7th Grade

Life Science

Course of Study

Findlay City Schools 2003

TABLE OF CONTENTS

1. Findlay City Schools’ Mission Statement and Beliefs 2. 7th Grade Science Curriculum Map 3. Integrated Benchmarks 4. 7th Grade Science Indicators

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7th Grade Science Course of Study Writing Team

Wendell Badertscher

Jessica Kerfoot Joy McCarthy Mary Jo Young Sandy White

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the development

of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of the

democratic process. • personal fulfillment requires the nurturing of mind, body

and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students, family,

staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive.

7th Grade Science Curriculum Map

Date Unit Chapter Topic Indicator September Unit 1 Chapters 1, 2, 3 Scientific Ways

Of Knowing, Safety,

Characteristics of Life

1, 2

October Unit 2 & 3 Chapters 4, 5, 6 Cells, Heredity, Genes

3, 12,13,14,15,16

November Unit 3 & 4 Chapters 7, 8, 9 Evolution, History of the

Earth, Classification

15, 17, 20, 21

December Unit 4 & 5 Chapters 10, 11 Bacteria, Viruses,

Protists, Fungi

4, 18, 19

January Unit 5 Chapters 12 & 13

Plants 4, 18, 19

February Unit 5 Chapters 14 & 15

Animal Behavior,

Invertebrates

4, 18, 19

March Unit 5 Chapters 16 & 17

Fish, Amphibians,

Reptiles, Birds, Mammals

5, 6, 7, 8, 9

April Unit 6 Chapters 18 & 19

Interactions of Living Things,

Cycles in Nature

11

May Unit 6 Chapters 20 & 21

Ecosystems, Environmental

Issues

10

BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7th Life/Characteristics and Structure of Life Time Line: Indicator (#1): Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. Indicator (#2): Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. Indicator (#3): Identify how plant cells differ from animal cells, (e.g., cell wall, chloroplasts).

KNOW

• Cell theory (pg. 62) • Cell structures and functions • Differences between eukaryotic

and prokaryotic cells • Differences between plant and

animal cells • How life is organized from a single

cell to an ecosystem • Differences between unicellular

and multicellular organisms

DO

• Label organelles on drawings of both plant and animal cells

• Explain the cell theory • Describe the functions of

organelles • Be able to compare and contrast

prokaryotic and eukaryotic cells • Explain at least 2 major

differences between plant and animal cells: cell wall and chloroplast

• Diagram how life is organized; cell, tissue, organ, organ system, organism, population, communities, and ecosystem

• Describe the difference between a unicellular and multicellular organism

PRE-ASSESSMENT: Pre-test -Label parts of plant/animal cells Discuss cells and their importance List the type of cells

ASSESSMENT: Test – Chapter test book pg. 9 Performance-based assessment book Ch. 3, Pg. 123 Cell crossword puzzle www.win.co.nz/bioweb/ccword/html

GRAPHIC ORGANIZER & OR TECHNOLOGY: Venn diagram comparing plant/animal cells Series of Events diagram - how life is organized from cell to ecosystem

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Explain the similarities and differences between plant and animal cells

BEST PRACTICES: Anticipation guide Two-column notes PQR2ST+ (Review, Questions, Read, Remember, Scan, Touch-up, Study Notes Again) (Forget, pg 31)

RESOURCES: http://school.discovery.com/lessonplans/programs/electronmicroscope/ (virtual microscope) www.cellsalive.com/cells/index.htm (interactive; plant/animal cells) Inside the Cell video

TESTING VOCABULARY: Tissue Bacteria Organ Cell Wall Organ system Ribosome Organism Endoplasmic Reticulum Unicellular Mitochondria Multicellular Chloroplast Population Golgi complex Community Vesicule Ecosystem Vacuole Cell Membrane Lysosome Organelles Cytoplasm Nucleus Prokaryotic Eukaryotic

HISTORICAL/MODERN LINK: How does our study of cells improve our ability to deal with diseases? Article on Photodynamic Therapy treating Cancer (text pg. 80)

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (# 12): Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents.

KNOW • Gregor Mendel used pea plants to

study heredity—that is the passing of traits from parents to offspring.

• A self-pollinating plant contains both male and female reproductive structures.

• Offspring inherit two sets of instructions for each characteristic; one set from each parent.

• The sets of instructions are known as genes.

• Different versions of the same gene are known as alleles

• A genotype is the combination of alleles for a particular trait.

• A phenotype is the physical expression of genotype.

• How to use a Punnett square to figure out the possible allele combinations.

• Probability is the mathematical chance that an event will occur.

DO • Describe the experiments of

Gregor Mendel.

• Explain how genes and alleles are related to genotypes and phenotypes.

• Given various female and male

alleles, construct a Punnett square.

• Calculate the probability of an

occurrence.

