Download Regents Living Environment Curriculum

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.
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VOCABULARY
Observation
Scientific Method
Hypothesis
Experiment
Control
Independent Variable
Dependent Variable
Theory
SI units
Biology
Cell
Homeostasis
Metabolism
Reproduction
Heredity
Evolution
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Unit Name: Unity and Diversity of Life
CCSS in Science:
ESSENTIAL QUESTION
How do scientists perform
experiments?
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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.
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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
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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:
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BIG IDEA
Scientists must understand
the link between chemistry
and organisms.
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ESSENTIAL QUESTION
What is matter?
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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.
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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
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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
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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
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ESSENTIAL QUESTION
What is genetics?
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SKILLS
 Organize and analyze results of an
experiment.
 Follow safety procedures in the
classroom and laboratory.
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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
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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
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BIG IDEA
Understand the different
types of reproduction.
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ESSENTIAL QUESTION
What is reproduction?
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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.
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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
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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
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BIG IDEA
Understanding the Theory
of Evolution and its
applications today.
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ESSENTIAL QUESTION
What is evolution?
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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
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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:
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BIG IDEA
Understanding the
importance of energy to
living organisms.
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ESSENTIAL QUESTION
How do living things obtain energy?
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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.
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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
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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
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BIG IDEA
Understanding transport
systems in organisms.
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Unit Name: Transport
CCSS in Science:
ESSENTIAL QUESTION
How do organisms transport
materials?
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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.
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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
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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
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BIG IDEA
Understanding the role of
excretion and locomotion
in an organisms survival.
Unit Name: Gas Exchange/ Excretion/ Locomotion
CCSS in Science:
ESSENTIAL QUESTION
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How do organisms maintain
homeostasis?
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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.
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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
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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
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BIG IDEA
Understanding the role of
regulation in maintaining
homeostasis.
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Unit Name: Regulation
CCSS in Science:
ESSENTIAL QUESTION
How are organisms adapted for
regulation?
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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.
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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
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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
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BIG IDEA
Understanding the world
around us and how
organisms interact.
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ESSENTIAL QUESTION
What is ecology?
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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.
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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
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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