7th Grade Life Science Course Outline_Evidence

7th Grade Life Science

Mid Valley School District

Joseph Rovinsky

Date: April 10, 2014

COURSE DESCRIPTION

Life Science is a required course for all seventh grade students to provide knowledge and understanding of scientific inquiry, ecological, environmental and biological concepts as outlined in the Pennsylvania Department of Education Science Standards and Eligible content. Students will investigate the levels of organization in nature, beginning with a broad view of interactions between living and nonliving components of an ecosystem. Students will then apply that knowledge to a study of the Earth’s biomes and natural changes that occur within them. The course will also focus on structures and functions that compose organisms and essential life processes including cell processes and energy, cell division, and genetics. Assessment will be both formative and summative including guided reading worksheets, homework, quizzes, reading comprehension checks, lab activities, technology enhanced projects, PowerPoint presentations, and Common Core based writing assignments. Furthermore, students will complete a Pennsylvania Junior Academy of Science eligible independent scientific investigation. Through the progression of this course, students will develop the following skills: observing, inferring, hypothesizing, research, experimentation, classification, scientific communication skills and the use of the microscope, triple beam balance, incubators and other scientific tools. Upon completion of this course, the students will have formed a strong foundation for their progression to higher-level science classes.

INSTRUCTIONAL TIME

Length of Course: 1 School Year (180 days)

Periods/Week: 6

Time/Period: 40-60 Minutes

GRADE LEVEL(S): 7th

EVALUATION

Evaluation of student progress in this planned course of study will include the following;

• Unit Exams • Pennsylvania Junior Academy of Science Project Presentation • Mid Term and Final Examinations • Homework Assignments • Lab Activities/In Class Projects • Research Reports/ Common Core Writing • Quarter Projects • Daily Grade • Modified assessments and instruction will be provided for students with special needs

and abilities

COURSE ASSESSMENT ANCHORS

Upon completion of this planned course of study, the student will:

• S8.A. 1.1.1 Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence and how new data/information may change existing theories and practice.

• S8.A.1.1.2 Explain how certain questions can be answered through scientific inquiry. • S8.A.1.1.3 Use evidence, such as observations or experimental results, to support

inferences about a relationship. • S8.A.1.2.2 Identify environmental issues and explain their potential long-term health

effects. • S8.A.1.2.3 Describe fundamental scientific or technological concepts that could solve

practical problems (Mendelian genetics) • S8.A.1.3.2 Use evidence, observations or explanations to make inferences about change

in systems over time (e.g., carrying capacity, succession, population dynamics) and the variables affecting this change.

• S8.A.2.1.5 Use evidence from investigations to clearly communicate and support conclusions.

• S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships

• .S8.A.2.1.2: Use space/time relationships, define concepts operationally, raise testable questions, or formulate hypotheses.

• S8.A.2.1.3: Design a controlled experiment by specifying how the independent variables will be manipulated, how the dependent variable will be measured, and which variables will be held constant.

• S8.A.2.1.4: Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions

• S8.A.2.1.5: Use evidence from investigations to clearly communicate and support conclusions.

• S8.A.2.1.6: Identify a design flaw in a simple technological system and devise possible working solutions

• S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions.

• S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.

• S8.A.2.2.3 Describe ways technology extends and enhances human abilities for specific purposes (e.g., microscopes)

• S8.A.3.1.1: Describe a system (e.g., watershed, circulatory system, heating system, agricultural system) as a group of related parts with specific roles that work together to achieve an observed result.

• S8.A. 3.1.2 Explain the concept of order in a system (e.g., food chains, energy pyramids, levels of organization in nature).

• S8.A.3.1.3: Distinguish among system inputs, system processes, system outputs, and feedback (e.g., physical, ecological, biological, informational).

• S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g., water cycle, nitrogen cycle, carbon and oxygen cycle) systems.

• S8.A.3.2.1: Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river system, and the solar system).

• S8.A.3.2.2: Describe how engineers use models to develop new and improved technologies to solve problems

• S8.A.3.2.3: Given a model showing simple cause-and-effect relationships in a natural system, predict results that can be used to test the assumptions in the model (e.g., photosynthesis, water cycle, diffusion, infiltration).