PRE-ASSESSMENT: Why don’t all humans look exactly alike? How are traits such as blue eyes, brown eyes, etc. passed on from one generation to the next? Who was Gregor Mendel and why was he important?

ASSESSMENT: Test – Chapter tests book, Ch. 5, pg. 17 Performance-based assessment book, Ch. 5, pg. 131 Illustrate Mendel’s pea experiments, textbook, pg. 109

GRAPHIC ORGANIZER & OR TECHNOLOGY: Punnett squares

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Examine a Punnett square and answer questions, textbook, pg. 123 If two first-generation self-pollinating plants are crossed… ; Test Generator, pg. 92, question 20 Explain the difference between a recessive and a dominant trait.

BEST PRACTICES: Anticipation Guide Two-column notes Concept map

RESOURCES: www.und.nodaK.edu/dept/jcarmich/101/lab9/mitt (pictures of mitosis/meiosis) Holt Science & Technology Holt Chapter Tests with Performance-Based Assessment Holt Test Generator: Test Item Listing

TESTING VOCABULARY: Heredity Dominant Trait Recessive Trait Genes Alleles Genotype Phenotype Probability

HISTORICAL/MODERN LINK: Have students develop a table for various physical characteristics of students; textbook, pg. 106 You go into a job interview and are required to take a blood test because your soon-to-be employer wants to know about your DNA. Discuss the pros and cons.

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (# 13): Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners, are learned.

KNOW • Proteins are made of long strings

of amino acids. • DNA is made of long strings of

nucleotides. • Chromosomes are made of protein

and DNA. • DNA twisted ladders are made of

base pairs: - adenine and thymine

- cytosine and guanine • DNA carries genetic information. • Genes are sets of instructions for

making a protein. • Each group of three bases in a

gene code for a particular amino acid.

• Mutated genes occur when the bases are changed.

• A pedigree is a tool used by a genetic counselor for tracing a trait through generations.

DO • Describe the basic structure of a

DNA molecule. • Explain how DNA molecules are

copied. • Explain the relationship between

genes and proteins. • Make a model of DNA.

• Sequence the correct order of making a protein.

• Define mutation and give an

example. • Evaluate the information in a

pedigree.

PRE-ASSESSMENT: What are genes? How does knowing about DNA help scientists treat diseases?

ASSESSMENT: Ch. 6 Test, pg. 21 Ch. 6 Performance-based assessment, pg. 137 Skit-demonstrate formation of a protein Self-assessment, text, pg. 137

GRAPHIC ORGANIZER & OR TECHNOLOGY: Genetic pedigree, text, pg. 140 www.ology.amnh.org/genetics/dnadetective/index.html-game

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How does DNA copy itself? Draw a picture to help explain your answer. The color of your eyes is… Test Generator, pg. 115, question 20

BEST PRACTICES: Anticipation Paired Reading Concept Map Quick Lab, text, pg. 139

RESOURCES: Holt Life Science Holt Chapter Tests with Performance-Based Assessments Holt Test Generator: Test Item Listing Holt Science Fiction – Moby Jones, pg. 13 Internet: www.scilinks.org Link – HSTL145

TESTING VOCABULARY: DNA Nucleotide Adenine Thymine Guanine Cytosine Ribosome Mutation Mutagen Pedigree

HISTORICAL/MODERN LINK: Social Studies link, text, pg. 140 How did scientists use DNA to discover Czar Nicholas II? Should DNA fingerprinting be admitted as evidence in the courtroom?

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (# 14): Describe that in asexual reproduction all the inherited traits come from a single parent. Indicator (#15): Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. Indicator (#l6): Describe that asexual reproduction limits the spread of detrimental characteristics through species and allows for genetic continuity.

KNOW Chapter 4, Sec. 3

• The life cycle of a cell is called the cell cycle.

• The cell cycle begins when the cell is formed and ends when the cell divides.

• Before mitosis, the chromosomes are copied. During mitosis, chromatids separate and two nuclei are formed.

• In animal cells, mitosis begins at the cell membrane. In plant cells, mitosis begins with a cell plate that forms in the middle of the cell.

Chapter 5, Sec. 2 • Genes are located on

chromosomes. • Most human cells contain 46

chromosomes, or 23 pairs. • Each pair contains one

chromosome donated by the mother and one donated by the father.

• Meiosis is cell division that produces sex cells (eggs and sperm).

DO

• Explain how cells produce more cells.

• Explain the importance of mitosis. • Be able to relate mitosis with

asexual reproduction. • Be able to relate meiosis with

sexual reproduction. • Describe how Mendel’s ideas are

supported by the process of meiosis.

• Explain the difference between male and female sex chromosomes.

