Bangor School Department Grade 7 Science

Bangor School Department Grade 7 Science Teacher: School: NOTE: This record of assessments must be submitted to the Assistant Superintendent s Office by end of the school year. Date: 4 = Exceeds 3 = Meets 2 = Partially Meets 1 = Does Not Meet 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Student Names Photosynthesis & Respiration Multi. Short Choice Answer E3(c, d) A1 (b, c) Causes & Effects of Diseases Multi. Interpreting Choice Graphs C3(a, b) C3 (a, c) E2 (b) 11/2010

Bangor School Department Grade 7 Science Causes & Effects of Diseases Photosynthesis & Respiration This assessment was developed by and is the Property of the Bangor School Department No part of this material may be used or reproduced without express written permission of the Superintendent of Schools Rev. May 2010

Causes & Effects of Diseases Grade 7 This assessment was developed by and is the property of the Bangor School Department No part of this material may be used or reproduced without express written permission of the Superintendent of Schools

Grade 7 Science Curriculum Grade 7 science will be focused on four major unifying themes and skills of science and technology: Models Change and Constancy Systems Scientific Inquiry These are overarching themes and skills that should be included throughout each of the curriculum units. Grade 7 science curriculum includes 3 major units of study: 1. Photosynthesis and Respiration 2. Causes and Effects of Disease 3. Ecosystems and Biomes Causes & Effects of Diseases This unit will introduce the following enduring understandings: 1. Some diseases are transmitted by water, air, and/or physical contact 2. Viruses are non-living particles that are capable of causing disease. 3. Bacteria are living cells that are capable of causing disease. 4. Viral structure allows the parasite to attach to a host to reproduce. 5. Elementary hygiene, (i.e. hand washing, the use of tissue) can greatly reduce the possibility of transmission.. 6. Developments in science and technology are often driven by societal needs. Essential Question: 1. How do microbes impact our lives? 2. How are diseases transmitted? 3. What steps should be taken personally and as a society to prevent the spread of disease? 4. What are some factors that influence the development and use of science and technology. 2

PEI connections: Science and Technology - Grades 6 8 C3 Science, Technology and Society - Students identify and describe the role of science and technology in addressing personal and societal challenges. a) Describe how science and technology can help address societal challenges including population, natural hazards, sustainability, personal health and safety, and environmental quality. b) Identify personal choices that can either positively or negatively impact society including population, ecosystem sustainability, personal health, and environmental quality. c) Identify factors that influence the development and use of science and technology. E2 Ecosystems - Students examine how the characteristics of the physical, nonliving (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. b) Describe ways in which two types of organisms may interact (including competition, predator/prey, producer/consumer/ decomposer, parasitism, and mutualism) and describe the positive and negative consequences of such interactions. 3

Causes & Effects of Diseases Grade 7 Name: Class: Multiple Choice Write the letter of the answer that best completes each statement. 1. Which is not a line of defense against disease-causing organisms? a. white blood cells c. toxins b. cilia d. skin 2. Influenza is spread through a. contaminated water. c. contact with an infected object. b. sexual contact. d. infected animals. 3. Infectious diseases can be spread by a. contact with an infected person. b. drinking water carrying infective organisms. c. an injury with a dirty object. d. all of these. 4. When a virus enters a living cell. The virus a. eats the cell. b. makes the cell produce more cells. c. dies. d. causes the cell to make more virus. 5. The type of immunity that occurs when antibodies are given to a person and their immune system does not make the antibodies is a. passive immunity. c. active immunity. b. chronic immunity. d. none of the above. 6. A chemical that stops or slows the growth of most bacteria is called a. pathogen. c. antibiotic. b. antigen. d. antibodies. 7. Part of the body s first lines of defense against disease-causing organisms is a. the immune system. c. antibodies. b. the skin. d. interferon. 8. The body s resistance to disease is called a. immunity. c. inflammation. b. allergy. d. defense. 1

9. The body s defense are all part of a. the circulatory system. b. the nervous system. c. the immune system. d. all of these. 10. Organisms that cause disease are called a. pathogens. c. antibodies. b. toxins. d. enzymes. Interpreting a Table use table on last page 1. How many people died of the following in 1900? a. influenza and pneumonia b. tuberculosis c. cancer d. heart disease 2. How many people died of the following today? e. influenza and pneumonia f. lung disease g. cancer h. heart disease 3. Explain why fewer people die from influenza and pneumonia today than in 1900. 2