• S8.B.1.1.1 Describe the structures of living things that help them function affectively in specific ways (e.g., adaptations, physical characteristics)

• S8.B.1.1.2: Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, single-celled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape).

• S8.B.1.1.3: Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).

• S8.B.1.1.4 Identify the levels of organization from cell to organism and describe how specific structures enable the system to function as a whole.

• S8.B.2.1.1 Explain how inherited structures or behaviors help organisms survive and reproduce in different environments.

• S8.B.2.1.2 Explain how different adaptations in individuals of the same species may affect survivability or reproduction success.

• S8.B.2.1.3 Explain that mutations can alter a gene and are the original source of new variations.

• S8.B.2.1.4 Describe how selective breeding or biotechnology can change the genetic makeup of organisms.

• S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation to another.

• S8.B.2.2.1 Identify and explain the differences between inherited and acquired traits. • S8.B.2.2.2 Recognize that the gene is the basic unit of inheritance, that there are

dominant and recessive genes, and that traits are inherited. • S8.B.3.1.1 Explain the flow of energy through an ecosystem (e.g., food chains, food

webs). • S8.B.3.1.2 Identify the major biomes and describe abiotic and biotic components. • S8.B.3.1.3 Explain relationships among organisms (e.g., producers/consumers,

predator/prey, parasite/host) in an ecosystem. • S8.B.3.2.1 Use evidence to explain factors that affect changes in populations (e.g.,

deforestation, disease, land use, invasive species) • S8.B.3.2.2 Explain how diversity affects the ecological integrity of natural systems. • S8.B.3.2.3 Describe the response of organisms to environmental changes (e.g., climate

changes, hibernation, migration, coloration) and how those changes affect survival. • S8.B.3.3.2 Explain how renewable and nonrenewable resources provide for human needs

(i.e., energy, food, water, clothing, shelter).disorders/diseases

COURSE OUTLINE I. Introduction to Life Science 4 weeks (August-October) A. Scientific skills B. Basic Metric Measurements/ Using Scientific Tools B. Scientific Method

• PA Junior Academy of Science Introduction C. Lab Investigation Skills/ Using Microscopes D. What is Life?

• Characteristics of life • Needs of life • Chemistry of life • Introduction to Classification

II. Environment and Ecology 12 weeks (October- January)

• Introduction to Ecology: Population/Communities/Ecosystems • Habitat components • Population studies • Interactions among organisms

- Predator/Prey Interactions/ Symbiosis • Energy transfer through ecosystems • Cycles of matter(Water/Carbon/Nitrogen) • Biomes • Ecological Succession • Biodiversity • Environmental Issues • PA Common Core Writing Assignment: Environmental Issues Argumentative

Writing Assignment III. Genetics and Cell Biology 16 weeks (January-March)

• Basic Composition of Life • Cell theory and development • Prokaryote vs. Eukaryotic Cells • Animal vs. Plant Cell (Structure/Function)

• Cell Processes and Energy • Osmosis, diffusion, active transport • Basic cell respiration and introduction to photosynthesis • Mitosis and Meiosis

• Genetics

• Mendel’s work • Introduction to Meiosis • Probability and heredity (Punnett Squares) • Co-dominance, incomplete dominance, multiple alleles, sex-linked etc… • Human inheritance • Human genetic disorders

• Mutations and Adaptations • Biotechnology

IV. Evolution 2 weeks (March)

• Charles Darwin- Natural Selection • Historical Theories of Evolution • Mutations/Adaptations • Theories of Extinction

IV. Characteristics of Life 6 weeks (March-June)

• Overview of The Six Kingdoms • Archaebacteria • Eubacteria • Protists • Fungi • Plants • Animals

V. Pennsylvania Junior Academy of Science 20 weeks (September-February) VI. PA Common Core Standards (Common Core Writing Within Curriculum)

CONTENT OVERVIEW APPROX.WEEK

CONTENT STANDARD ANCHOR

1 -2 Introduction to Life Science • Basic Characteristics of Life • Theories on Origin of Life • Spontaneous Generation • Introduce Prokaryotic vs.

