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Seventh Grade Science Course and Unit Maps--2013-2014

Course Title: Seventh Grade Science Duration: 1 year Frequency: one class period daily Year: 2013-2014

Text: Life Science for Christian Schools with Student Activities Third Edition (BJU Press) Other materials: Areas to be evaluated: The students will demonstrate that they have a basic comprehension of scientific method, cells, cell processes, heredity, classification, kingdoms, ecosystems, and the human body. Comprehension of basic facts is measured by chapter exams. Additional activities: lab activities, projects, field trips, and videos Course objectives: Students will master a basic knowledge of terminology and concepts in the life sciences as preparation for high school science. Course explanation:

Studying Life Science This chapter defines science, the scientific method, and the limitations of science. It concludes with the importance of using science as a tool and not as a master.

Time frame: 7 days

Classifying Living Things

This chapter deals with the scientific classification and naming systems.

Time frame: 4 days

Life and Cells This chapter seeks to explain the characteristics that living things possess, including an explanation of the cell theory. It concludes with a description of the four categories of molecules that are essential to life.

Time frame: 4 days

Cell Structure This chapter gives a brief description of the typical parts of a cell and the functions of those parts. It also includes an explanation of the principles of how materials move through cell membranes.

Time frame: 10 days

Activities of Cells This chapter deals with the organization of living things into cells, tissues, and organs. This division helps to create a division of labor among cells and their processes. Two of these processes discussed in this chapter are cellular respiration and photosynthesis.

Time frame: 7 days

Cell Division The phases of mitosis and the chromosome movements during each

phase are dealt with in this chapter. General descriptions of transcription and protein synthesis are illustrated. Asexual reproduction, regeneration, and spore development are also discussed.

Time frame: 9 days

Genetics of Organisms

The chapter deals with Mendel’s theories of genetics and variations to these theories, such as incomplete dominance and sex-linked traits. It concludes with a discussion of inherited disorders.

Time frame: 10 days

Little-seen Kingdoms The Monera, Protist, and Fungi Kingdoms are dealt with in this chapter.

Time frame: 6 days

Kingdom Plantae: Structure

Plant organs (roots, stems, and leaves), their structures, and their functions, are described in this chapter. Different types of plant cells and their functions are discussed, and the chapter concludes with an overview and description of the major plant groups.

Time frame: 9 days

Kingdom Plantae: Processes

The first part of this chapter deals with the processes necessary for almost all plant to survive, and it concludes with a discussion of plant responses to environmental stimuli

Time frame: 5 days Kingdom Plantae: Reproduction

The two ways plants reproduce are discussed in this chapter. The section on sexual reproduction deals with the basic parts of a typical flower and an explanation of pollination, fertilization, and fruit development. Several methods of asexual reproduction are also describe.

Time frame: 10 days

Invertebrates I: Sponges, Jellyfish, & Worms

The biologically correct definition of an animal and an invertebrate are set forth here. Three major invertebrate phyla are presented with a representative organism from each phyla to show the key characteristics for that grouping.

Time frame: 8 days

Invertebrates II: Mollusks, Arthropods, & Echinoderms

This chapter continues the study of invertebrates by studying the phyla Mollusks, arthropods, and echinoderms. Shelled and non-shelled mollusk representatives are studied. Insects (grasshoppers) are used as the arthropod representative. And starfish are used to represent the echinoderm phyla.

Time frame: 5 days

Vertebrates I:Fish, Amphibians, & Reptiles

This chapter begins by discussing the studying the typical body systems of vertebrates, including circulatory, respiratory, nervous, digestive, and excretory systems. In the second half of the chapter is deals with three of the five major classes of vertebrates – fish, amphibians, and reptiles.

Time frame: 9 days

Vertebrates II: Birds & Mammals

This chapter begins by discussing the difference between warm-blooded and cold-blooded animals. It then continues the study of vertebrates by studying the last two classes – birds and mammals.

