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Louis Pasteur Middle School 67 8th Grade Living Environment Curriculum Map Unit # 1 NYS Standards: 1.1, 1.2, 1.2a-j, 1.3, 1.4 BIG IDEA Scientists must use investigations to answer questions about the world around us. VOCABULARY Observation Scientific Method Hypothesis Experiment Control Independent Variable Dependent Variable Theory SI units Biology Cell Homeostasis Metabolism Reproduction Heredity Evolution Unit Name: Unity and Diversity of Life CCSS in Science: ESSENTIAL QUESTION How do scientists perform experiments? SKILLS Demonstrate knowledge of scientific process. Compare living and nonliving. Distinguish relationships between each of life functions. Make measurements in SI units. Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What are the laboratory safety rules? How and why do scientists distinguish living things? What is biology? ASSESSMENTS/TASKS In class labs Persuasive Writing Assignment: Is a Virus Living? Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS The Nature of Science Scientific Investigations SI Units Introduction to Biology RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 2 Unit Name: Biochemistry of Living Things NYS Standards: 1.2h, 1.2j, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 5.1f, 5.1g CCSS in Science: BIG IDEA Scientists must understand the link between chemistry and organisms. ESSENTIAL QUESTION What is matter? VOCABULARY Bonding Structural & molecular formula Inorganic Organic Compounds (carbohydrates, proteins, lipids, nucleic acids) Dehydration synthesis Hydrolysis Enzymes Substrates Catalysts Active site Lock-and-key model pH optimum temperature denaturation SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. Understand the concepts of states of matter, characteristics of solutions and forms of energy. GUIDING QUESTIONS How do inorganic and organic compounds differ? What are the different classes of organic compounds? Are the processes of hydrolysis and dehydration synthesis related to one another? What role do enzymes play in chemical reactions? What is pH and how does it effect digestion? ASSESSMENTS/TASKS In class labs Persuasive Writing Assignment: Periodic, Teacher-created Tests & Quizzes Time Frame: 20 Class Periods CONTENT/TOPICS Biochemistry Organic vs. inorganic compounds Enzymes RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 3 Unit Name: Genetics NYS Standards: 3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g, 3.1h, 3.1i, 3.1j, CCSS in Science: 3.1k, 3.1l BIG IDEA Understanding the origin of heredity and how has developed to what it is today. VOCABULARY Mendelian Genetics Dominance Dominant, recessive Homozygous, heterozygous (hybrid) Genotype Phenotype Segregation Gene-Chromosome Theory T.H Morgan Genes Alleles Genetic Concepts Recombination Independent assortment Test cross Punnett squares Intermediate Inheritance Independent Assortment Linkage Crossing-Over ESSENTIAL QUESTION What is genetics? SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What is gene chromosome theory? How do mutations occur and what are the consequences of them? How and why are proteins made? How do sex link disorders occur? ASSESSMENTS/TASKS In class labs Activity: Punnett Squares Lab: Human Pedigree Lab: Human Karyotyping Persuasive Writing Assignment: Periodic, Teacher-created Tests & Quizzes Time Frame: 20 Class Periods CONTENT/TOPICS Mendelian Genetics Gene-Chromosome Theory Inheritance Mutations Heredity & the environment Human Heredity DNA RNA, Protein Synthesis Genetic Engineering RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Sex determination Sex-linked traits Mutations Chromosomal alterations Nondisjuction Down’s syndrome Polyploidy translocation, addition, subtraction gene mutation Mutagenic agents Factors that influence Gene Expression Environment Human Heredity Pedigree charts Human Genetic Disorders Detection of genetic disorders Karyotyping Amniocentesis Genetic Counseling Plant & Animal Breeding Artificial selection Inbreeding Modern Genetics DNA structure Watson-Crick Model DNA Replication RNA Protein Synthesis Cloning Genetic Engineering Gel Electrophoresis DNA chromatography Louis Pasteur Middle School 67 8th Grade Living Environment Curriculum Map Unit # 4 Unit Name: Reproduction NYS Standards: 2.1d, 2.1e, 2.1j, 2.1k, 4.1a, 4.1b, 4.1c, 4.1d, 4.1e, 4.1f, CCSS in Science: 4.1g, 4.1h BIG IDEA Understand the different types of reproduction. ESSENTIAL QUESTION What is reproduction? VOCABULARY Asexual reproduction Binary fission Budding Sporulation Regeneration Vegetative propagation Mitosis Phases (interphase, prophase, metaphase, anaphase, telophase) Chromosome Cell cycle Meiosis Gametes Monoploid, diploid Phases of meiosis I & II Crossing over Non-disjunction SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What are the different types of asexual reproduction? What is vegetative propagation? How and why do cells divide? What is differentiation? How does sexual reproduction differ from asexual reproduction? How do plants reproduce? Are there similarities between animal and plant reproduction? ASSESSMENTS/TASKS In class labs Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Types of Asexual