Eukaryotic Cell Structure • Life Cycles • Multicellular vs. Unicellular

Organisms • Overview of Six Kingdoms of

Life • Describe needs of energy for six

kingdoms • Taxonomic Keys/ Classification

of Organisms • Brochure Project-

Archaebacteria/Eubacteria Conditions for Survival

Needs of Living Things

• Methods of Obtaining Energy/ Photosynthesis/Respiration

3.1.7. A1 Describe the similarities and differences of physical characteristics in diverse organisms. 3.1.7. A2: Describes how organisms obtain and use energy throughout their lives. 3.1.7. A5: Explain how the cell is the basic structural and functional unit of living things. 3.1.6. A6 Identify examples of unicellular and Multicellular organisms.

3.1.7.A6 Identify the levels of organization from cell to organism 3.1.6. A5 Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce.

3.1.7. A5: Explain how the cell is the basic structural and functional unit of living things.

S8.A.3.1.2: Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple to complex: cell, tissue, organ, organ system). S8.B.1.1.1: Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).

3-4 Scientific Inquiry/Lab Skills • Scientific Method • M&M’s and the Scientific

Method Lab Activity • Metric System Overview( Lab

Activities involving Metric Measurement and conversions)

• Mean, Median, Mode Math Lab Activity

• Controlled Experiment Lab Activities

• Practice writing of Controlled Experiments

• Scientific Method Investigation • Introduction to Microscopy Lab

Activity

3.1.7. A9. Understand how theories are developed. o Identify questions that

can be answered through scientific investigations and evaluate the appropriateness of questions.

o Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.

o Describe relationships using inference and prediction.

o Use appropriate tools and technologies to gather, analyze, and interpret data and understand that

S8.A.1.3.1: Use ratio to describe change (e.g., percent’s, parts per million, grams per cubic centimeter, mechanical advantage). S8.A.1.1.1: Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence or how new data/information may change existing theories and practices. S8.A.1.1.2: Explain how certain questions can be answered through scientific inquiry and/or technological design. S8.A.1.1.3: Use evidence, such as observations or experimental results, to support inferences about a relationship. S8.A.1.1.4: Develop descriptions, explanations, predictions, and models using evidence.

• Pennsylvania Junior Academy of Science

it enhances accuracy and allows scientists to analyze and quantify results of investigations.

o Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories.

o Analyze alternative explanations and understanding that science advances through legitimate skepticism.

o Use mathematics in all aspects of scientific inquiry.

o Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

S8.A.2.1.1 Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to Describe relationships. S8.A.2.2.1 Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. S8.A.2.2.2 Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying Conditions. S8.A.2.2.3 Describe ways technology (e.g., microscope, telescope, micrometer, Hydraulics, barometer) extends and enhances human abilities for specific Purposes.

5-6 Introduction to Environmental Science • Population/

Community/Ecosystem Overview

• Abiotic and Biotic Components of an Ecosystem

• Population Studies- Population Density

• Limiting Factors/Carry Capacity and impact on abiotic and biotic factors of an ecosystem

4.1.7. A: Describe the relationships between biotic and abiotic components of an ecosystem. � Compare and contrast

different biomes and their characteristics.

� Describe symbiotic and predator/prey relationships.

S8.A.1.3.4: Given a scenario, explain how a dynamically changing environment provides for the sustainability of living systems. S8.A.1.3.2: Use evidence, observations, or explanations to make inferences about change in systems over time (e.g., carrying capacity, succession, population dynamics, loss of mass in chemical reactions, indicator fossils in geologic time scale) and the variables affecting these changes. S8.A.3.2.1: Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river system, and the solar system).

7-9 Interactions Among Living Things

• Predator/Prey Relationships • Symbiosis:

Commensalism/Mutualism/Parasitism

• Predator/Prey Simulation • Exotic Species • Predator and Prey Adaptations

Energy Flow In Ecosystems • Trophic Levels • Food Chains and Food Webs • Energy Flow Activity

4.1.7. A: Describe the relationships between biotic and abiotic components of an ecosystem. � Describe symbiotic and

predator/prey relationships.

4.1.7. C: Explain the flow of energy within an ecosystem.

� Compare and contrast the flow of energy between organisms in different habitats.

� Explain the concept of trophic levels.