4. Describe two positive and two negative ways bacteria impact human life. Interpreting a Table: Ten Leading Causes of Death in the United States, 1900 and Today 1900 Today Cause of Death Deaths per 100,000 Cause of Death Deaths per 100,000 Pneumonia, influenza (I)* 215 Heart disease (NI) 246 Tuberculosis (I) 185 Cancer (NI) 194 Diarrhea (I) 140 Stroke (NI) 57 Heart disease (NI) 130 Lung disease (Ni) 43 Stroke (NI) 110 Accidents 34 Kidney disease (NI) 85 Diabetes (NI) 25 Accidents 75 Pneumonia, influenza (I) 22 Cancer (NI) 65 Alzheimer s disease (NI) 19 Senility (NI) 55 Kidney disease (NI) 14 Diphtheria (I) 40 Septicemia (I) 11 Total 1,100 Total 665 * (I) indicates an infections disease. (NI) indicates a noninfectious disease. 3

ANSWER KEY Causes & Effects of Diseases Grade 7 Multiple Choice Write the letter of the answer that best completes each statement. C 1. Which is not a line of defense against disease-causing organisms? a. white blood cells c. toxins b. cilia d. skin C 2. Influenza is spread through a. contaminated water. c. contact with an infected object. b. sexual contact. d. infected animals. D 3. Infectious diseases can be spread by a. contact with an infected person. b. drinking water carrying infective organisms. c. an injury with a dirty object. d. all of these. D 4. When a virus enters a living cell. The virus a. eats the cell. b. makes the cell produce more cells. c. dies. d. causes the cell to make more viruses. A 5. The type of immunity that occurs when antibodies are given to a person and their immune system does not make the antibodies is a. passive immunity. c. active immunity. b. chronic immunity. d. none of the above. C 6. The chemical that stops or slows the growth of most bacteria is called a. pathogen. c. antibiotic. b. antigen. d. antibodies. B 7. Part of the body s first lines of defense against disease-causing organisms is a. the immune system c. antibodies b. the skin d. interferon A 8. The body s resistance to disease is called a. immunity. c. inflammation. b. allergy. d. defense. 4

C 9. The body s defense are all part of a. the circulatory system. b. the nervous system. c. the immune system. d. all of these. A 10. Organisms that cause disease are called a. pathogens. c. antibiotics. b. toxins. d. enzymes. Interpreting a Table - use table on last page 1. How many people died of the following in 1900? a. influenza and pneumonia 215 b. tuberculosis 185 c. cancer 65 d. heart disease 130 2. How many people die of the following today? e. influenza and pneumonia 22 f. lung disease 43 g. cancer 194 h. heart disease 246 3. Explain why fewer people die from influenza and pneumonia today than in 1900. We have a better understanding of how these diseases are transmitted. Better treatment and antibiotics for pneumonia. We have flu shots now for influenza. 5

4. Describe two positive and two negative ways bacteria impact human life. Positive effects may include: food products, paper making, tanning leather, decomposition of organic matter, clean up of oil spills etc. Negative: contaminate food and water, disease etc. 6

Causes & Effects of Diseases ASSESSMENT RUBRIC Part 1: Multiple Choice Items 1 10 Reflects PEI C3a, C3b Part 2: Interpreting Graphs ` 1 2 (4 points each) 3 4 (1 point each) Reflects PEI C3a, C3c, E2b For assessment rubric see following page. 7

Use to score total assessment: Causes & Effects of Diseases ASSESSMENT SCORING GUIDE Multiple Choice Questions 1 10 = 5 points each Interpreting Graph Questions 1-2 = 20 points each 3 4 = 5 points each 4 Score of 88-100 3 Score of 76-87 2 Score of 64-75 1 Score of 52 63 Total Points = 100 points 4 3 2 1 Raw score of 88-100. Interpreting graphs #3 should include explanation of modern advances in medicine like antibiotics, transmission info, and vaccinations. #4 should include at least two positive and two negative effects of bacteria with details. Raw score of 76-87 Lists advances accurately for #3 Lists two positive and 2 negative effects. Raw score of 64-75 Incomplete list of explanation for advances for #3. Lists 1-2 positive and negative effects of bacteria in our lives for #4 Raw score of 52-63 Incomplete lists or inaccurate information for both # 3 & #4. *Replacement assessment should be given when the student scores a 2 or lower. 8