Chapter 4, sec. 3 and Chapter 5, sec. 2 PRE-ASSESSMENT: Explain the difference between meiosis and mitosis. Why is reproduction necessary? How does a species’ characteristic transfer from one generation to the next?

ASSESSMENT: Oral presentation on eight steps of meiosis.

GRAPHIC ORGANIZER & OR TECHNOLOGY: Ch. 5; Concept Mapping Transparency on Heredity. Use the following terms to create a Concept Map: meiosis, eggs, cell division, mitosis, sex cells, sperm, X chromosome, Y chromosome.

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How do sex cells in meiosis differ from other cells in mitosis?

BEST PRACTICES: Have pairs of students use string for the cell membrane and pieces of pipe cleaners for chromosomes to demonstrate the basic steps of mitosis. Create foldable on heredity (example - pg. 142 of Glencoe resource). Holt Science & Technology – Science Puzzler, Ch. 4 & 5.

RESOURCES: Life Science Work-text. Amsco Publications ISBN 0-87720-019-X www.scilinks.org (HSTL090) Glencoe Teaching Science with Foldables Life Science Text – Directed Reading Worksheet, pg. 33

TESTING VOCABULARY: Ch. 4, Sec. 3 Cell Cycle (pg. 92) Chromosome ((pg. 92) Binary fission (pg. 92) Homologous chromosomes (pg. 92) Chromatids (pg. 92) Centromere (pg. 93) Mitosis (pg. 93) Cytokinesis (pg. 95) Ch. 5, Sec. 2 Sex cells (pg. 114) Meiosis (pg. 115) Homologous chromosomes (pg. 114) Sex chromosomes (pg. 119)

HISTORICAL/MODERN LINK: Life Science Worktext, pg. 98 Discuss or demonstrate how Francesco Redi (1626-1697) disproved the idea that flies arose from decaying meat.

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (#14); Describe that in asexual reproduction all the inherited traits come from a single parent. Indicator (# 15): Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. Indicator (#16): Describe that asexual reproduction limits the spread of detrimental characteristics through species and allows for genetic continuity.

KNOW Chapter 13, Sec. 1

• Sexual reproduction in plants requires pollination and fertilization (joining of egg and sperm).

• After fertilization, ovules develop into seeds that contain embryos.

• Seeds become dormant after they mature.

• Proper temperature and proper amounts of water and oxygen allow seeds to sprout.

• Many flowering plants can reproduce asexually without flowers.

Chapter 26, Sec. 1 • During sexual reproduction, a

single parent produces offspring genetically identical to the parent.

• Sexual reproduction is a union of egg and sperm.

• Internal fertilization is when eggs fertilize inside a female’s body.

• External fertilization is when eggs fertilize outside a female’s body.

• Monotremes are egg-laying.

DO

• Describe the roles of pollination and fertilization in sexual reproduction.

• Draw a diagram showing how

fruits are formed from flowers.

• Explain dormancy and how temperature, water, and oxygen affect a plant.

• Explain the difference between

asexual and sexual reproduction.

• Explain the difference between external and internal fertilization.

• Marsupials give birth to partially developed young.

• Placentals give birth to well-developed young.

• Compare and contrast the types of development of mammals.

PRE-ASSESSMENT: What does the term asexual mean? Do all animals have two parents?

ASSESSMENT: Chapter Test: 13 & 26; pgs. 349-52 and pgs. 101-104 Life Science Worktext, pgs. 103-106

GRAPHIC ORGANIZER & OR TECHNOLOGY: Video on budding and grafting of fruit trees. Invite guest speaker for demonstration.

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How do offspring created by asexual reproduction differ from those created by sexual reproduction?

BEST PRACTICES: Create a table of animals and plants. In one column list the names of a plant or animal. In the next column describe how each one reproduces. In the third column of the table state whether the reproduction is sexual or asexual.

RESOURCES: NSTA: www.scilinks.org (Code HSTL630) Chapter Tests: Performance-based Assessment Life Science Work-text, AMSCO Publications ISBN 0-87720-019-X; Chapter 9

TESTING VOCABULARY: Chapter 13 Dormant Chapter 14 Asexual reproduction Sexual reproduction Egg Sperm Zygote External fertilization Internal fertilization

HISTORICAL/MODERN LINK: Life Science Worktext, pg. 101 Grafting is a type of artificial vegetative reproduction that occurs only with the help of people. Explain how grafting is used in fruit trees.

BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7th Life/Evolutionary Theory Time Line: Indicator (#15): Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. Indicator (# 17): Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism’s chances for survival. Indicator (# 19): Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment. Indicator (# 20): Explain that diversity of species is developed through gradual processes over many generations (e.g., fossil record).

KNOW • Populations change over time

through the process of evolution. • Common ancestor for all

organisms is provided through: -fossil record -comparing skeletal structures -comparing embryos -DNA in all organisms

• Charles Darwin explained evolution through natural selection which is divided into four parts (pg. 169).