4.1.7. D: Explain how biological diversity relates to

S8.A.3.1.2: Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple to complex: cell, tissue, organ, organ system). S8.B.3.1.1: Explain the flow of energy through an ecosystem (e.g., food chains, food webs). S8.B.3.1.3: Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem. S8.B.3.2.1: Use evidence to explain factors that affect changes in populations (e.g., deforestation, disease, land use, natural disaster, and invasive species).

the viability of ecosystems.

� Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce.

10-11 Biomes of the World • Describe physical

characteristics of Earth’s Major Biomes

• Locate Earth’s Major Biomes • Identify adaptations of both

animal/ plant life to survive in each biome

• Identify how adaptations allow for continued species success

• Biomes of the World Publisher Brochure Project (PA Common Core Writing)

4.1.7. D: Explain how biological diversity relates to the viability of ecosystems.

� Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce.

4.1.7. A: Describe the relationships between biotic and abiotic components of an ecosystem. � Compare and contrast

different biomes and their characteristics.

CC.3.6.6-8.E. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

S8.B.3.1.2: Identify major biomes and describe abiotic and biotic components (e.g., abiotic: different soil types, air, water sunlight; biotic: soil microbes, decomposers).

12 Ecological Succession • Ecological Succession Lab

Activity; Investigation of Primary and Secondary Succession

• Pioneer species/climax communities

• Ecological Succession Team Game

4.1.7. E: Identify factors that contribute to change in natural and human-made systems. Explain the processes of primary and secondary succession in a given ecosystem.

S8.A.1.3.2: Use evidence, observations, or explanations to make inferences about change in systems over time (e.g., carrying capacity, succession, population dynamics, loss of mass in chemical reactions, indicator fossils in geologic time scale) and the variables affecting these changes.

13-16 Biodiversity • Issues influencing biodiversity • Man-made changes of

ecosystems/effects on native species

• Issues influencing endangerment/extinction of species

• Socio-economic value of Biodiversity

Environmental Issues

• Environmental Issue- Research Paper Project (

4.1.7. D: Explain how biological diversity relates to the viability of ecosystems.

� Compare and contrast monoculture with diverse ecosystems.

� Explain how biological diversity relates to the ability of an ecosystem to adapt to change.

� Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism

S8.A.1.2.2: Identify environmental issues and explain their potential long-term health effects (e.g., pollution, pest controls, vaccinations) S8.A.1.2.3: Describe fundamental scientific or technological concepts that could solve practical problems (e.g., Newton’s laws of motion, Mendelian genetics).

S8.B.3.2.2: Use evidence to explain how diversity affects the ecological integrity of natural systems. S8.B.3.2.3: Describe the response of organisms to environmental changes (e.g., changes in climate, hibernation, migration, coloration) and how those changes

Pollutants/Historical events /Environmental Law/Superfund sites)(PA Common Core Writing)

• Herbicide Use/ Effective Pest Management

• Sources of Pollution/Environmental remediation

• Renewable and Non-Renewable Resources

• Examine methods of pest management/man made effects on ecosystems(negative and positive)

survive and reproduce. 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction 4.5.7. A: Describe how the development of civilization affects the use of natural resources. � Compare and contrast

how people use natural resources in sustainable and non-sustainable ways throughout the world.

4.5.7. B: Describe the impact of pests in different geographic locations and techniques used to manage those pests.

� Identify introduced species that are classified as pests in their new environments.

Research integrated pest management practices.

4.5.6. D: Identify reasons why organisms become threatened, endangered, and extinct. 4.5.7. D: Describe the wastes derived from using resources, how the waste is managed, and the potential impact on the environment. 4.5.8. D: Compare and contrast waste generated from various sources of energy. CC.3.6.6-8.A. Write arguments focused on discipline-specific content. • Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • Establish and maintain a

affect survival

formal style. • Provide a concluding statement or section that follows from and supports the argument presented.

17 Ecological Cycles • Overview of

Water/Carbon/Nitrogen Cycle • Investigation of how pollution

effects these cycles (i.e. acid rain)

• Mini-Poster Project Outline of Water/Carbon/Nitrogen Cycle

S8.A.3.1.4: Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g., materials in the nitrogen and carbon cycles, closed-switch) systems.