Causes & Effects of Diseases Grade 7 Replacement Assessment Name: Class: Matching: Matching definition of the correct vocabulary word by placing the letter of the definition on the space provided (7 points each). 1. immunity A. The body s first line of defense. 2. virus B. A disease that is transmitted among people by a harmful organism is called 3. bacteria C. A particle that can cause disease 4. skin D. The body s resistance to disease is called 5. infectious disease E. The body s third line of defense 6. toxins F. Poisons produced by some bacteria 7. transmission G. Strategies to limit transmission of disease 8. Prevention H. The achy feeling and the runny nose that comes with a cold are its 9. symptoms I. A single celled organism that sometimes cause disease 10. white blood cell J. the passing of a disease from one person to another 9

Constructed Responses: Write a brief paragraph discussing each of the following statements of questions. 1. Discuss three ways in which infections diseases can be spread (18 points). A. B. C. 2. Discuss two ways to prevent transmission of the common cold (12 points). A. B. 10

Causes & Effects of Diseases Replacement Assessment Answer Keys Causes & Effects of Diseases Name: Class: Matching: Matching definition of the correct vocabulary word by placing the letter of the definition on the space provided (7 points each). 1. D immunity A. The body s first line of defense. 2. C virus B. A disease that is transmitted among people by a harmful organism is called 3. I bacteria C. A particle that can cause disease 4. A skin D. The body s resistance to disease is called 5. B infectious disease E. The body s third line of defense 6. F toxins F. Poisons produced by some bacteria 7. J transmission G. Strategies to limit transmission of disease 8. G Prevention H. The achy feeling and the runny nose that comes with a cold are its 9. H symptoms I. A single celled organism that sometimes cause disease 10. E white blood cell J. the passing of a disease from one person to another 11

Constructed Responses: Write a brief paragraph discussing each of the following statements of questions. 3. Discuss three ways in which infections diseases can be spread (18 points). A. Contaminated objects B. Infected water, soil, food C. Infected people and/or animals 4. Discuss two ways to prevent transmission of the common cold (12 points). A. Hand washings B. Vaccination 12

Part 1: Matching 1 10 Part 2: Constructed Responses 1 2 Causes & Effects of Diseases Replacement Assessment Rubric For assessment rubric see following page 13

Causes & Effects of Diseases Replacement Assessment Scoring Guide Use to score total assessment: Matching 1-10 = 7 points each Constructed Responses 1 = 18 points 2 = 12 points Total Points = 100 points 4 Score of 88-100 3 Score of 76-87 2 Score of 64-75 1 Score of 52-63 14

Causes & Effects of Diseases Targeted Lessons Read through causes and Effects of Diseases Assessment to determine the focus of the unit. Prior knowledge 1. Focus on Chapter 5 viruses and bacteria and the structure (approximately 5 class periods) 2. Viral reproduction (approximately 3 classes) 3. Bacterial Growth Lab (approximately 2 class periods) Targeted Concepts 1. Viruses a. Definition b. Viral disease c. Transmission d. Prevention 2. Bacterial a. Definition b. Bacterial diseases c. Transmission d. Prevention 3. Technology a. factors that influence development i.e. societal needs. 15

Causes & Effects of Diseases Supplemental Materials 1. Textbook support 2. Cells Alive website a. http://www.cellsalive.com 3. What are microbes? Website a. http://www.microbeworld.org 4. Have students make concepts maps on transmission of diseases. 5. Have students make a concept map on prevention of diseases. 16

Photosynthesis & Respiration Grade 7 This assessment was developed by and is the property of the Bangor School Department No part of this material may be used or reproduced without express written permission of the Superintendent of Schools

Grade 7 Science Curriculum Grade 7 science will be focused on four major unifying themes and skills of science and technology: Models Change and Constancy Systems Scientific Inquiry These are overarching themes and skills that should be included throughout each of the curriculum units. Grade 7 science curriculum includes 3 major units of study: 1. Photosynthesis and Respiration 2. Causes and Effects of Disease 3. Ecosystems and Biomes PHOTOSYNTHESIS AND RESPIRATION This unit will introduce the following enduring understandings: 1. Photosynthesis is a building up process while respiration is a breaking down process. 2. A system is composed of many parts needed for a system to operate effectively. 3. Different cell organelles are involved in each process. 4. Each process has a unique energy component Essential Question: 1. How do photosynthesis and respiration relate to each other? 2. What part does photosynthesis and respiration play in the larger system of the organism? 3. What are the cell organelles associated with photosynthesis and respiration. 2