• Today evolution is explained by combining natural selection and genetic inheritance.

• Natural selection allows populations to adapt to environment.

• Studying generations of organisms that developed resistance to insecticides or antibiotics gives evidence of natural selection.

• Speciation describes how one species may evolve into another.

DO • Explain how fossils provide

evidence that organisms have evolved over time.

• Identify three ways that organisms can be compared to support the theory of evolution.

• Describe four steps of Darwin’s theory of evolution by natural selection. 1. Species produce more

offspring than will survive to reproduce.

2. Individuals within a population differ slightly from one another.

3. Individuals with a population compete for resources.

4. Individuals that are better equipped to live in an environment are more likely to survive and reproduce.

• Explain how mutations are important to evolution.

• Give two examples of natural selection.

• Outline the steps of speciation.

PRE-ASSESSMENT: What is evolution? What role does the environment play in the survival of an organism? List three adjectives associated with reptiles.

ASSESSMENT: Ch. 7 Performance-based assessment, pgs. 141-144 Ch. 7 Test, pgs. 25-28

GRAPHIC ORGANIZER & OR TECHNOLOGY: Use evolution, mutation, speciation, natural selection and survival in a concept map (transparency for Chapter 7).

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: What is the difference between natural selection and selective breeding?

BEST PRACTICES: Write the four steps of natural selection and create a mnemonic device to remember the steps. Poster project on sea turtles, text, pg. 162

RESOURCES: Chapter Tests with Performance-based Assessment. Website: PBS Teacher Source National Science Teachers Assoc. www.scilinks.org. (Code HSTL165 or Code HSTL170).

TESTING VOCABULARY: Adaptation Selective breeding Species Natural selection Evolution Mutation Fossil Generation time Fossil record Speciation Vestigial structure Trait

HISTORICAL/MODERN LINK: During the past several hundred years, a rapidly expanding human population has caused some species to become extinct either from habitat destruction or over hunting. Ask: If people are as much a part of the environment as trees and birds, are their actions just another natural process?

BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7th: Life/Evolutionary Theory Time Line: Indicator (# 21): Investigate how an organism adapted to a particular environment may become extinct if the environment, as show by the fossil record, changes.

KNOW • Paleontologists study fossils. • Relative and absolute dating

determines the age of a fossil. • Geologic time scales outline the

history of the Earth. • Wilson’s theory of plate tectonics. • Many species have become extinct. • Precambrian time includes the

formation of the Earth and beginning of organisms.

• Earth is 4.6 billion years old and was formed from nonliving matter.

• During the Paleozoic Era, animals appeared in oceans and plants and animals on land.

• During the Mesozoic Era, dinosaurs and reptiles appeared. Flowering plants, birds, and primitive mammals appeared.

• Cenozoic Era extends to present day.

• Primates include humans, apes, and monkeys and are distinguished from other primates by their opposable thumbs and binocular vision.

• Hominids, Neanderthals, and Cro-

Magnons were subgroups of humans which are now extinct.

• Hominids were known as australopithecines.

DO • Explain how paleontologists date

fossils using relative and absolute dating.

• Explain the geologic time scale and describe different types of organisms that arose during the four eras.

• Describe the conditions of the Earth from Precambrian time to present.

• Explain the theory of plate tectonics.

• Discuss the shared

characteristics of primates. • Compare and contrast hominids

and primates. • Explain possible causes of mass

extinctions.

PRE-ASSESSMENT: How can you tell how old a fossil is? Describe the geologic time scale. Name one biological event that occurred during each geologic era.

ASSESSMENT: Ch. 8 Test Ch. 8 Performance-based assessment Construct a Concept Map, text, pg. 193

GRAPHIC ORGANIZER & OR TECHNOLOGY: Time sequence Patter Organizer for geologic time scale. Using a compare and contrast matrix primates to humans

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Why are there usually more fossils from the Cenozoic Era that from other geologic eras? Very Few Fossils from the… Test Generator, pg. 162, question 43.

BEST PRACTICES: Anticipation Guide Paired reading Make a brochure for history of the Earth Pangaea Puzzle Slide Show of Pangaea: http://volcano.und.nodak.edu/vwdocs/vwlessons/Pangea/Pangea1.html

RESOURCES: Holt Life Science Chapter Test and Performance-based Assessments Concept Mapping Transparencies Test Generator: Item Listing Internet

TESTING VOCABULARY: Fossil Primate Relative dating Hominid Absolute dating Australopithecine Geologic time scale Neanderthal Extinct Plate tectonics Precambrian time Paleozoic Era Mesozoic Era Cenozoic Era

HISTORICAL/MODERN LINK: Ask students to imagine that they didn’t clean their room for 30 years. After 30 years, they finally decide to sort through the 2m pile of stuff on their floor. Ask: What might you find on the top of the pile? In the middle? On the bottom? What makes you unique among your family members? Suppose electrical energy was never developed? How would your life differ from what it is now?

BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7th Life/Characteristics and Structure of Life Time Line: Indicator (# 4): Investigate the great variety of body plans and internal structures found in multicellular organisms. Indicator (# 18): Investigate the great diversity among organisms. Indicator (# 19): Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment.

KNOW Classification

• The seven levels of classification. • Why scientific names are

important. • How to write a scientific name. • How a dichotomous key works. • The six kingdoms and examples of

organisms that belong to each kingdom.

• Characteristics of each kingdom. Bacteria & Viruses

• Similarities and differences between eubacteria and archaebacteria.

• How bacteria reproduce. • The advantages and disadvantages

that bacteria pose for people. • The four major virus shapes. • Similarities and differences of

viruses and living things. • How virus reproduce.

Protista & Fungi • The characteristics of protists. • The three groups of protists and

DO Classification

• Given a list of scientific names, be able to identify those names that are written correctly.

• Given the seven levels of classification, be able to list them in order from the largest to smallest group.

• Given a group of objects, develop a dichotomous key for the objects.

Bacteria & Viruses • Create a chart that shows

characteristics, advantages, and disadvantages and reproduction for eubacteria and achaebacteria.

• Draw and label the four types of viruses.

• Create a cycle graph that represents viral reproduction.

Protista & Fungi • Develop a concept map that

relates protista characteristics,

give examples of each. • How protists reproduce. • Fungus characteristics. • Characteristics of the four main

groups of fungi. • How fungi are helpful and harmful. • The characteristics of a lichen.

Plants • The characteristics of the

seedless plants (mosses, liverworts, club mosses, horsetails and ferns.

• How plants without seeds are important to man.

• Plant characteristics. • The similarities and differences of

gymnosperms and angiosperms. • The environmental importance of

gymnosperms and angiosperms. • The functions of roots, stems and

leaves. • The parts of a flower and their

functions. • The response of plants to the

different trophisms (phototrophism, geotrophism, gravitropism).

• How plants adapt to photoperiod and temperature changes.

• The characteristics of the four main groups of plants.

• Origin of plants. Animals

• The differences between vertebrates and invertebrates.

• The characteristics of animals. • The differences between learned

and innate behavior. • Differences between hibernation

and estivation. • How circadian rhythms influence

animals.

reproduction and examples of the three groups of protista.

• Create a poster that gives examples and descriptions of helpful and harmful fungi.

• Be able to list the four main groups of fungi.

Plants • Identify the plants located

within a study plot. • Given plant specimens/and or

pictures, be able to identify mosses, ferns, horsetails, liverworts, club mosses, angiosperms and gymnosperms.

• Be able by sight to identify selected species of flowers and trees.

• Be able to drawn and label a picture of a flowering plant (flower parts, leaf, stem, root, et cetera).

• Create a chart that shows the response of the four main groups of plants to the trophisms, temperature and photperiod.

• Write a newspaper article that explains the origin of plants and the importantance of plants without seeds and the importance of gymnosperms and angiosperms.

Animals • Choose an animal and create a

poster that depicts its characteristics, habitat, learned and innate behaviors, social behaviors, navigational skills and the circadian rhythm.

Invertebrates • Create a graphic organizer that

• How animals navigate. • Animal social behaviors

(communication, living in groups, mating patterns).

Invertebrates • The kinds of symmetry that exist

in organisms (asymmetrical, bilateral, radial).

• The function of the coelom. • Characteristics of sponges and how

they differ from other animals. • The characteristics of cnidarians

and flatworms and how their nervous systems differ.

• The differences between open and closed circulatory systems.

• The body parts of a mollusk and an annelid.

• The four main characteristics of arthropods.

• Two types of metamorphosis in insects.

• The different body parts of the four kinds of arthropods.

• The characteristics of echinoderms.

• How the water vascular system in echinoderms works.

Vertebrates -Fish, Amphibians, Reptiles

• The four characteristics of chordates.

• The three classes of modern fish and be able to give an example of each.

• The advantages of a swim bladder, oily liver, internal fertilization and external fertilization.

• The characteristics of vertebrates.

• The characteristics of amphibians.

compares, contrasts, and connects sponges, cnidarians, flatworms, mollusk, annelid, arthropods, insects, and echinoderms. Include such things as symmetry, coelom, structural characteristics, habitat, unique adaptations, locomotion and reproduction.

• Draw a cycle graph that demonstrates the two types of metamorphosis.

Vertebrates -Fish, Amphibians, Reptiles • Create a graphic organizer that

compares contrasts and connects the amphibians, fish, birds, reptiles and the mammals. Include such things as structural characteristics, locomotion, habitat, unique adaptations, evolutionary explanations, and reproduction.