Time frame: 6 days The Ecosystem This chapter studies interaction of resources and organisms in their

ecosystems, including the water, carbon, and nitrogen cycle. It also discusses predator-prey and rhythm relationships and terminology.

Time frame: 5 days Support and Movement of the Body

This chapter gives an overview of the human body systems that deal with the skin (integumentary), bones (skeleton), and muscles.

Time frame: 7 days

Internal Balance This chapter continues the study of the human body by giving an overview of the circulatory and excretory systems.

Time frame: 7 days

Energy This chapter continues the study of the human body by giving an overview of the respiratory and digestive systems.

Time frame: 5 days

Control This chapter continues the study of the human body by giving an overview of the nervous system, sense organs, and the endocrine system.

Time frame: 5 days

Unit 1: Studying Life Science--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh

SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: -- gain an understanding of the how to find truth. -- gain an understanding of the uses and misuses of science. -- gain an understanding the scientific method. -- gain an understanding of the limitations of science. Unit Objective: Students will: -- define science. -- understand the worldviews that determine the interpretation of evidence. -- differentiate between examples of physical evidence and recorded evidence. -- perform the steps of the scientific method and be able to examine data accurately. -- describe the place of science in comparison to the Word of God. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks. RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

INSTRUCTIONAL METHODOLOGY

Primary means of instruction: lecture and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Students will design and perform a scientific experiment, then evaluate data gathered into a conclusion statement(s). Activities that support instruction:

INTEGRATION Biblical: If man’s observations are accurate, they will not contradict the Bible. God created nature in such a way that man can study and learn new things about it. Integration of other skills: (research, writing, technological, practical application, other disciplines): research, observation, technical writing

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; student lab write-up, teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test and experiment test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.

INSTRUCTIONAL RESOURCES Primary: Life Science for Christian Schools (Third Edition)

Publisher: BJU Press

Unit 2: Classifying Living Things-2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 4 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the scientific classification. -- gain an understanding of the scientific nomenclature. -- gain an understanding of dichotomous keys. Unit Objective: Students will: -- explain why classification is necessary. -- list in order the seven levels of the modern classification system. -- analyze a group of organisms to create a dichotomous key. -- explain the need for scientific names and describe the two parts of a scientific name. -- identify the two major problems with the modern classification system. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks. RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).


Primary means of instruction: lecture and labs Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. Activities that support instruction:

INTEGRATION Biblical: The character of God is seen in the precision and orderliness of His creation, which allows man to learn and classify living things in a precise way. Integration of other skills: (research, writing, technological, practical application, other disciplines): flow chart design

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab work and write-ups; teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.

INSTRUCTIONAL RESOURCES Primary: Life Science for Christian School (Third Edition)


Unit 3: Life & Cells--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 4 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the characteristics that all living things possess. -- gain an understanding of cell theory. -- gain an understanding of the four categories of molecules that are essential to life. Unit Objective: Students will: -- list the characteristics that all living things posses. -- recognize the cell as the basic unit of life. -- differentiate between a unicellular and a multicellular organism. -- differentiate between cell, colony, and tissue. -- state the cell theory. -- list and describe the four function common to all cells. -- list the four categories of molecules that are essential to life. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks.

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.


Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction: In class workbook activities identifying acids, bases, and proteins.

INTEGRATION Biblical: The character of God is seen in the precision and orderliness of His creation, which allows man to learn and identify living things in a precise way. Integration of other skills: (research, writing, technological, practical application, other disciplines): lab write-up

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab write-ups; teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups, and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 4: Cell Structure--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 10 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the parts of a cell and the functions of those parts. -- gain an understanding of principles of how materials move through cells (osmosis, diffusion, active & passive transport) Unit Objective: Students will: -- describe cellular membranes and what they’re composed of. -- differentiate between active and passive transport. -- differentiate between diffusion and osmosis. -- identify the three basic parts of a cell. -- distinguish between and give the primary functions of basic cytoplasmic organelles. -- state the role of a cell’s nucleus. -- identify the major parts of a compound microscope. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking



RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.


Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments and lab write-ups to reinforce lessons. Activities that support instruction: Videoes on cells -- In class teacher generated activity on using a microscope. (on file) -- Cell city project (on file): Student will design a city whose resources relate to the organelles of the cell.

INTEGRATION Biblical: The character of God is seen in the precision and orderliness of His creation, which allows man to learn and identify living things in a precise way. Integration of other skills: (research, writing, technological, practical application, other disciplines): technical writing, practical application on the use of a microscope, practical application

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab write-ups; teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned. Cell city project

will allow the student to demonstrate their application of the function of organelles to resources available in a city.

INSTRUCTIONAL RESOURCES Primary: Life Science for Christian School (Third Edition) Publisher: BJU Press

Unit 5: Activities of Cells--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the concepts of cells, tissues, and organs. -- gain an understanding of the division of labor within multicellular organisms. -- gain an understanding of cellular respiration and photosynthesis. Unit Objective: Students will: -- define tissue and organ. -- discuss the division of labor within a multicellular organism. -- differentiate between aerobic cellular respiration and anaerobic cellular respiration. -- name the reactants and the products of each type of respiration. -- describe the process of photosynthesis and name the reactants and products of the process. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking





Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Students will complete labs that correlate with concepts. Activities that support instruction: Teacher generated lab on yeast (on file) -- Dumbbell lab that shows the difference between aerobic and anaerobic cellular respiration. (on file) -- Bread in a bag lab that illustrates a practical use of anaerobic cellular respiration. (on file)

INTEGRATION Biblical: Just as God created a division of labor with multicellular organisms, so He created a division of labor within the body of Christ by giving each believer gifts. He created the cells to work in such intrecate ways that illustrate His creativity and completeness. Integration of other skills: (research, writing, technological, practical application, other disciplines): technical reading and writing, skills and use of microscope, algebraic expressions to analyze data

ASSESSMENT

Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab write-ups; teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups, and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 6: Cell Division--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 9 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the phases of mitosis and the chromosome movements during each phase. -- gain an understanding of asexual reproduction. Unit Objective: Students will: -- define gene and chromosome and be able to describe their relationship to each other. -- name and describe the four phases of mitosis and interphase. -- describe several forms of asexual reproduction and give examples. -- describe a DNA molecule. -- explain DNA replication, transcription., and protein synthesis. KCCS: RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking




RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.


Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction: -- Sentence building activity that corresponds to transcription and protein synthesis. (on file) -- Building a “sweet” DNA molecule with candy representing the structure of DNA. (on file)

INTEGRATION Biblical: The character of God is seen in the precision and orderliness of his creation through the processes of mitosis, replication and transcription.

Integration of other skills: (research, writing, technological, practical application, other disciplines): technical writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- labs -- teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned. --Sweet DNA model will analyze students understanding of the structure of DNA. -- Students will demonstrate their understanding of location and process of protein synthesis.



Unit 7: Genetics of Organisms--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 10 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of Mendel’s theories of genetics (dominant and recessive traits). -- gain an understanding of the theory of incomplete dominance and sex-linked traits. -- gain an understanding of inherited disorders. -- gain an understanding of the use of Punnett squares and the probability of inheritance. Unit Objective: Students will: -- differentiate between purebred and hybrid, and between dominant and recessive traits. -- demonstrate their ability to use Punnett squares to determine genetic crosses. -- determine the probability of inheritance using Punnett squares. -- define incomplete dominance and be able to solve problems involving incomplete dominance. --explain how the sex of a child is determined in humans. -- describe the inheritance of sex-linked traits. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.





Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments and labs to reinforce lessons. Activities that support instruction: -- In class workbook activities and worksheets solving Punnett square problems relating to genetics. -- In class lab designing smiley faces using dominant and recessive traits of parent smiley faces. (on file).

