diagram) ENERGY FOR LIVING THINGS, CELLULAR RESPIRATION PHOTOSYNTHESIS, CELLULAR RESPIRATION Mini Lab page 336 Can you observe plant processes? Page 339 Extended Science Deforestation and Carbon Dioxide in the Atmosphere Page 69 What do You Exhale? 74 75 Photosynthesis and Light Ch 3: 3,4 pg 105-109 70 72 334-33 20

SI-M-A2 Designing and conducting a scientific investigation SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A7 Communicating scientific procedures, information, and explanations LS-M-A4 Describe the basic processes of photosynthesis and respiration and their importance to life. Unit 1: CHEMISTRY OF LIFE SI 4 - Design, predict outcomes, and conduct experiments to answer guiding questions SI 7 - Record observations using methods that complement investigations (e.g., journals, tables, charts) SI 12 - Use data and information gathered to develop an explanation of experimental results SI 13 - Identify patterns in data to explain natural events SI 22 - Use evidence and observations to explain and communicate the results of investigations LS 7 Construct a word equation that illustrates the process of photosynthesis and respiration Λ SI 1, Activity #6 Plants and Food Pg. 7-8 Literacy Strategy: Q t A Questioning the Author Literacy Strategy: Learning Logs SCIENTIFIC METHODOLOGY, SCIENTIFIC MODELS, PHOTOSYNTHESIS SCIENTIFIC INQUIRY, MODELS AS TOOLS IN SCIENCE, PHOTOSYNTHESIS NOS 20 27 Page 32-33 Page 590-591 Using Blood Count to Evaluate Health Page 239-240 How Do Bacteria Affect the Environment? Page 240 Can Decomposition Happen Without Oxygen? Page 245 How Do Lab Techniques Affect an Investigation? Ch 1:3 pg 19-20 throughout book in margins Ch 2 :4 pg. 9, 65-70 pg 6,7 pg 5, 1-82, Ch 3:3,4 pg 105-109 Page- 337 Page 391

SI-M-A1 Identifying questions that can be used to design a scientific investigation. SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A7 Communicating scientific procedures, information, and explanations LS-M-A4 Describe the basic processes of photosynthesis and respiration and their importance to life. Unit 1: CHEMISTRY OF LIFE SI 2 Identify problems, factors, and questions that must be considered in a scientific investigation SI 12 - Use data and information gathered to develop an explanation of experimental results SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) SI 22 - Use evidence and observations to explain and communicate the results of investigations LS8 - Distinguish between aerobic respiration and anaerobic respiration ^ SI 7 Activity #7 Aerobic and Anaerobic Respiration Pg. 9-10 *See Page 12 Activity Specific Assessment (Equation for Photosynthesis and Respiration) Pearson SCIENTIFIC INQUIRY, LINE GRAPHS, CELLULAR RESPERATION SCIENTIFIC INQUIRY, GRAPHS IN SCIENCE CELLULAR RESPIRATION Glencoe NOS 4 10 Page 199 Are There Variations Within Your Class? Page 159 What is the Span of Your Hand? Page 67 How Does an Object s Size Affect the Transport of Material? Pearson Ch1 :3 pg 19-20 pg 6-7 Ch 2:3 pg 61-63, 1-82 pg 5 Ch 3:4 add to 109-110 Glencoe Page -233 NOS 20 27 Page 605 SR 2 SR 11 Scientific Methods - 22 -