reproduction Sexual reproduction RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Gametogenesis Comparison of mitosis & meiosis Fertilization & Development Internal vs external Cleavage Blastula Gastrula Differentiation External development Placental mammals Bird egg Marsupials Human Reproduction & Development male reproductive system female reproductive system the menstrual cycle menopause gestation in vitro fertilization fraternal &identical twins puberty aging disorders of the reproductive system factors that affect fetal development Plants structure of the flower pollination structure of seed fruits germination plant growth Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 5 Unit Name: Evolution NYS Standards: 3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g, 3.1h, 3.1i, 3.1j, CCSS in Science: 3.1k, 3.1l BIG IDEA Understanding the Theory of Evolution and its applications today. ESSENTIAL QUESTION What is evolution? VOCABULARY Evidence of Evolution Geological record Fossils Petrifaction Strata Comparative anatomy Homologous structures Vestigial structures Comparative embryology Comparative cytology Comparative biochemistry Theories of evolution Lamarck Principles of use and disuse Inheritance of acquired characteristics Weismann Darwin Overpopulation Competition Survival of the fittest SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What evidence do scientists have to support the Theory of Evolution? What are some theories of where life evolved from? How does Darwin’s Theory of Evolution differ from Lamarcks’? What is the Modern theory of Evolution? What is the Heterotroph Hypothesis? How and why do we classify living organisms? ASSESSMENTS/TASKS In class labs Lab: Beaks of Finches (* Required NYS Regents Lab) Lab: Relationships in Biodiversity (*Required NYS Regents Lab) Periodic, Teacher-created Tests & Quizzes Time Frame: 16 Class Periods CONTENT/TOPICS Evidence of Evolution Theories of Evolution Modern Evolution Theory Heterotroph Hypothesis Classification RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Natural Selection Reproduction Speciation Modern Theory of Evolution Source of variation Recombination of alleles Mutations Natural selection Geographic isolation Reproductive isolation Gradualism Punctuated equilibrium Dichotomous Key Cladygram Heterotroph Hypothesis Classification Kingdom, Phylum, Class, Order, family, Genus, Species Binomial nomenclature Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 6 Unit Name: Nutrition in Living Things NYS Standards: 5.1a, 5.1b, 5.1c, 5.1d, 5.1e, 5.1f, 5.1g CCSS in Science: BIG IDEA Understanding the importance of energy to living organisms. ESSENTIAL QUESTION How do living things obtain energy? VOCABULARY Nutrition Autotrophic nutrition Heterotrophic nutrition Photosynthesis Chloroplasts, chlorophyll Chromatography Light & Dark Reactions Grana & stroma Structure of leaf Guard cells, stomata Respiration ATP Mitochondria Anaerobic Respiration Aerobic Respiration Yeast/bacteria Heterotrophic Nutrition Adaptations for Heterotrophic Nutrition (hydra, earthworms, grasshopper) Human Digestion SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What is cellular respiration? How does photosynthesis supply energy to living things? How is the structure of the leaf adapted for photosynthesis? Do all living thing utilize heterotrophic nutrition? ASSESSMENTS/TASKS In class labs Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Respiration Photosynthesis Structure of Leaf Heterotrophic Nutrition Human Digestion RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Chemical & Mechanical digestions Digestive enzymes Absorption Peristalsis Organs of the Digestive System Disorders of the Digestive System Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 7 NYS Standards: 5.2a, 5.2b, 5.2d, 5.2e, 5.2f, 5.2g BIG IDEA Understanding transport systems in organisms. Unit Name: Transport CCSS in Science: ESSENTIAL QUESTION How do organisms transport materials? VOCABULARY transport in simple plants roots vascular bundles xylem, phloem transpiration stems leaves Simple Organisms adaptations for nutrition (protists, hydra, earthworm, grasshopper) Human Transport parts of blood blood clotting immunity active immunity SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS How do plants transport materials? What are the major organs of the circulatory system and how do they function? What are the parts of blood and their functions? What is the direction of blood flow through the body? What is the difference between active and passive immunity? What are pathogens and how do organisms respond to them? What role do vaccines play in immunity? Is the circulatory system needed to help the human body maintain homeostasis? ASSESSMENTS/TASKS In class labs Lab: Making Connections (*Required NYS Regents Lab) Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Transport in plants, simple & complex organisms RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos vaccines passive immunity allergies blood typing blood vessels intercellular fluid lymph structure of the heart circulation through the heart blood pressure pulmonary & coronary circulation systemic circulation Disorders of the Circulatory