INTEGRATION Biblical: God is in control of the womb. He knew us before we were even born. He determines the gender of the child and all the characteristics that person possesses. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application of using Punnett squares to solve problems, technical writing, graphic design of smiley faces on computer




Unit 8: Little-Seen Kingdoms--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 6 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of Kingdom Archaebacteria. -- gain an understanding of Kingdom Eubacteria. -- gain an understanding of Kingdom Protista. -- gain an understanding of Kingdom Fungi. Unit Objective: Students will: -- identify the main characteristics of each kingdom (Archaebacteria, Eubacteria, Protista, & Fungi) and an example of each. -- state several harmful effects and several helpful aspects of bacteria. -- distinguish protozoa and algal protists.

-- explain the difference between saprophytes and parasites. -- describe the environmental and economic importance of fungi. KCCS: RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions. RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks.





Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: -- Students will work on homework assignments and labs to reinforce lessons. -- Show Moody science video “It’s a Small World” (located on tape – “The Power in Plants”) (tape located in library) -- Show videos and images showing anatomy, activities and interactions of each kingdom Activities that support instruction: -- Bacteria scavenger hunt: students will learn proper swabbing technique and culturing of bacteria and fungi. -- Cordycep video showing parasitic fungi with discussion.

INTEGRATION Biblical: Because the organisms in these kingdoms are so small, they are often overlooked, but they probably have the greatest affect of people’s lives. In the same way, we cannot overlook the significant impact our walk with the Lord can have on another person’s life. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab write-ups; teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 9: Kingdom Plantae: Structure--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science

SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 9 days

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: -- gain an understanding of structure and function of the three main plant organs (roots, stems, & leaves). -- gain an understanding of several types of plant cells and their functions. -- gain an understanding of the major plant groups. Unit Objective: Students will: -- name the main organs of a plant. -- distinguish between tap and fibrous root systems. -- distinguish between woody and herbaceous stems. -- identify and describe the parts of a leaf. -- describe the structure and functions of xylem, phloem. fibers, and epidermis. -- name the three main plant groups. -- distinguish between vascular and nonvascular plants and between angiosperms and gymnosperms. KCCS: RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions.






Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Show video “The Private Life of Plants: Putting Down Roots” (located in classroom) Activities that support instruction: Microscope lab looking at the epidermis of geranium leaves. (materials located in classroom and Mr. Mac’s room) --Teacher generated lab looking at tree anatomy (in file) -- Students will dissect a plant, identifying the parts.

INTEGRATION Biblical: The variety and design of plants gives evidence to an all-wise Creator, who carefully and thoughtfully brought beauty and purpose to each plant. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application of knowledge doing microscope lab

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- lab write-ups -- teacher generated chapter test Of teaching effectiveness (describe means):

-- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Secondary: Publisher:

COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.: Field trip to Grassland Prairie National Preserve in Strong City, KS to learn about native grasses.

Unit 10: Kingdom Plantae: Process--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of processes necessary for plant survival. -- gain an understanding of plant responses to environmental stimuli. Unit Objective: Students will: -- describe how water is absorbed into a plant. -- explain how xylem and phloem transport materials throughout a plant. -- describe transpiration and explain how it transports water through plants. -- recognize that some plant activities are regulated by hormones. -- differentiate between positive and negative tropisms. -- describe phototropism and geotropism. -- recognize how photoperiodism works in plants. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.




RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.



INSTRUCTIONAL METHODOLOGY Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction: -- Lab activity that illustrates the passage of water through a plant (celery) stalk.

INTEGRATION Biblical: Recognize the wisdom of God in creating plants to sprout, reproduce, and survive in a variety of climates. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments and lab write-ups -- teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



COMMUNITY RESOURCES

List organizations, guests, field trips, donations, etc.: Field trip to Grassland Prairie National Preserve in Strong City, KS to learn about native grasses.

Unit 11: Kingdome Plantae: Reproduction--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science SEMESTER: second DATE OF REVISION: 2010 LENGTH OF UNIT: 10 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the two ways plants reproduce (sexual and asexual). -- gain an understanding of the basic parts of a flower. -- gain an understanding of pollination, fertilization, and fruit development. -- gain an understanding of several methods of asexual reproduction. Unit Objective: Students will: -- identify and describe the main parts of a flower and their function. -- distinguish between pollination and fertilization.