SI-M-A1 Identifying questions that can be used to design a scientific investigation. SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A7 Communicating scientific procedures, information, and explanations LS-M-A1 Describe the observable components and functions of a cell and movement of molecules into and out of cells. Unit 1: CHEMISTRY OF LIFE SI 1 - Generate testable questions about objects, organisms, and events that can be answered through scientific investigation SI 7 - Record observations using methods that complement investigations (e.g., journals, tables, charts) SI 12 - Use data and information gathered to develop an explanation of experimental results SI 13 - Identify patterns in data to explain natural events SI 22 - Use evidence and observations to explain and communicate the results of investigations LS 3 Illustrate and demonstrate osmosis and diffusion in cells ^ SI 11, 14, 19 Activity #8 Moving Molecules Pg. 10 Literacy Strategy: Venn Diagram (on diffusion and osmosis) *See Page 12 Activity Specific Assessment (Draw, label, and describe Osmosis and Diffusion) Pearson SCIENTIFIC METHODOLOGY PHOTOSYNTHESIS CELLULAR RESPIRATION Glencoe Page 51 Why do Eggs Have Shells? Page 61 What Does the Cell Membrane Do? Page 65 Math Skills- Using Ratios Ch1:3 pg 19-20 Ch2:1 pg 43-51, 126-129 pg 5-9,24, 42-83 pg 7,5-9, 24-25, 56, 42-82 pg 1-82 Ch 3:2 pg 87, 96 62-65 - 23 -

SI-M-A1 Identifying questions that can be used to design a scientific investigation. SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A7 Communicating scientific procedures, information, and explanations SE-M-A4 Understanding that human actions can create risks and consequences in the environment. importance to life. SE-M-A7 Demonstrating knowledge of the natural cycles such as the carbon cycle, nitrogen cycle, water cycle and oxygen cycle. Unit 1 SI 3 - Use a variety of sources to answer questions SI 11 - Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) SE 39 Analyze the consequences of human activities on ecosystem SE 41 - Describe the nitrogen cycle and explain why it is important for the survival of organisms SE 42 - Describe how photosynthesis and respiration relate to the carbon cycle ^ SI 13 ^ LS 7 Activity #9 Round and Round They Go Pg. 11 Literacy Strategy: graphic organizer (trace path of carbon and oxygen cycle) *See Page 55 Activity Specific Assessment create comic carrying capacity Pearson SCIENTIFIC METHODOLOGY, LINE GRAPHS, CELLULAR RESPIRATION,HUMA N RESOURCE USE, WATER CYCLE flash cards, science coach, reading web, SCIENTIFIC INQUIRY, GRAPHS IN SCIENCE CELLULAR RESPIRATION HUMANS AND THE ENVIRONMENT CYCLES OF MATER Glencoe Page 69 What do you exhale? Page 74 Photosynthesis and Light Page 714 Is Soil Rich in N 2? Page 721 How do Scientists Use Variables? Page 723 How Does Energy Change Forms? Pearson Ch 1:3 pg 19-20 Ch 2:3 pg 53-63 Ch1 Career Sec. Ch 9:4 pg 37,343-47, 354 Ch 13:2 pg 500-503 Ch 3:4 pg 109 Glencoe 69 74 713-719 - 24 -

Second Nine Weeks Unit 6: Reproduction and Heredity Unit 3: Living Organisms - 25 -

Unit 6: Reproduction and Heredity Benchmarks LS M-B1 Describing the importance of body cell division (mitosis) and sex cell production (meiosis). SI-M-A2 Designing and conducting a scientific investigation, SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data SI-M-A7 Communicating scientific procedures, information, and explanations SI-M-B5 Understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism Unit 6 LS 14 Differentiate between sexual and asexual reproduction SI 4 - Design, predict outcomes, and conduct experiments to answer guiding questions SI 5 - Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment SI 7 Record observations using methods that complement investigations (e.g., journals, tables, charts) SI 20 - Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations SI 22 - Use evidence and observations to explain and communicate the results of investigations SI 37 - Use evidence and observations to explain and communicate the results of investigation) Λ SI 1, 9, 12, 23, 32, Activity #1 Reproduction Pg. 59-61 *See Safety Note* BLM: Self-Awareness chart BLM: Scoring Rubric Literacy Strategy: Vocabulary *See Page 67 Activity Specific Assessment VENN Diagram DESCRIBING LIVING THINGS, REPRODUCTION, CHROMOSOMES WHAT IS LIFE?, ANIMAL REPRODUCTION AND FERTILIZATION CHROMOSOMES AND INHERITANCE Page 85 Launch Lab Why isn t Your Cell Like Mine? Page 91 TG Visual Literacy Phases of Mitosis Page 93 Mini Lab How does Mitosis Work? Page 92 Math Skills Use Percentages Ch 5:1 Pg -158-167 Ch 16:3 Pg 212-219 Ch 10:4 Pg 386-394 84-95 - 26 -