18-19 PA Watersheds and Wetlands • Location of PA Watersheds • Watershed characteristics • Model Watershed Activity • PA Watershed Poster Project • Characteristics of Wetlands • Wetland PowerPoint Project • Water Quality Outdoor

Investigation Kit/Report • Soil Quality Outdoor

Investigation Kit/Report

4.2.6. A: Identify the five major watersheds of Pennsylvania. 4.2.7. A: Explain how water enters, moves through, and leaves a watershed. � Explain the concept of

stream order. � Describe factors that

affect the flow and water quality within a watershed

4.2.8. A: Describe factors that affect the quality of ground and surface waters.

4.2.6. C: Identify natural and human-made factors that affect water quality. 4.2.7. C: Use appropriate tools and techniques to analyze a freshwater environment.

� Interpret physical, chemical, and biological data as a means of assessing the environmental quality of a freshwater environment.

S8.A.3.1.1: Describe a system (e.g., watershed, circulatory system, heating system, agricultural system) as a group of related parts with specific roles that work together to achieve an observed result.

20-21 Cell Biology • Cellular Organization of Life • Animal vs. Plant Cell Activity • Prokaryotic and Eukaryotic Cell • Cellular components:

Structure/Function • Cell reproduction- Mitosis • Six Kingdoms of Life-Review

Cell Type of Each Organism • Mitosis Graphic Organizer Poster

Project / Labeling the Parts of Cell Project

• Meiosis Graphic Organizer • Compare and Contrast Activity:

3.1.6. A4 Recognize that all organisms are composed of cells and that many organisms are unicellular and must carry out all life functions in one cell. 3.1.7. A4: Explain how cells arise from pre-existing cells. 3.1.7. A5: Explain how the cell is the basic structural and functional unit of living things. 3.1.7. A1 Describe the

S8.A.3.1.2: Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple to complex: cell, tissue, organ, organ system). S8.B.1.1.1: Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics). S8.B.1.1.2: Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, single-celled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape).

Mitosis vs. Meiosis • Extension Activity: Viruses and

Human Health/Drawing and Labeling a Virus

• Chemicals of Life-Proteins, Enzymes , Carbohydrates and Lipids

similarities and differences of physical characteristics in diverse organisms.

22-26 Genetics • DNA Structure/Function:

Genes/Alleles overview • Gregor Mendel- Pea Plant

Experiments • Punnett Square Practice Problems:

Co-dominance/Dominance/Incomplete Dominance

• Gummy-Bear Genetics Lab Activity

• Genetics Virtual Lab Investigation-Google Drive Activity

• Natural Selection/Overview of Historical Theories of Heredity

• Inheritance Lab Activities • Asexual vs. Sexual Reproduction in

Organisms: Life Cycles of Plants vs. Animals Activity

• Biotechnology- Genetic disease and genetic disease treatment/ modern advances in genetic medicine/ bioremediation/ modern technological advances(Electrophoresis/ GMO’s)

• Extension Activity: Organ Transplantation/Genetic Issues and Biotechnological Advances

• Genetics Research Paper Project (Genetically Inherited Disease/Treatment)

• Genetic Article Review Paper

3.1.7. B1: Explain how genetic instructions influence inherited traits. Identify Mendelian patterns of inheritance. 3.1.7. B2: Compare sexual reproduction with asexual reproduction. 3.1.7. B4: Describe how selective breeding and biotechnology can alter the genetic composition of organisms. 3.1.6. B6/3.1.7.B6/3.1.8.B6: See Science as Inquiry in the introduction for grade level indicators (as above). CC.3.6.6-8.F. 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.

S8.A.1.2.1: Describe the positive and negative, intended and unintended, effects of specific scientific results or technological developments (e.g., air/space travel, genetic engineering, nuclear fission/fusion, artificial intelligence, lasers, and organ transplants).

S8.A.1.2.4: Explain society’s standard of living in terms of technological advancements and how these advancements impact on agriculture (e.g., transportation, processing, production, storage). S8.B.2.1.4 Describe how selective breeding or biotechnology can change the genetic makeup of organisms.