PEI connections: Science and Technology - Grades 6 8 A1b: Explain how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of another part of a system. A1c: Describe how systems are nested and that systems may be thought of as containing subsystems (as well as being a subsystem of a larger system) and apply the understanding E3a: Describe the basic functions of organisms carried out within cells including the extracting of energy from food and the elimination of wastes. E3c: Compare the structures, systems, and interactions that allow single-celled organisms and multi-celled plants and animals, including humans to defend themselves, acquire and use energy, self-regulate, reproduce, and coordinate movement. E3d: Explain that all living things are composed of cells numbering from just one to millions. Assessment: 3

Photosynthesis and Respiration Grade 7 Name: Class: Multiple Choice. Write the letter of the best answer on the line in front of each number. 1. The structures that supply energy for the cell and are known as the "powerhouse" of the cell are the A) Chromosomes. C) mitochondria. B) endoplasmic reticulum. D) ribosomes. 2. One product of fermentation in yeast cells is A) alcohol. C) lactic acid. B) oxygen. D) glucose. 3. The main difference between fermentation and respiration is that fermentation does not use A) water. C) oxygen. B) energy. D) diffusion. 4. Chloroplasts allow plant cells to A) carry proteins. C) excrete wastes. B) make food. D) digest old cell parts. 5. Most molecules move across a cell membrane by A) osmosis. C) active transport. B) photosynthesis. D) diffusion. 6. The process by which plant cells make food is called A) respiration. C) digestion. B) photosynthesis. D) diffusion. 7. Vacuoles store A) food C) waste B) water D) all of the above 4

8. 6CO 2 + 6H 2 O C 6 H 12 O 6 + 6O 2 A. Label the chemical compounds in the above reaction. B. What is this reaction? 9. Complete the cycle diagram below, which describes the relationship between photosynthesis and respiration. 10. Our earth is a system with many parts making this whole system work. Consider yourself a part of the subsystem heterotroph. Consider plants part of the subsystem autotrophs. How do heterotrophs depend on autotrophs? How do autotrophs depend on heterotrophs? 5

Photosynthesis and Respiration Grade 7 ANSWER KEY Name: Class: Multiple Choice. Write the letter of the best answer on the line in front of each number. C 1. The structures that supply energy for the cell and are known as the "powerhouse" of the cell are the A) chromosomes. C) mitochondria. B) endoplasmic reticulum. D) ribosomes. A 2. One product of fermentation in yeast cells is A) alcohol. C) lactic acid. B) oxygen. D) glucose. C 3. The main difference between fermentation and respiration is that fermentation does not use A) water. C) oxygen. B) energy. D) diffusion. B 4. Chloroplasts allow plant cells to A) carry proteins. C) excrete wastes. B) make food. D) digest old cell parts. D 5. Most molecules move across a cell membrane by A) osmosis. C) active transport. B) photosynthesis. D) diffusion. B 6. The process by which plant cells make food is called A) respiration. C) digestion. B) photosynthesis. D) diffusion. D 7. Vacuoles store A) food C) waste B) water D) all of the above 6

8. A. carbon dioxide + water sugar + oxygen B. Photosynthesis 9. oxygen oxygen carbon dioxide carbon dioxide 10. Heterotrophs depend on autotrophs for food and oxygen (possible student responses may include products like paper and furniture). Autotrophs depend on heterotrophs for carbon dioxide. 7

Part 1: Multiple Choice Items 1 7 Reflects PEI E3, E3c, E3d Part 2: Short Answer 8 10 Reflects PEI A1b, A1c PHOTOSYNTHESIS AND RESPIRATION ASSESSMENT RUBRIC 8

Use to score total assessment: PHOTOSYNTHESIS AND RESPIRATION ASSESSMENT SCORING GUIDE 4 Raw score 88-100 3 Raw score 76-87 2 Raw score 64-75 1 Raw score 52-63 4 3 2 1 Raw score 88-100 #10 should include examples of interdependence of auto and heterotrophs Demonstrates understanding of relationship between the two groups. Raw score 76-87 Lists examples with fewer details showing connections between the two groups. Raw score 64-75 Few accurate examples and limited supporting details expressing relationships between the two groups. Raw score 52-63 No accurate example, little understanding of relationships between groups. *Replacement assessment should be given when the student scores a 2 or lower. 9

