PARAMUS ELEMENTARY SCHOOL PARAMUS, NEW JERSEY CURRICULUM OUTLINE DEPARTMENT: Science REVISION DATE: January, 2004 COURSE: Plants and Animals: Structure and Function GRADE LEVEL: Grade 7 I. COURSE DESCRIPTION: This course has been designed to help the student understand the environment in which he/she lives through an activity-centered approach of classifying living things. The focus is on grouping living things into categories of similarities and differences in structure, function, and form. Emphasis is placed on student developed classification systems and on the 5 taxonomic kingdoms. II. COURSE OBJECTIVES: Science Generalization: Major Unit Concept: General Objectives: The student will: A living object is the product of its heredity and environment. Man has devised classifications to aid in his study and understanding of living objects. 1. Recognize the need for a system of classifying living and non-living things. (5.5.8.B.1) 2. Understand that all living objects are different. (5.5.8.B.1) 3. Know the present systems for classifying living objects. (5.5.8.B.1) 4. Recognize variety among living and nonliving objects. (5.5.8.B.1) 5. Demonstrate the proper use of research skills in acquiring information. (5.1.12.B.2) 6. Use specific laboratory equipment properly. (5.1.8.C.1) 7. Apply the scientific method in problem solving situations. (5.1.8.B.2) 8. Care for living and nonliving specimens under study. (5.1.8.C.1) 9. Demonstrate an acceptance of differing opinions and ideas. (5.1.8.A.4) 10. Appreciate science as a process generated by man s compelling desire to understand living objects. (5.1.8.A.4) 11. Appreciate the orderliness of a classification system in helping people better understand the interrelationships of living objects in their environment. Grade7 -Plants and Animals: Structure and Function-1
(5.5.8.A.2) 12. Identify related careers. (5.1.8.A.2) 13. Integrate technology into science investigations. (5.2.8.B.1 & 5.2.8.B.2) 14. Demonstrate how people of various cultures have contributed to the advancement of science and technology. (5.2.8.B.2 & 5.2.8.B.3) III. MAJOR CONCEPTS AND TOPICS: 1. Investigating Classification System A. Student developed systems 1. Groupings of related/unrelated objects 2. Sub-groupings of related/unrelated objects 3. Application of groupings to real life classification systems 4. Classification defined B. Scientifically developed systems 1. Binomial (Linnaean System) 2. Evolutionary 3. Population 4. Five Kingdom 5. Prokaryotes and Eukaryotes II. Structures and Functions in Animals (Multi-cellular Animals) A. Comparing structure and functions within a population 1. Body covering 2. Backbone (vertebrae) 3. Locomotion 4. Respiration 5. Circulation 6. Food gathering 7. Reproduction 8. Digestion B. Relating to the binomial (Linnaean) system C. Relating to the evolutionary system D. Relating to the Five Kingdoms System E. Relating to Prokaryotes and Eukaryotes Grade7 -Plants and Animals: Structure and Function-2
F. Importance of animals III. Structures and Functions in Plants (Multi-cellular Plants) A. Comparing structures and functions within a population 1. Roots 2. Stems 3. Leaves 4. Flowers 5. Fruit 6. Seed 7. Reproduction 8. Respiration 9. Food gathering 10. Food producing (photosynthesis) B. Relating to the binomial (Linnaean System) C. Relating to the evolutionary system D. Relating to the Five Kingdoms system E. Relating to Prokaryotes and Eukaryotes F. Importance of plants IV. Structures and Functions in Protists (protozoans, algae, lichens) A. Comparing structures and functions within a population 1. Locomotion 2. Respiration 3. Food Gathering 4. Reproduction 5. Digestion B. Relating to binomial (Linnaean) system C. Relating to evolutionary system D. Relating to the Five Kingdoms system Grade7 -Plants and Animals: Structure and Function-3
E. Relating to Prokaryotes and Eukaryotes F. Importance of protists V. Structures and Functions in Fungi (mushrooms, molds) A. Comparing structures and functions within a population 1. Food gathering/producing 2. Reproduction B. Relating to binomial (Linnaean) system C. Relating to evolutionary system D. Relating to the Five Kingdoms system E. Relating to prokaryotes and Eukaryotes F. Importance of monerans and viruses VII. Organisms in our daily lives A. Importance B. Identifying organisms with a dichotomous key VIII. Scientists A. Introduction to scientists B. Contributions of scientists C. Careers IV. STUDENT SKILL OBJECTIVES: 1. Given a variety of objects, the student will group them according to one-like characteristic. 2. Given a chart with a selection of shapes, objects, circles, or figures, the student will state his reasons for grouping them according to related physical Grade7 -Plants and Animals: Structure and Function-4
characteristics. 3. The student will categorize into subgroups, objects found in the classroom and the home. 4. Given a number of teacher-selected objects, the student will identify the objects= similarities and differences. 5. The student will select a number of classroom objects and identify their similarities and differences. 6. Given grouping systems found in everyday life, the student will list or diagram sub-groupings found in these larger systems. 7. After completing the grouping of a number of food items on a chart showing four different sections of a food store, the student will state orally reasons for the groupings. 8. After defining the term classification, the student will review some properties of groupings that have been previously identified. 9. Given fifteen jars of preserved animal specimens, the student will devise a classification system for grouping the animals by similarities. 10. After a reading, a discussion, and a lecture regarding the binomial (Linnaean) system for classifying living things, the student will correctly answer at least two questions regarding how a group of five animals are related. 11. Given the chart, Evolution of Animal Phyla, the student will state in writing on interpretation of it. 12. The student will categorize members of the class into a variety of subgroups based on a variation of characteristics such as the following: eye color, hair color, tongue rolling, attached and detached ear lobes. 13. Given the Animal Retrieval Charts, the student will make at least ten comparisons of animal structures and functions as they relate to the binomial (Lenin) and/or evolutionary classification systems. 14. After directly or indirectly observing protozoans, the student will record at least four observed variations by drawing and labeling student made and/or prepared diagrams. Grade7 -Plants and Animals: Structure and Function-5