systems Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 8 NYS Standards: 5.3a, 5.3b BIG IDEA Understanding the role of excretion and locomotion in an organisms survival. Unit Name: Gas Exchange/ Excretion/ Locomotion CCSS in Science: ESSENTIAL QUESTION How do organisms maintain homeostasis? VOCABULARY Simple organisms adaptations for gas exchange (hydra, earthworm, grasshopper) Human Respiratory System major organs of respiratory system alveoli disorders of the respiratory system Simple organisms adaptations for excretion (hydra, SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS How are living things adapted for gas exchange? What are the major organs of the respiratory system? How does the respiratory system help human body maintain homeostasis? How and why must waste be excreted? What are the major organs of the excretory system? How does the excretory system help human body maintain homeostasis? How are living things adapted for locomotion? What are the major parts of the human skeletal system? What is the difference between smooth, cardiac and skeletal muscles? ASSESSMENTS/TASKS In class labs Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Adaptations for gas exchange, excretion & locomotion in simple & complex organisms RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos earthworm, grasshopper) Human Excretory System major organs of respiratory system nephron skin, sweat glands disorders of the excretory system Simple organisms adaptations for locomotion (hydra, earthworm, grasshopper) Human Skeletal & Muscular System exo - vs endoskeletons bones joints ligaments, tendons muscles Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit # 9 NYS Standards: 1.1, 1.2, 1.2a-j, 1.3, 1.4 BIG IDEA Understanding the role of regulation in maintaining homeostasis. Unit Name: Regulation CCSS in Science: ESSENTIAL QUESTION How are organisms adapted for regulation? VOCABULARY Simple Organisms adaptations for nerve control (protists, hydra, earthworm, grasshopper) Human Nervous System neurons peripheral vs central nervous system habits vs reflexes reflex arc neurotransmitters somatic vs. autonomic human brain disorders of the nervous system Simple Organisms adaptations for chemical control (protists, hydra, earthworm, SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS What is a neuron? How do impulses travel? How do reflexes work and why are they essential for organisms? How is the human nervous system adapted for regulation? What are the major organs of the nervous system? What is chemical regulation? Is the human endocrine system adapted for regulation? What is the function of each of the major organs in the endocrine system? ASSESSMENTS/TASKS In class labs Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Regulation in plants, simple & complex organisms RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos grasshopper) Plants adaptations for chemical control auxins Human Endocrine System hormones exocrine major organs of the endocrine system (glands & their hormones) Negative feedback (thyroid, pancreas, guard cells) disorders of the endocrine system Louis Pasteur Middle School 67 th 8 Grade Living Environment Curriculum Map Unit #10 Unit Name: Ecology NYS Standards: 1.1a, 1.1b, 1.1c, 1.1d, 1.1e, 1.1f, 6.1a, 6.1b, 6.1c, CCSS in Science: 6.1d, 6.1e, 6.1f, 6.1g, 6.1h, 6.2a, 6.2b, 6.3a, 6.3b, 6.3c BIG IDEA Understanding the world around us and how organisms interact. ESSENTIAL QUESTION What is ecology? VOCABULARY Ecological Organization Species, population, community, ecosystem, biosphere Characteristics of Ecosystems Requirements of ecosystem Abiotic Biotic Nutritional relationships Predator prey Symbiotic relationships Parasite- host Energy Flow Relationships food chains producers, consumers, primary, secondary, decomposers food webs pyramid of energy pyramid of biomass Cycles of Materials Carbon-Hydrogen Cycle SKILLS Organize and analyze results of an experiment. Follow safety procedures in the classroom and laboratory. GUIDING QUESTIONS How does energy flow through a system? How and why are materials cycled in nature? How does an environment recover after a natural disaster? What is carrying capacity? Do human interactions affect the environment? How can humans help the environment? ASSESSMENTS/TASKS In class labs Periodic, Teacher-created Tests & Quizzes Time Frame: 13 Class Periods CONTENT/TOPICS Ecological Organization, Characteristics of Ecosystems, Energy Flow Relationships, Material Cycles, Ecosystems Formation, Biomes, Humans & Biosphere RESOURCES Holt Living Environment Textbook Differentiated Student Exercises Peer Tutoring Classroom Libraries Internet simulations Internet videos Water Cycle Nitrogen Cycle Ecosystem Formation Succession Pioneer species Climax community Competition Habitat Niche Carrying capacity Biomes Latitude Altitude Terrestrial biomes Aquatic biomes Humans & Biosphere Negative aspects Human population growth Human activities Global warming Acid rain Direct harvesting Loss of Biodiversity Pollution air, water, land Urbanization Thermopollution Species importation Habitat destruction Positive aspects Population control Conservation of resources Fossil fuels Pollution control Species preservation Biological controls