SI-M-A4 Developing descriptions, explanations, and graphs. SI-M-A5 Developing models and predictions. LS-M-B2 Describing the role of chromosomes and genes in heredity. Unit 6: Reproduction and Heredity SI 13 - Identify patterns in data to explain natural events SI 14 - Develop models to illustrate or explain conclusions reached through investigation SI 15 - Identify and explain the limitations of models used to represent the natural world LS 16 Explain why chromosomes in body cells exist in pairs Λ SI - 28 Activity #2 Mitosis Pg. 61-62 *See Safety Note* Literacy Strategy: Learning Log *See Page 67 Activity Specific Assessment Phases of Mitosis CHROMOSOMES AND INHERITANCE, SEX CHROMOSOMES, HUMAN INHERITANCE PATTERNS PATTERNS OF INHERITENCE, HUMAN INHERITANCE Page 129 Launch Lab How do Yeast Reproduce? Page 131 TG Fast Track >Mitotic Cell Division > Budding Page 133 Mini Lab What Parts of Plants Can Grow? Ch 10:4 Pg 386-395 Ch 11:1 Pg 412-417 130-136 - 27 -

SI-M-A4 Developing descriptions, explanations, and graphs. LS M-B1 Describing the importance of body cell division (mitosis) and sex cell production (meiosis). LS-M-B2 Describing the role of chromosomes and genes in heredity. Unit 6: Reproduction and Heredity SI 13 - Identify patterns in data to explain natural events LS 15 Contrast the processes of mitosis and meiosis in relationship to growth, repair, reproduction, and heredity LS 16 Explain why chromosomes in body cells exist in pairs Λ SI - 28 Activity #3 Meiosis and Me Pg. 62-63 BLM: Reciprocal Teaching Literacy Strategy: Reciprocal teaching VENN Diagram Graphic Organizer CHROMOSOMES AND INHERITANCE, SEX CHROMOSOMES, HUMAN INHERITANCE PATTERNS PATTERNS OF INHERITENCE, HUMAN INHERITANCE Page 119 Mini Lab How Does One Cell Produce 4 Cells? Page 123 Math Skills Use Proportions Page 118 Fast Track Chromosomes of Selected Organisms Page 117 Launch Lab Why do Offspring Look Different? Page 138-139 Inquiry Lab Mitosis and Meiosis Ch 10:4 Pg 386-395 Ch 11:1 Pg 412-417 117-125 - 28 -

LS-M-B2 Describing the role of chromosomes and genes in heredity. Unit 6: Reproduction and Heredity LS 18 Recognize genetic errors caused by changes in chromosomes Λ SI 11, 15, 17, 36, 40 Activity #4 DNA Molecule Pg. 63 64 Literacy Strategy: self awareness *See Page 67 Activity Specific Assessment DNA HUMAN INHERITANCE PATERNS, INHERITED GENETIC DISORDERS HUMAN INHERITANCE, HUMAN GENETIC DISORDERS Page 159 TG Fast Track What Controls Traits? Page 170 Launch Lab How are Codes Used to Determine Traits? Page 171 TG Fast Track Four Nucleotide Shapes Page 172 Mini Lab How Can You Model DNA? Page 95 TG Video - DNA Fingerprinting Ch 11:1 Pg 412-417 Ch 11:2 Pg 418-423 Page 118 Page 159 170 176-29 -