-- list three ways by which plants may reproduce asexually. -- list several ways in which plants disperse seeds. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct

from prior knowledge or opinions.







Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Show video “The Private Life of Plants: Birds and Bees” (located in classroom) Activities that support instruction: -- Students will be divided into partners and accomplish the “create-a-plant” test/activity – done in 7 days. (material on file in classroom) --Students will propagate a plant and learn to care for it.

INTEGRATION Biblical: Although God created a lot of variation within the plant kingdom, each plant is designed to reproduce “after its kind.” God created many structural designs to accomplish this. Integration of other skills: (research, writing, technological, practical application, other disciplines): practical application of the student’s understanding of plants by designing and making a plant.

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- lab write-ups -- “create-a-plant” Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.




COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.: Field trip to Grassland Prairie National Preserve in Strong City, KS to learn about native grasses.

Unit 12:

Invertebrates I: Sponges, Jellyfish, and Worms--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 8 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of what an invertebrates is. -- gain an understanding of three major invertebrate phylas (Porifera, Cnidarians, Platyhelminthes) with a representative organism from each phyla. Unit Objective: Students will: -- identify the key parts of the technical definition of an animal. -- define what an invertebrate is. -- define what a skeleton it. -- identify the key characteristics of sponges. -- identify the key characteristics of jellyfish and coral. -- identify the key characteristics of planaria. -- identify the key characteristics of flatworms, roundworms, and segmented worms. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct






RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic.


Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Show video “Invertebrates: Jellyfish & Horsheshoe Crabs” (located in classroom)

-- Show additional video segments identifying key characteristics of each invertebrate group. Activities that support instruction: --In class lab – dissection of earthworm (use workbook to guide lab – dissection materials located in Mr. Mac’s room) --In class lab – study images of each invertebrate group to identify key characteristics present.

INTEGRATION Biblical: The variety and design of animals gives evidence to an all-wise Creator, who carefully and thoughtfully brought beauty and purpose to each one. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application of material in earthworm dissection

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- lab write-ups -- teacher generated chapter test Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades, lab write-ups, and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 13:

Invertebrates II: Mollusks, Arthropods, and Echinoderms--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the phyla mollusk by studying representatives of both the shelled and the non- shelled groups. -- gain an understanding of the phyla arthropods by studying grasshoppers as a representative of the insect group. -- gain an understanding of the phyla echinoderm by studying starfish as a representative of that group. Unit Objective: Students will: -- describe the body and forms of movement of the octopus and the clam. -- identify the four classes of arthropods and examples from each class. -- list the identifying characteristics of insects -- describe the process of circulation, respiration, and excretion in the grasshopper.

--distinguish between complete and incomplete metamorphosis and list the phases of each stage. -- describe the body, forms of movement, and feeding habits of starfish. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct






RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.


Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Show video (located in classroom) Activities that support instruction: -- Students will complete a lab in which they analyze the key characteristics of the major groups of mollusks, arthropods and echinoderm.

INTEGRATION Biblical: Invertebrates are important to our survival as pollinators, pests, and food sources for other organisms; they are a key in the web of life. Every detail from small to great is a part of God’s design for life on earth. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; lab write-ups; teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups, and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 14: Vertebrates I: Fish, Amphibians, and Reptiles--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the typical body systems of vertebrates, including circulatory, respiratory, nervous, digestive, and excretory systems. -- gain an understanding of the vertebrates classes fish, amphibians, and reptiles. Unit Objective: Students will: -- differentiate between oxygenated blood and deoxygenated blood. -- describe the circulation in a two-, three-, and four-chambered heart and give examples of animals that have these kinds of hearts. -- compare respiration in gills and lungs. -- differentiate between the central and peripheral nervous systems. -- identify the structures and functions of a vertebrate’s digestive system. -- identify the structures and functions of a vertebrate’s excretory system. -- list the identifying characteristics of fish, amphibians, and reptiles and give examples from each group. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.