27 Introduction to Evolution • Historical theories of inheritance • Biography of Charles Darwin • Darwin’s Theory of Evolution • Time-Line Project Evolution

3.1.6. C1: Differentiate between instinctive and learned animal behaviors that relate to survival. 3.1.7. C1: Describe how natural selection is an underlying factor in a populations' ability to adapt to changes. 3.1.8. C: Explain how reproductive success coupled with advantageous traits over many generations contributes to natural selection.

S8.B.1.1.1: Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics). S8.B.2.1.1 Explain how inherited structures or behaviors help organisms survive and reproduce in different environments. S8.B.2.2.2 Recognize that the gene is the basic unit of inheritance, that there are dominant and recessive genes, and that traits are inherited.

28 Evolution/Success of Species • Natural selection • Mutations-Driving Force in

Evolution/Success • Theories of Extinction • Comparative Anatomy and Fossil

Pattern Investigation Lab Activity

3.1.7. C2: Explain why the extinction of a species may occur when the environment changes. Explain that mutations can alter a gene and are the original source of new variations in a population. 3.1.7. C3: CONSTANCY AND CHANGE identify evidence drawn from geology, fossils, and comparative anatomy that provides the basis for the theory of evolution.

S8.B.1.1.1: Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics). S8.B.2.1.1 Explain how inherited structures or behaviors help organisms survive and reproduce in different environments. S8.B.2.1.1 Explain how inherited structures or behaviors help organisms survive and reproduce in different environments. S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation to another. S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation to another.

29 Archaebacteria/Eubacteria Characteristics • Review of

Archaebacteria/Eubacteria Prokaryote Cell Structure and Function

• Human disease an Eubacteria • Compare and contrast • Lab Activity: Growing Eubacteria

3.1.6. A1 Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria. 3.1.7. A1 Describe the similarities and differences of physical characteristics in diverse organisms.

S8.B.1.1.1: Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics). S8.B.1.1.2: Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, single-celled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape). S8.B.1.1.3: Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).

30 Protist /Fungi Characteristics • Overview of different types of

Protists/Protists Cell Structure and Function

• Overview of major protist examples; Draw Euglena/Paramecium/ Algae/Sea Weed etc.

• Outdoor Lab Activity: Investigating Fungi: Bracket Fungi, Club Fungi etc.

• Labeling Physical Parts of a Fungus

• Reviewing Food Chains Activity: Role of Fungi as decomposers

• Photosynthesis Review- Energy Needs of Protists/Fungi

3.1.6. A1 Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria. 3.1.7. A1 Describe the similarities and differences of physical characteristics in diverse organisms. 3.1.6. A5 Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce. 3.1.7. A5: Explain how the cell is the basic structural and functional unit of living things. 3.1.6. A2 Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. 3.1.7. A2: Describes how organisms obtain and use energy throughout their lives.


31-33 Plant Characteristics 3.1.6. A1 Describe the S8.A.3.3.2: Describe repeating structure patterns in nature

• Plant Growth Lab Activity/Investigation

• Vascular Plants vs. Non Vascular Plants

• Lab Activity: Stem/Root/Leaf Structure and Function(Energy needs of Plants)

• Characteristics of Seed Plants and Non-Seed Plants

• Seed Dispersal • Plant Reproduction Cycle

Diagram Activity

similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria. 3.1.6. A5 Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce. 3.1.7. A1 Describe the similarities and differences of physical characteristics in diverse organisms. 3.1.7. A7 Compare life processes (e.g. growth, digestion) at the organism level with life processes at the cellular level.

(e.g., veins in a leaf, tree rings, crystals, water waves) or periodic patterns (e.g., daily, monthly, annually).

S8.B.1.1.2: Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, single-celled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape). S8.B.1.1.3: Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).