SI-M-B3 Understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge. LS-M-B2 Describing the role of chromosomes and genes in heredity. LS-M-B3 Describing how heredity allows parents to pass certain traits to offspring. Unit 6: Reproduction and Heredity SI 32 - Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) LS 19-Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square LS 20. - Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits LS 21 -. Use a Punnett square to demonstrate how sex-linked traits are inherited LS 17 Explain the relationship of genes to chromosomes and genotypes to phenotypes Λ SI 4, 8, 14, 31 Activity #5 Trendy Traits Pg. 64 65 BLM: Self- Awareness chart & Punnett Squares Literacy Strategy: Self Awareness Venn Diagram *See Page 67 Activity Specific Assessment Punnett Squares MENDEL S OBSERVATIONS, ALLELES AND INHERITANCE, PROBABILITY AND HEREDITY, HUMAN INHERITANCE PATERNS, INHERETED GENETIC DISORDERS flash cards, science coach, reading web, WHAT IS HEREDITY PROBABILITY AND HEREDITY, HUMAN INHERITANCE HUMAN GENETIC DISORDERS Page 159 Launch Lab What is the Span of Your Hand? Page 158 TG Make the Connection Page 161 Mini Lab Can You Infer Genotype? Page 160 TG Visual Literacy Chromosome Pair Page 162 TG Analyzing a Punnett Square Page 163 TG Fast Track Using Ratios to Predict Ch 10-1 Pg 368-373 Ch 10:2 Pg 374-379 Ch 11:1 Pg 412-417 Ch 11:2 Pg 418-423 158-166 - 30 -

LS-M-B3 Describing how heredity allows parents to pass certain traits to offspring. SI-M-B7 Understanding that scientific development / technology is driven by societal needs and funding. Unit 6: Reproduction and Heredity LS 22 Give examples of the importance of selective breeding SI 40 - Evaluate the impact of research on scientific thought, society, and the environment Λ SI 3, 19, 26, Activity #6 Selective Breeding Pg. 66 ADVANCES IN GENETICS ADVANCES IN GENETICS Page 163 Visual Literacy Pedigree Page 164 Visual Literacy Types of Dominance Page 168 Skill Practice How can you Use Punnett Squares to Model Inheritance? Ch 11:3 Pg 424-429 158 166 178-179 Inquiry Lab Gummy Bear Genetics Page 681 TG A Medical Breakthrough - 31 -

Unit 3: Living Organisms Benchmarks LS-M-A3 Observing and analyzing the growth and development of selected organisms. SI-M-A4 Developing descriptions, explanations, and graphs using data SI-M-A5 Developing models and predictions. Unit 3: Living Organisms LS 5 Compare complete and incomplete metamorphosis in insects LS 6 Compare the life cycles of a variety of organisms including flowering & nonflowering plants, birds, reptiles, amphibians, & mammals SI 10 - Identify the difference between description and explanation (SI-M-A4) SI 16 - Use evidence to make inferences and predict trends Λ SI 18, 21, 23, 24, 28 Activity #1 Metamorphosis Observation Pg. 26-28 *See Safety Note* BLM: Metamorphosis Observations Literacy Strategy: Learning Logs Story Chain Professor-know-it-all *See Page 33 Activity Specific Assessment (label a drawing of the stages of metamorphosis) CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS Page 471 Visual Summary- Metamorphosis Page 352 Visual Literacy Alternation of Generations Page 469 Mini Lab Is it Possible to Select which Animal will have the Largest Newborn if You Know the Gestation Period? Ch 4 :1,2 Pg 123-125, 131-138 Pg 17 Page 470 352-358 468-470 - 32 -

LS-M-A3 Observing and analyzing the growth and development of selected organisms. LS-M-A6 Describe how the human body changes with age and listing factors that affect the length and quality of life. Unit 3: Living Organisms LS 6 Compare the life cycles of a variety of organisms including flowering & nonflowering plants, birds, reptiles, amphibians, & mammals Λ SI 21, 23, 24, 26, ^ LS 5 Activity #2 Life Cycle Of Organisms Pg. 28-29 *See Page 33 Activity Specific Assessment (label a drawing and/or develop a presentation with the correct stages in order. CELLS, PARTS OF A CELL DISCOVERING CELLS, LOOKING INSIDE CELLS Page 129- Inquiry Lab How do Yeast Reproduce? Page 470 Visual Literacy Ladybug Life Cycle Page 389 Fast Track Infancy Page 691 Mini Lab How do Life Stages After Birth Differ? Ch 4 :1,2 Pg 123-125, 131-138 Pg 17 352-358 468 470 130 131 286 287 689 692 Page 692 Inquiry Lab Educating Extraterrestrials about Human Development - 33 -