Primary means of instruction: lecture with audiovisuals Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. Activities that support instruction: Students will dissect frogs. Use workbook as a guide through dissection. (dissection materials located in Mr. Mac’s room) -- Students will complete a lab in which they analyze the key characteristics of the major groups of fish, amphibians, and reptiles.

INTEGRATION Biblical: Lev. 17:11 – “the life of the flesh is in the blood”; Just as blood is necessary to sustain the life of an

animal/man, so it was necessary for Christ to shed his blood for our salvation. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application of skills through frog dissection.




Unit 15:

Vertebrates II: Birds and Mammals--2013 COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh / science SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 6 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of the difference between warm-blooded and cold-blooded animals. -- gain an understanding of birds and mammals. Unit Objective: Students will: -- state the difference between warm-blooded and cold-blooded animals and state which classes of vertebrates are warm- or cold-blooded. -- list the identifying characteristics of birds and mammals. -- explain the principles of how birds fly. -- differentiate between the various types of feathers and their functions. -- identify the three ways that mammals may bear their young and give and example for each. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.






RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.



Primary means of instruction: lecture with audiovisuals and labs Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Show Moody Science video “Animal Kingdom” (located in classroom) -- Show additional video segments identifying key characteristics of each invertebrate group. Activities that support instruction: -- Teacher generated activity for student to observe characteristics of bird feathers. -- In class lab – study images of each invertebrate group to identify key characteristics present.

INTEGRATION Biblical: I Cor. 15:38-39 separates humans from animals; humans are not animals. God created man after His image (with a living soul and the ability to have a relationship with God). No other creature was created in this way to have communion with God. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- lab write-ups -- teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, lab write-ups and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.

INSTRUCTIONAL RESOURCES

Primary: Life Science for Christian School (Third Edition)


Unit 16: Sexual Reproduction--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of meiosis. -- gain an understanding of external and internal fertilization.

Unit Objective: Students will: -- name and describe the male and female gametes and reproductive organs. -- describe fertilization. -- explain the external fertilization of salmon. -- describe internal fertilization. -- describe the formation of a chicken egg. -- explain the functions of a placenta and umbilical cord. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.










Primary means of instruction: lecture with audiovisuals Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction: -- “Fearfully and Wonderfully Made” video

INTEGRATION Biblical: The reproduction of organisms was designed by God to continue the species after “their kind.” Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.




Unit 17: The Ecosystem--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of meiosis. -- gain an understanding of external and internal fertilization. Unit Objective: Students will: -- name and describe the male and female gametes and reproductive organs. -- describe fertilization. -- explain the external fertilization of salmon. -- describe internal fertilization. -- describe the formation of a chicken egg. -- explain the functions of a placenta and umbilical cord. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.










Primary means of instruction: lecture with audiovisuals Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction: -- “Fearfully and Wonderfully Made” video

INTEGRATION Biblical: The reproduction of organisms was designed by God to continue the species after “their kind.” Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- teacher generated chapter test Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Unit 18: Support and Movement--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of integumentary system (skin). -- gain an understanding of skeletal system. -- gain an understanding of muscular system. Unit Objective: Students will: -- list the major functions of the human skin. -- identify structures found within the skin and their function. -- list the major functions of the skeletal system. -- describe the typical structure of a bone. -- give examples and compare five different kinds of joints in the skeleton. -- identify 21 major bones. -- list the major function of the muscular system. -- differentiate between the different types of muscle. -- identify 13 major muscles. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct



RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they







Primary means of instruction: lecture with audiovisuals, body systems project Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Students will be quizzed over the medical names of some of the bones and muscles found in the body. Activities that support instruction: -- In class group activity having class identify examples of joints and bones forming them. -- In class group activity having class identify examples of muscles that perform certain movements.

INTEGRATION Biblical: The human body is an example of God’s infinite wisdom; it is a wonderful and complex creation. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application in identifying joints and muscles.