34-40 Animal Characteristics • Physical characteristics shared by

all animals • Energy needs of

animals(Herbivores/Carnivores/Omnivores)

• Review Activity: Predator/Prey Interactions Among Living Things

• Asexual vs. sexual reproduction • Insect adaptations/ Physical

characteristics/ Reproduction • Arthropod

characteristics/Reproduction • Bird Characteristics: Flight

Adaptations/ Reproduction • Fish characteristics; Fish labeling

activity • Amphibians vs. Reptiles Poster

Project; Reproduction strategies • Mammalian Life Processes/

characteristics shared by all Mammals/Reproduction

• Scientific Research Paper on one group of Animals(Birds/Reptiles/Fish/Amphibians/ Mammals)- Topic will explore adaptations which allow for these species to survive in their environments

• Lab Activity: Microscope Investigation Lab of cells taken from members of Animal Kingdom

• Animals Web Quest Activities (Vertebrates vs. Invertebrates)

• Animal Interactive Popplet Activity (Web Based

3.1.6. A1 Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria. 3.1.7. A1 Describe the similarities and differences of physical characteristics in diverse organisms. 3.1.7. A7 Compare life processes (e.g. growth, digestion) at the organism level with life processes at the cellular level. 3.1.6. A8 SCALE Explain why the details of most cells are visible only through a microscope. 3.1.7. A8 MODELS Apply the appropriate models to show interactions among organisms in an environment. 3.1.8. A8 CHANGE AND CONSTANCY Explain mechanisms organisms use to adapt to their environment. 3.1.6. C1: Differentiate between instinctive and learned animal behaviors that relate to survival. 3.1.7. C1: Describe how natural selection is an underlying factor in a populations' ability to adapt to changes. 3.1.8. C: Explain how reproductive success coupled with advantageous traits over many generations contributes to natural selection.


Presentation)

All Year PA Junior Academy of Science • PA Junior Academy of Science

Project • Scientific Method to Complete

Individual Investigation • Employ Proper Writing

Techniques/ Technical Writing to Complete Scientific Investigation

• Compete at Annual PA Junior Academy of Science Event

CC.3.6.6-8.B. * Write informative/explanatory texts, including Scientific procedures/ experiments, or technical processes. • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Establish and maintain a formal style and objective tone. • Provide a concluding statement or section that follows from and supports the information or explanation presented. 3.1.7. A9. Understand how theories are developed. o Identify questions that

can be answered through scientific investigations and evaluate the appropriateness of questions.

o Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.

o Describe relationships using inference and prediction.

INSTRUCTIONAL MATERIALS:

Major Texts/Resources

Supplemental Texts/Resources

Prentice Hall Science Explorer: Life Science Scales/Graduated Cylinders/Misc. Lab Supplies PowerPoint Handouts/Note Taking/Study Guides PA Common Core Grading Rubrics

SMART Board Activities Educational DVDs (Planet in Peril) (Animals) Discovery Education Streaming Netflix Streaming Computer Software: Microsoft Word, Microsoft PowerPoint, Supplemental Worksheets Google Drive Google E-Mail Account

ASSESSMENT EXAMPLES: S8.A.1.1.1: Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence or how new data/information may change existing theories and practices. Objective: Employ the scientific method to solve a problem Assessment: Use the steps of the scientific method to solve the following problem;

Billy has been trying to determine the reason why his bike tire continues to go flat. He had previously replaced the tire three times, and within a few hours the tire was again flat. Use the steps of the scientific method to devise a strategy that would allow for Billy to determine the source of his problem. Objective: Explain the experiments of Francesco Redi and Louis Pasteur concerning

the origin of life (spontaneous generation). Assessment: Restate the investigations Redi and Pasteur used to disprove spontaneous

generation. How are they different? How are they similar? What is the difference between an opinion and a theory?

S8.A.1.2 Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solutions to practical problems.

Objective: Identify environmental issues and explain their potential long-term health effects. Describe economic and environmental impacts of gas drilling. Assessment: Given an environmental scenario, list the costs (cons) and benefits (pros). Identify any other issues provided in the scenario; including ecosystem damage, pollution affects, effects on native species.

S8.A.2.1 Apply knowledge of scientific investigation or technological design in different contexts to make inferences and solve problems. Objective: Use scientific inquiry to solve a fictitious crime Assessment: Provide sets of data for students to analyze, form inferences and

hypotheses, and eventually a conclusion. Students may examine DNA Gel Electrophoresis bands to determine the identity of potential suspects

S8.A.2.2 Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. Objective: Describe ways technology extends and enhances human abilities for specific purposes.