15. After observing planaria for a number of consecutive days, the student will record observations with regard to the manner in which planaria feed react to light and regenerate. 16. Given an earthworm and a dissecting kit, the student will correctly dissect an earthworm. 17. Given a dissected earthworm, the student will correctly identify selected structures. 18. Given a clam and dissecting kit, the student will correctly dissect a clam 19. Given a dissected clam, the student will correctly identify selected structures. 20. Given pictures of four invertebrates, the student will compare the structures of their digestive systems. 21. Given a live goldfish, the student will correctly prepare it for observing blood circulating through its tail. 22. Given a prepared live goldfish for viewing, the student will record a number of observations regarding its blood vessels, red cells, and capillaries. 23. Given an animal retrieval chart and a set of fifteen animal pictures, the student will correctly identify phylum or class for each one. 24. Given ten to fifteen jars of preserved animal specimens and the Animal Retrieval Charts, the student will classify them according to the binomial (Linnaean) system. 25. Given ten to fifteen jars of preserved animal specimens, the student will state reasons for placing the specimens in a sequence from the simplest to the most complex form. 26. Given a Plant Retrieval Chart, the student will make at least 5 comparisons of plant structures and functions as they relate to the binomial (Linnaean) and evolutionary classification systems. 27. After growing mold on a piece of fruit and a piece of bread, the student will describe at least two similarities and differences between the two molds. 28. After observing a yeast culture in a jar with a balloon covering opening, the student will state in writing a reason why the balloon inflated. Grade7 -Plants and Animals: Structure and Function-6
29. Given a mushroom and a fern leaf, the student will identify the spore cases on each. 30. Given a sample of moss and a labeled chart, the student will identify the four major parts by correctly labeling a drawing. 31. Given either illustrations of ferns and flowering plants or the actual plants, the student will list at least five differences and similarities between the two types of plants. 32. The student will demonstrate an understanding of taproots, fibrous root systems, and various underground stems by correctly identifying at least one example for each category from a set of pictures or actual roots. 33. Given a variety of leaves, the student will correctly classify several by venation, margin, compound or simple leaf, and leaf arrangements. 34. The student will demonstrate an understanding of the process of photosynthesis by stating in writing an interpretation of a chart showing the process. 35. The student will demonstrate an understanding of the process of photo respiration by stating in writing an interpretation of a chart showing the process. 36. Given a flower and an illustration of labeled flower parts, the student will separate and correctly label all the parts of the flower. 37. The student will demonstrate an understanding of the parts of a fruit by correctly locating them on a fruit cross section. 38. Given three fruits to observe, the student will state either orally or in writing the purpose of a fruit. 39. Given a radish, bean, and corn seedling, the student will list at least one similarity and one difference among each of the following: a. roots b. stems c. leaves 40. Given a stem cross section and an illustration of xylem-phloem bundles of monocots and dicots, the student will correctly state whether the cross section is a Grade7 -Plants and Animals: Structure and Function-7
monocot or a dicot. 41. After soaking a seed overnight in water and by using a labeled seed-parts illustration, the student will correctly label the parts of a dissected seed. 42. Given various parts of seed plants, the student will correctly identify at least six as being either a monocot or a dicot. 43. The student will demonstrate an understanding of food gathering in plants of osmosis by stating in writing a reason why a potato plant was able to absorb water. 44. The student will demonstrate an understanding of food gathering in plants by capillary action by stating in writing a reason why a carnation flower was able to absorb water. 45. The student will demonstrate an understanding of the value of plants by stating, either in writing or orally, answers to at least five related questions. 46. The student will demonstrate an understanding of the classification of plants by correctly naming the subkingdom and phyla for at least five plants. 47. The student will demonstrate an understanding of how plants and animals are alike by stating in writing at least four examples. 48. The student will demonstrate an understanding of each of the five taxonomic kingdoms by stating orally or in writing for each, a definition, two representative samples, and the importance in our lives. 49. After reading about and/or discussing related careers, the student will state orally or in writing the name of a career, some duties involved and likes and/or dislikes about it. 50. The student will demonstrate an understanding of the difference between prokaryotes and eukaryotes by defining each term and by stating at least two examples for each. 51. The student will identify a variety of organism through the use of a dichotomous key. 52. The student will demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology by completing an activity such as: listening to stories or poetry, reading biographies, writing stories Grade7 -Plants and Animals: Structure and Function-8
and/or research papers, constructing time lines, making an oral presentation to recognize that scientific ideas and knowledge have come from men and women of all cultures. 53. Incorporate the use of technology to design, present, and/or investigate an activity or problem in science. V. EVALUATION PROCEDURES: 1. Class participation and preparation 2. Assignments, projects, homework 3. Lab reports 4. Unit criterion referenced test 5. Observable mastery of performance objectives and process skills 6. Tests and quizzes 7. Attendance VI. SUGGESTED MATERIALS: 1. Resource unit, Plants and Animals: Structure and function 2. Merrill Life Science, Lucy Daniel and Other, Glencoe 3. Variety of media and technology Grade7 -Plants and Animals: Structure and Function-9