LS-M-A5 Investigating human body systems and their functions (including circulatory, digestive, skeletal, & respiratory) Unit 3: Living Organisms LS 9 Relate structural features of organs to their functions in major systems LS 10 Describe the way major organ systems in the human body interact to sustain life Λ SI 10, 16, 19 Activity #3 Organs and Organ Systems Pg. 29-30 Literacy Strategy: Learning Logs Professor-knowit-all BODY ORGANIZATION flash cards, science coach, reading web, BODY ORGANIZATION and reinforce, enrich, Page 103 Mini Lab How do Cells Work Together to Make an Organism? Page 420 Launch lab Which System is Faster? Page 429 Launch Lab What does it Eat? Ch 7:1 Pg 243-257 102-103 422-425 430-434 487-490 - 34 -

SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data SI-M-A4 Developing descriptions, explanations, and graphs using data LS-M-A5 Investigating human body systems and their functions (including circulatory, digestive, skeletal, & respiratory Unit 3: Living Organisms SI 7 - Record observations using methods that complement investigations (e.g., journals, tables, charts) SI 11 - Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols SI 12 - Use data and information gathered to develop an explanation of experimental results LS 9 Relate structural features of organs to their functions in major systems Λ SI 16, 22, 23 Activity # 4 Plant Tissues Pg. 30-31 *See Safety Note Literacy Strategy: Learning Logs BODY ORGANIZATION BODY ORGANIZATION Page 497 Launch lab Can You Control Your Muscles? Page 496 Fast Track How Can She do That? Page 493 Extended A Biotic Arm Ch 7:1 Pg 243-257 497-500 - 35 -

LS-M-C1 Constructing and using different classification systems based on the structure of organisms. Unit 3: Living Organisms LS 23 Classify organisms based on structural characteristics, using a dichotomous key Λ SI 19, 20 Activity #5 Classification Pg. 31 *See Page 33 Activity Specific Assessment (use a dichotomous key to identify leaves) CLASSIFYING ORGANISMS CLASSIFYING LIFE Page 23 Mini Lab How Would You Name an Unknown Organism? Page 25 Skill Practice How Can You Identify a Beetle? Page 32 Lab Constructing a Dichotomous Key Ch 5 Pg 169-174 22 23 Page 376 379 Page 377 Mini Lab What is this Animal? - 36 -

LS-M-C1 Constructing and using different classification systems based on the structure of organisms. SI-M-A1 Identifying questions that can be used to design a scientific investigation. Unit 3: Living Organisms LS 23 Classify organisms based on structural characteristics, using a dichotomous Key SI 3 - Use a variety of sources to answer questions Λ SI 7 Activity #6 Kingdom and Phyla Pg. 31-32 BLM: Biological Classification Literacy Strategy: Split-Page Note Taking CLASSIFYING ORGANISMS CLASSIFYING LIFE Page 377 Visual Literacy Animal Symmetry Page 379 Visual Literacy Kingdom Animalia Page 378 Visual Literacy Molecular Biology Page 381 Extended- Reading A Family Tree for Bats Ch 5 Pg 169-174 376-379 Page 381- link to American Museum of Natural History Online Soar with Bats - 37 -

Third Nine Weeks Unit 7: Health and Diseases Unit 4: Ecology Unit 5: Balance within Ecosystems - 38 -

Unit 7: Health and Diseases Benchmarks LS-M-A6 Describe how the human body changes with age and listing factors that affect the length and quality of life. SI-M-A6 Comparing alternative explanations and predictions. SI-M-A7 Communicating scientific procedures, information, and explanations Unit 7: Health and Diseases LS 12 Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) SI 18 Identify faulty reasoning and statements that misinterpret or are not supported by the evidence SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) Λ SI 40 Activity #1 Diet, By Popular Demand Pg. 70-71 Literacy Strategy: Professor know-it-all GOOD NUTRITION TAKING CARE OF YOUR BODY Page 682 TG Fast Track When is my Birthday? Page 683 Launch Lab How Does a Fetus Develop in the Uterus? Page 686 TG Zygote to Embryo Page 689 TG Fast Track Visual Literacy Childhood Page 690 Mini Lab How Do Life Stages After Birth Differ? 692 693 Inquiry Lab Educating Extraterrestrials Ch 7:5 Pg 268-273 683 686 688 690-39 -