• Be able to explain the difference between an endothermic and an exothermic organism and give an example of each.

Birds & Mammals

• List the adaptations that enable birds to fly.

• Explain why a Koala Bear is an example of a marsupial and not a monotreme.

• Explain how a placental mammal differs from marsupials and monotremes.

• The evolutionary importance of amphibians.

• The importance of metamorphosis in amphibians.

• The adaptations that allow reptiles to live on land.

• The three main groups of vertebrates that evolved from reptiles.

• Reptile characteristics, the three orders of modern reptiles, and the importance of the amniotic egg.

• The differences between an ectothermic and an endothermic organism.

Birds & Mammals • Two characteristics that birds

share with reptiles. • The adaptations that aid birds in

flight. • The importance of lift. • The advantages of flight. • Characteristics of mammals. • The differences between

monotremes, marsupials, and placental mammals and examples of each.

PRE-ASSESSMENT: Explain what it means to classify things. List the six kingdoms of clarification and give one example in each category. What is in a scientific name?

ASSESSMENT: Foldable or chart of six kingdoms with characteristics and examples. Memorize and spell correctly 5 of each: Native Ohio birds, fish, wildflowers, wild life, weeds, trees, food sources. Holt Science & Technology Ch. 9-17 Unit Tests.

“Adopt a Critter” poster

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Ch. 9-17 Concept Mapping TransparenciesHolt Science & Technology Ch. 9-17 Study Guide

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Correct order for parts of scientific names. Use of dichotomous key. Classify life forms by kingdom.

BEST PRACTICES: “Adopt a Critter” poster project. Foldable or chart of kingdoms and characteristics. Diana Zike “Teaching Science with Foldables,” pg. 31. Design a dichotomous key.

RESOURCES: Holt Science & Technology Life Science Ch. 9-17 Holt Science & Technology Study Guide Holt Science & Technology Directed Reading Worksheets Holt Science & Technology “How Do They Do That” video Utah State 7th Grade Integrated Science Core Curriculum Page http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/sciber/intro.htm “Classifying Matter” Middle school science.com/life

TESTING VOCABULARY: Classification Archaebacteria Kingdom Eubacteria Phylum Protista Class Plantae Order Fungi Genus Animalia Species Taxonomy Dichotomous key Binary fission Endospore Antibiotic Virus Host Pathogenic bacteria Protist Funguslike protist Parasite Algae Phytoplankton Protozoa Fungus Hyphae Mycelium Spore Mold Lichen Sporophyte Gametophyte Nonvascular plant Vascular plant Gymnosper Angiosperm Pollen Polllination Cotyledon Xylem Phloem Sepal Pistil Stigma Ovary Chlorophyll Respiration Transpiration Tropism Phototropism Gravitropism Evergreen Deciduous Vertebrates Invertebrate Consumer Predator Prey Innate behavior Learned behavior Estivation Hibernation Biological clock Circadian rhythm Social behavior Communication Territory Pheromone Bilateral symmetry Radial symmetry Asymmetrical Ganglia Gut Coelom Compound eye Antennae Mandible

HISTORICAL/MODERN LINK: Will there ever be seven kingdoms instead of six?

Exoskeleton Metamorphosis Endothem Ectotherm Amniotic egg Down feather Contour feather Lift Preening Brooding Mammary gland Diaphragm Monotreme Marsupial Placental Mammal Gestation period

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (#5): Describe how organisms may interact with one another. Indicator (# 6): Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalisms). Indicator (#8): Investigate how overpopulation impacts an ecosystem.

KNOW • The functions of producers,

consumers, and decomposers in an ecosystem

• The differences between a food chain and a food web

• How energy flows through a food web

• The difference between an organism’s habitat and its niche

• Several limiting factors • Examples of predators and prey • Differences between mutualism,

commensalisms, and parasitism • The process of coevolution • How overpopulation effects the

life of a species, community and/or ecosystem

• The significance of carrying capacity

• Overpopulation and survival

DO • Give an example of a producer,

consumer and decomposer in action

• Create a food chain and a food web

• Create an energy arrow flow diagram

• Compare and contrast an organism’s habitat and niche

• Identify factors that limit a community’s growth

• List 3 types of prey and possible predators

• Identify an example of each type of symbiotic relationship

• Describe an example of coevolution

• Describe how the carrying capacity for deer in a forest ecosystem might be effected by weather

• Define overpopulation in a community

PRE-ASSESSMENT: Does the Earth have a carrying capacity for humans? Explain your answer. How does squashing a spider affect the food chain?