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- teacher generated quizzes and chapter test --research and develop a PowerPoint over each body system Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades, quizzes, and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.




COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.:

Unit 19: Internal Balance--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of circulatory system. -- gain an understanding of excretory system. Unit Objective: Students will: -- identify the main function of the circulatory system. -- compare the structures and functions of arteries, veins, and capillaries. -- identify the structures of the heart. -- trace the flow of blood through the heart. -- identify several heart and blood vessel conditions. -- compare the structures and functions of erythrocytes, leukocytes, platelets, and plasma. -- identify the main function of the excretory system. -- explain how kidneys remove waste materials from the blood and these materials are removed from the body. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct









Primary means of instruction: lecture with audiovisuals, body system project Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. Activities that support instruction: -- Quiz students over the various structures of the heart. -- Workbook activity measuring student’s heart rates during various activities.

INTEGRATION Biblical: The blood and water from Jesus side after His death is a medical indicator that death has really

occurred, therefore the soldiers didn’t needed to break Jesus bones. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing, practical application of knowledge in measuring heart rates.

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- teacher generated quiz and chapter test --research and develop a PowerPoint over each body system Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.




COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.:

Unit 20: Energy--2013


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of respiratory system. -- gain an understanding of digestive system Unit Objective: Students will: -- identify the main function of the respiratory system. -- identify the structures of the respiratory system and their functions. -- explain the process of breathing. -- identify the main function of the digestive system. -- identify the structures of the digestive system and their functions. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.



RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they







Primary means of instruction: lecture with audiovisuals, body systems project Secondary means of instruction: Students will work on homework assignments to reinforce lessons. Activities that support instruction

INTEGRATION Biblical: I Peter 2:2 – Believers are to desire the meat of the Word and not just the milk. The meat contains the principles that give us spiritual strength. Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): -- class interaction through a daily review of previous lessons -- homework assignments -- teacher generated chapter test --research and develop a PowerPoint over each body system Of teaching effectiveness (describe means): -- verbal feedback during class discussions and reviews -- scores on homework grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): -- chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.




Unit 21: Control of the Body--2013

COURSE TITLE: Life Science GRADE LEVEL / DEPT.: seventh SEMESTER: second DATE OF REVISION: 2013 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- gain an understanding of nervous system and sense organs. -- gain an understanding of endocrine system. Unit Objective: Students will: -- list the main function of the nervous system. -- differentiate between the central and peripheral nervous system. -- identify the parts of a neuron. -- identify the various parts of the brain and their functions. -- explain how a reflex works. -- identify the various parts of the eye and their functions. -- identify the various parts of the ear and their functions. -- identify the main function of the endocrine system. -- define hormone. -- identify several endocrine glands and the functions their hormones produce. KCCS: RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct









Primary means of instruction: lecture with audiovisuals, body systems project Secondary means of instruction: -- Students will work on homework assignments to reinforce lessons. -- Quizzes over the parts of the eye and ear. Activities that support instruction

INTEGRATION Biblical: In the spiritual realm, there are only things that the believer can “sense.” The unsaved cannot

understand those things because they are “spiritually discerned.” The indwelling Holy Spirit acts as our “spiritual receptor.” Integration of other skills: (research, writing, technological, practical application, other disciplines): essay writing

ASSESSMENT Of student learning/work/performance (describe means): class interaction through a daily review of previous lessons; homework assignments; teacher generated quizzes and chapter test, research and develop a PowerPoint over each body system Of teaching effectiveness (describe means): verbal feedback during class discussions and reviews; scores on homework grades and chapter tests Of unit effectiveness in contributing to course goals (describe means): chapter test will allow the students to demonstrate their comprehension, application, and analysis of the material they have learned.



Documents

2013 7 Life Science Course Map - Weeblybereanacadaccred.weebly.com/.../2013_7_life_science_course_map.pdf · Course and Unit Maps ... Text: Life Science for Christian Schools with