Photosynthesis and Respiration Grade 7 Replacement Assessment Name: Class: Multiple Choice- Write the letter of the best answer on the line in front of each number. 1. The function of the organelles known as mitochondria is A) make protein C) store genetic code B) get energy from food D) transport materials 2. A product of respiration is A) water C) protein B) oxygen D) DNA 3. One product of fermentation in muscle cells is A) alcohol C) glucose B) lactic acid D) oxygen 4. Which organelle allows plant cells to make food? A) chloroplast C) vacuoles B) mitochondria D) nucleus 5. Water molecules move across a cell membrane by A) diffusion C) photosynthesis B) active transport D) osmosis 6. The process by which plant cells make food is called A) photosynthesis C) aerobic respiration B) anaerobic respiration D) digestion 7. The organelle that stores food, water and waste is A) nucleus C) mitochondria B) vacuole D) chloroplast 10

SHORT ANSWER. Answer the following questions with the correct word, phrase or short answer. Glucose + carbon dioxide + water 8. Fill in the blank in the above equation with the correct substance. carbon dioxide + water glucose + oxygen 9. What process is described in the above equation? 10. Would this reaction most likely take place in a plant cell or an animal cell? Circle your answer. 11

Photosynthesis and Respiration Grade 7 Replacement Assessment ANSWER KEY Name: Class: Multiple Choice- Write the letter of the best answer on the line in front of each number. B 1. The function of the organelles known as mitochondria is A) make protein C) store genetic code B) get energy from food D) transport materials A 2. A product of respiration is A) water C) protein B) oxygen D) DNA B 3. One product of fermentation in muscle cells is A) alcohol C) glucose B) lactic acid D) oxygen A 4. Which organelle allows plant cells to make food? A) chloroplast C) vacuoles B) mitochondria D) nucleus D 5. Water molecules move across a cell membrane by A) diffusion C) photosynthesis B) active transport D) osmosis A 6. The process by which plant cells make food is called A) photosynthesis C) aerobic respiration B) anaerobic respiration D) digestion B 7. The organelle that stores food, water and waste is A) nucleus C) mitochondria B) vacuole D) chloroplast 12

Revised Nov 2007 SHORT ANSWER. Answer the following questions with the correct word, phrase or short answer. glucose + oxygen carbon dioxide + water 8. Fill in the blank in the above equation with the correct substance. carbon dioxide + water glucose + oxygen 9. What process is described in the above equation? Photosynthesis 10. Would this reaction most likely take place in a plant cell or an animal cell? Circle your answer. Plant cell 13

Photosynthesis and Respiration REPLACEMENT ASSESSMENT Computer Assisted Instruction Lab (CAI lab) Science Discovery Cells Module (CE) 3. Parts of the Cells: The Rest of the Cell 3.4 Energy: mitochondria and chloroplasts Graded electronically 14

Teacher Notes PHOTOSYNTHESIS AND RESPIRATION TARGETED LESSONS *** Read through the Photosynthesis and Respiration Assessment to determine the focus of the unit. Prior Knowledge: o Focus on Cell Theory and the history of its development. (approximately 3 class periods) o Cell Organelles and their functions (approximately 10 class periods) o Comparing Plant and Animal Cells Laboratory (approximately 1-2 class periods) Targeted Concepts: 1. Photosynthesis - definition - chemical equation with word equivalents - organelles involved - energy source - plant cell function 2. Respiration - definition - chemical equation with word equivalent - organelles involved - aerobic and anaerobic - ATP as stored energy source 3. Energy reaction in systems - output from one system becomes input for another system - systems consist of subsystems (cellular vs. global) 15

1. Textbook support. Teacher Notes PHOTOSYNTHESIS AND RESPIRATION POSSIBLE CLASSROOM RESOURCES 2. Cells Alive web site. a. http://www.cellsalive.com 3. Brain Pop web site (subscription site). a. http://www.brainpop.com 4. Cell Structure and Processes web site. a. http://www.tvdsb.on.ca/westmin/science 5. Cell Page web site. a. http://sun.menloschool.org/ 6. Laboratory activities: a. Growth of yeast - collection of carbon dioxide gas b. Glucose model 7. Use a diagram to show the relationship between respiration ad photosynthesis. 8. Have students make a concept map on respiration. 16