ASSESSMENT: Holt Science & Technology Test Generator Test Item Listing: Select questions pgs. 377- 402, Ch. 18 Holt Science & Technology Chapter Tests w/Performance-Based Assessments: Select questions pgs. 69-72, Ch. 18

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Concept & Mapping Transparencies, Ch. 18 Holt Science & Technology Study Guide, pg. 154, Ch. 18

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How are producers, consumers (herbivores, carnivores and scavengers), and decomposers linked in a food chain? Explain why it is important to have a variety of organisms in a community of interacting species. Give examples.

BEST PRACTICES: Interaction Web (students in a circle w/labels and string OH, Deer! Game & Graph (Deer & Resources) Interactions Mobile Survival Game – 2 periods/several classes

RESOURCES: Holt Science & Technology Life Science Odell Down Under: Computer Fish Survival Game

TESTING VOCABULARY: Herbivore Prey Carnivore Predator Omnivore Symbiosis Scavenger Mutualism Food chain Commensalism Food web Parasitism Energy Pyramid Coevolution Habitat Limiting factors Niche Competition Carrying Capacity

HISTORICAL/MODERN LINK: What species’ extinction would affect the human population the most? How have different countries attempted to deal with population control? Ex: USA, China, Japan?

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 7): Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

KNOW • The difference between the

biotic and abiotic environment • How populations, communities,

ecosystems, and the biosphere are related

• Four major abiotic environmental factors (water, soil, light and temp) (possibly air, too)

DO • Explain the difference between

the biotic and abiotic environment • Create an illustration that

demonstrates the relationship between populations, communities, ecosystems and the biosphere

• List the four major abiotic environmental factors

PRE-ASSESSMENT: What is meant by the term “carrying capacity”? What is the difference between biotic and abiotic factors? Give examples.

ASSESSMENT: Holt Science & Technology Test Generator Test Item Listings: Select questions pgs. 377-402, Ch. 18 Holt Science & Technology Tests w/Performance-Based Assessments: Select questions pgs. 69-72, Ch. 18 Holt Science & Technology Science

Puzzlers & Teasers, pg. 35, Ch. 18

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Concept Mapping Transparencies, Ch. 18

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How do limiting factors affect the carrying capacity of an environment?

BEST PRACTICES: Use a “foldable” to categorize and give examples of biosphere, ecosystem, community, population and organism. Classroom Biosphere

RESOURCES: Holt Science & Technology Life Sciences CD Rom: Abiotic vs. Biotic Aquarium-Pond Community Available at CMS

TESTING VOCABULARY: Ecology Biotic Abiotic Population Community Ecosystem Biosphere Carrying Capacity Limiting Factor

HISTORICAL/MODERN LINK: Describe what abiotic factors could create an inverted energy pyramid.

BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 9): Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition).

KNOW

• The definition of succession. • Compare and contrast primary and

secondary succession. • Three causes of secondary

succession.

DO

• Choose a primary or secondary succession and create a pictorial timeline.

• Use the following terms to create a concept map: abandoned farmland, lichens, bare rock, soil formation, horseweed, succession, forest fire, primary succession, secondary succession, pioneer species.

• Explain why some environmental changes occur slowly while others occur rapidly. Be sure to give two examples of each.

PRE-ASSESSMENT: Describe the difference between Primary and Secondary succession. List three causes of Secondary succession.

ASSESSMENT: Holt Science & Technology Test Generator: Test Item Listings pg. 403, Select Questions re: succession Holt Science & Technology Study Guide, pgs. 60-161 Picture of succession showing change over time.

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Study Guide, pg. 162; Concept Mapping

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Explain why the recovery of Yellowstone National Park following the fires of 1998 is an example of a) primary succession or b) secondary succession?

BEST PRACTICES: Draw succession picture showing change over time. Venn Diagram of Primary and Secondary succession.

RESOURCES: Holt Science & Technology Life Science Ch. 19

TESTING VOCABULARY: Succession Pioneer species Primary succession Secondary succession Natural disasters

HISTORICAL/MODERN LINK: Would nuclear war cause Primary or Secondary succession? If you were able to travel back in time and visit Yellowstone National Park in the Summer of 1988, what would you see?

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 11): Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions.

KNOW

• How cells move particles from region to region.

• Osmosis is the diffusion of water through a membrane.

• During passive transport substances diffuse through proteins.

• During active transport substances are moved from areas of low concentration to areas of high concentration.

• Large particles enter a cell through endocytosis and exit through exocytosis.

• Producers use sun energy to make food during the process known as photosynthesis.

• Cells use cellular respiration or fermentation to release energy from food.

DO

• Explain the process of diffusion • Describe how osmosis occurs.

• Compare active transport to

passive transport.

• Explain how large particles get into and out of cells.

• Describe photosynthesis and

cellular respiration.

• Compare cellular respiration and fermentation.

PRE-ASSESSMENT: Blow soap bubbles and have students explain how the bubbles are like a cell membrane; text, pg. 84 Light response demo; text, pg. 88 How does one cell produce many cells?