Assessment: Concluding a microscope lab in which many cells and unicellular organisms, explain how the microscope has contributed to the body of knowledge called science. Label the parts of the microscope and employ the microscope to compare and contrast different organisms

S8A.3.1 Explain the parts of a simple system, their roles, and their relationships to the system as a whole.

Objective: Explain the concept of order in a system, and distinguish between open loop and closed loop systems.

Assessment: Given a food chain or web, explain the role of each organism in the flow of energy from one level to the next. Extend activity to have students determine the effects that the introduction of exotic species may have on food chains/food webs. Students will also be prompted to draw/label food chains and webs, as well as explain the concept of trophic levels.

Assessment: Given diagrams of the water, carbon and oxygen, and nitrogen (closed loop) cycles, explain how matter is neither created nor destroyed, but recycled in ecosystems.

S8.B.1.1 Describe and compare structural and functional similarities and differences that characterize diverse living things. Objective: Compare and Contrast a Eukaryotic vs. Prokaryotic Cell Assessment: Draw and label a prokaryotic cell and eukaryotic cell. Identify which

organism are prokaryotic and which are eukaryotic. For an extension compare and contrast an animal vs. plant cell. Objective: Drawn, name and state the functions of organelles in plant and animal cells.

Assessment: Complete organelle posters containing drawing of organelle, providing the structure and function of the organelle Objective: Draw, label and describe the process of mitosis and meiosis. Assessment: Using a compare and contrast chart or poster, distinguish between the

processes of mitosis and meiosis. Objective: Drawn, name and state the functions of organelles in plant and animal cells.

Assessment: Complete organelle posters containing drawing of organelle, function and Simile/metaphor about function. Present to class. S8.B.2.2 Explain how a set of genetic instructions determines inherited traits of organisms. Objective: Use Punnett Square to predict genetic crosses of many types. Assessment: Given characteristics of parents, use a Punnett Square to demonstrate the

possible offspring of those parents. Assessment: Given details of patterns of inheritance, explain the mode of inheritance

(complete dominance, incomplete dominance, multiple alleles, sex-linked genes) Objective: Identify various inheritable traits determined by various genetic relationships (dominant, incomplete dominance, multiple alleles, and sex-linked traits).

Assessment: Give the genotypes of the offspring in the various relationships, determine the genotype of the parents.

S8.B.3.1 Explain the relationships among and between organisms in different ecosystems and their biotic and abiotic components Objective: Explain relationships among organisms. Assessment: Given scenarios of interactions among organisms, explain which type of Relationship is being described (predator/prey, producer/consumer, parasitism, commensalism, and mutualism).

Use the figure below to answer question

1. When a desert lizard is on hot sand, nerves in its foot send a message to the brain. The brain analyzes this information and sends a message back through the nerves in the foot. This message tells the foot to move off the hot sand. Once the foot has moved off the hot sand, a message is relayed back to the brain. In this example, what is the first message sent to the brain?

A input * B output C process D feedback

Explanation: Input is the message that tells the lizard the sand is hot.

Use the picture below to answer question

2. How is this fish adapted for weedy areas in freshwater

lakes?

A The upper fin of the fish looks like waves of water.

B The lower fins of the fish look like the legs of a turtle.

C The stripes of the fish look like plants in the water. *

D The front of the fish looks like the surface of a rock.

Explanation: The stripes on this fish would camouflage this fish in weedy areas.

3. Which statement best describes a dominant gene?

A It is the gene that produces mutations.

B It is the gene that produces desirable traits.

C It is the gene that masks a recessive gene. *

D It is the gene that is masked by a recessive gene.

Explanation: Dominant genes, in effect, prevent the recessive allele (gene) from being expressed.

4. Which type of moving water provides the best environment for organisms

that decompose dead organic matter?

A a steep mountain stream that flows when snow melts in the spring

B a shallow river with cold, clear water and a sandy bottom

C a slow-moving river with a wide, open channel *

D a rapidly moving stream with a narrow, steep channel

Explanation: Compared to the other bodies of water, this river has the best conditions for decomposition, as organic material would become trapped in the slower moving areas of the river.

Documents

7th Grade Life Science Course Outline_Evidence