SI-M-A7 Communicating scientific procedures, information, and explanations SI-M-B5 Understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism LS-M-A6 Describe how the human body changes with age and listing factors that affect the length and quality of life. Unit 7: Health and Diseases SI 19 - Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts spreadsheets, concept maps, oral and written reports, equations) SI 34 -Recognize the importance of communication among scientists about investigations in progress and the work of others LS 12 Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) Λ SI 37, 38, 40 Activity #2 Diet Related Illnesses Pg. 71-72 BLM: Diet Related Illnesses Literacy Strategy: GISTing Activity GOOD NUTRITION TAKING CARE OF YOUR BODY Page 492 TG Bone Injuries and Diseases Page 500 Mini lab How Strong are Hand Muscles? Page 526 Mini Lab What Nutrients are in Foods? Page 572 Mini Lab How Can you Model Atherosclerosis? Ch 7:5 Pg 268-273 492 493 Page 501 508 510 523 526 Page 563-40 -

SI-M-A4 Developing descriptions, explanations, and graphs using data LS-M-A6 Describe how the human body changes with age and listing factors that affect the length and quality of life. Unit 7: Health and Diseases SI 11 - Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols SI 12 - Use data and information gathered to develop an explanation of experimental results LS 12 Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) SI 19, 37 Activity #3 Healthy Menu Pg. 72-73 BLM: Healthy Menu Opinionnaire Literacy Strategy: Opinionnaire *See Page 78 Activity Specific Assessment Diet/Nondiet Related Illnesses GOOD NUTRITION TAKING CARE OF YOUR BODY Page 575 Skill Practice How Strong is Your Heart? Page 590 Inquiry Lab Using a Blood Count to Evaluate Health Page 601 Launch Lab Which Well is Contaminated? Page 604 How Does an Infectious Disease Spread Through a Population page 623 Mini Lab How Clean are Hands? Ch 7:5 Pg 268-273 572 573 602 607 Page 621 624-41 -

SI-M-B7 Understanding that scientific development / technology is driven by societal needs and funding. LS-M-A5 Investigating human body systems and their functions. LS-M-A6 Describe how the human body changes with age and listing factors that affect the length and quality of life. Unit 7: Health and Diseases SI 40 Evaluate the impact of research on scientific thought, society, and the environment LS 10 Describe the way major organ systems in the human body interact to sustain life LS 12 Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) SI 18, 19 Activity #4 Smoke Signals Pg. 73-74 GOOD NUTRITION, SKIN AS A BARRIER, RESPONSES TO PATHOGENS flash cards, science coach, reading web, TAKING CARE OF YOUR BODY THE BODY S DEFENSES and reinforce, enrich, Page 505 Launch Lab How Does Your Skin Protect Your Body? Page 506 Mini Lab Why are You Sweating? Page 537 TG Large Intestine, Bacteria and Digestion Page 539 Are Digestive Bacteria Related to Obesity? Ch 12:2 Pg 452-459 Ch 7:5 Pg 268-273 505-510 530 537 541 546 560 563 585-588 - 42 -

LS-M-A5 Investigating human body systems and their functions. Unit 7: Health and Diseases LS 10 Describe the way major organ systems in the human body interact to sustain life Λ SI 11, 19, 40 Activity #5 Drug Bust Pg. 74-75 BLM: Drug Fact Card Literacy Strategy: Split-Page Note Taking *See Page 78 Activity Specific Assessment Drug Health Risk BODY MOVEMENT, MOVING MATERIALS IN YOUR BODY flash cards, science coach, reading web, SYSTEM INTERACTIONS Page 611 Launch Lab Escape the Pox? Page 612 Mini Lab How do Layers of the Skin Protect Body? Page 626 Can One Bad Apple Spoil the Bunch? Page 645 Skill Practice How Does the Nervous System Respond to Stimuli? Ch 7:2 Pg 268-255 611 617 636 645 656-660 Page 657 Launch Lab What Makes Hearts Race? Page 662 Inquiry Lab Modeling Negative Feedback Cycle - 43 -