ASSESSMENT: Ch. 4; Chapter tests, pg. 127 Ch. 4; Performance-based assessment, pg. 127

GRAPHIC ORGANIZER & OR TECHNOLOGY: Ch. 4; Concept Map and Transparencies The Cell in Action

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How are photosynthesis and cellular respiration dependent upon one another? Test Generator, pg. 71; question 36

BEST PRACTICES: Anticipation Guide Two-column notes Paired Reading Odor Diffusion Activity; text, pg. 86

RESOURCES: Textbook – Holt Science & Technology Life Science Holt Chapter tests and performance-based book Holt Test Generator: Test Item Listing http://www.pbs.org/wgbh/nova/baby/divi_text.html (mitosis vs. meiosis slide show)

TESTING VOCABULARY: Diffusion Osmosis Passive Transport Active Transport Endocytosis Exocytosis Photosynthesis Cellular Respiration Fermentation

HISTORICAL/MODERN LINK: How can bacteria be used as an energy source for A car? text, pg. 100

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 10): Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth’s ecosystems (e.g., fire, hurricanes, roads, oil spills).

KNOW • The major types of pollution

(nuclear fallout, oil spills, air pollution, smog, volcanic ash, et cetera) and their impacts.

• Know the differences between renewable and nonrenewable resources.

• Know the impact of human population growth on the planet.

• The importance of conservation. • The 3 R’s (reduce, reuse, recycle). • Conservation efforts that protect

the earth and its habitats. • How our life style impacts our

habitat.

DO • Create a chart that shows four

types of pollution, the immediate and long-term consequence of that pollution on the habitat, how to minimize the impact of the pollution on the habitat, and how to avoid the problem in the future.

• Compare and contrast nonrenewable and renewable resources.

• Create a community awareness poster that reminds people to use the 3 R’s.

• Write a report on a conservation organization (Sierra Club, Hancock Naturalists, Ducks Unlimited, et cetera).

• Develop a list of EPA regulations that impact your life.

• Create a lifestyle and consequences picture or graphic.

• Calculate how using more efficient lighting would impact the environment.

• Show the calculated impact of a simple lifestyle change (example: Turning off water while brushing teeth will save 6,570 gallons of water a year).

PRE-ASSESSMENT: List 3 natural disasters and how they impact an ecosystem. List 3 human pollutions and the effect they have on our environment. Discuss what humans can do to have a beneficial effect on the environment.

ASSESSMENT: Picture project of pollution and its impacts Holt Science & Technology, Unit test Ch. 21 Inquiry Labs, Holt Science & Technology, pg.53 EcoLabs & Field Activities, Holt Science & Technology “Operation Oil-Spill Cleanup” pg. 52

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Concept Mapping Transparencies, Ch. 21 Holt Science & Technology Study Guide, pg. 181; Ch. 21

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Explain how one’s consumption philosophy affects their lifestyle and the consequent impact on our environment.

BEST PRACTICES: Foldable: Disaster & Consequences Holt Science & Technology Study Guide, pgs. 183-184, Interpreting Graphics Anticipation Guide (Forget)

RESOURCES: Holt Science & Technology Life Science Holt Science & Technology Directed Reading Worksheets, Ch. 21, pgs. 139-146

TESTING VOCABULARY: Pollution Renewable Resource Nonrenewable resource Overpopulation Biodiversity Biodegradable Conservation Recycling Resource recovery Lifestyle Environmental usage philosophy

HISTORICAL/MODERN LINK: What wisdom can be gained from an American Indian’s respect for and use of the environment? Has history proven that convenience is an unenvironmentally sound policy?

7th Grade Science Curriculum Map

Date Unit Chapter Topic Indicator September Unit 1 Chapters 1, 2, 3 Scientific Ways

Of Knowing, Safety,

Characteristics of Life

1, 2

October Unit 2 & 3 Chapters 4, 5, 6 Cells, Heredity, Genes

3, 12,13,14,15,16

November Unit 3 & 4 Chapters 7, 8, 9 Evolution, History of the

Earth, Classification

15, 17, 20, 21

December Unit 4 & 5 Chapters 10, 11 Bacteria, Viruses,

Protists, Fungi

4, 18, 19

January Unit 5 Chapters 12 & 13

Plants 4, 18, 19

February Unit 5 Chapters 14 & 15

Animal Behavior,

Invertebrates

4, 18, 19

March Unit 5 Chapters 16 & 17

Fish, Amphibians,

Reptiles, Birds, Mammals

5, 6, 7, 8, 9

April Unit 6 Chapters 18 & 19

Interactions of Living Things,

Cycles in Nature

11

May Unit 6 Chapters 20 & 21

Ecosystems, Environmental

Issues

10