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Life Science 7th Grade
Quarter 1 Standards
Students Will Be Able to…..
Organization of Ecosystem
● Identify biotic factors (populations of organisms) and abiotic factors (e.g., quantity of light and water, range of
temperatures, soil composition) that make up an ecosystem (DOK 2)
● Identify populations within a community that are in competition with one another for resources
( DOK 2)
● Identify the factors that affect the number and types of organisms an ecosystem can support are food availability, abiotic factors
such as quantity of light and water, temperature and temperature range, soil composition, disease, competitions from other
organisms, and predation (DOK 2)
Response to change
● Predict the possible effects of changes in the number and types of organisms in an ecosystem on the populations of other
organisms within that ecosystem (DOK 3)
● Describe beneficial and harmful activities of organisms, including humans (e.g., deforestation, overpopulation, water
and air pollution, global warming, restoration of natural environments, river bank/coastal stabilization, recycling,
channelization, reintroduction of species, depletion of resources, non-native species) and explain how these activities
affect organisms within an ecosystem ( DOK 2)
● Predict the impact (beneficial or harmful) of a natural environmental change (e.g., forest fire, flood, volcanic eruption,
avalanche) on the organisms in an ecosystem (DOK 3)
● Describe possible solutions to potentially harmful environmental changes within an ecosystem (DOK 3)
● Explain the beneficial or detrimental impact that some organisms (i.e., viruses, bacteria, protists, fungi) may have on other
organisms (e.g., diseases, antibiotics, breakdown of waste, fermentation) (DOK 2)
Flow of Energy
● Diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers,
consumers, decomposers, scavengers, and predator/prey relationships (DOK 2)
● Classify populations of unicellular and multicellular organisms as producers, consumers, and decomposers by the role they
serve in the ecosystem (DOK 3)
Cycles of Matter
● Illustrate the oxygen/carbon dioxide cycles (including the processes of photosynthesis and cellular respiration) ( DOK 1)
● Describe the process involved in the recycling of matter in the oxygen/carbon dioxide cycles (DOK 1)
Adaptations
● Fossils are evidence that some types of organisms (e.g., dinosaurs, trilobites, mammoths, giant tree ferns) that once lived in the
past, and have since become extinct, have similarities with and differences from organisms living today (DOK 2)
● Relate examples of adaptations (specialized structures or behaviors) within a species to its ability to survive in a specific
environment (e.g., hollow bones/flight, hollow hair/insulation, dense root structure/compact soil, seeds/food, protection for plant
embryo vs. spores, fins/movement in water) (DOK 2)
● Predict how certain adaptations, such as behavior, body structure, or coloration, may offer a survival advantage to an
Standard
EC1A6a
EC1B6a
EC1B6b
EC1B6c
EC1D6a
EC1D6b
EC1D6c
EC1D8a
EC2A6a
EC2A6b
EC2B8a
EC2B8b
EC3A6a
EC3C6a
EC3C6b
organism in a particular environment (DOK 3)
Inquiry
• Formulate testable questions and hypotheses.
• Identify and describe the importance of the independent variable, dependent variables, control of constants, and
multiple trials to the design of a valid experiment
• Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and
describing objects organisms, or events; some involve collecting specimens; some involve experiments; some involve making
observations in nature; some involve discovery of new objects and phenomena; some involve making models)
• Determine the appropriate tools and techniques to collect data
• Use quantitative and qualitative data as support for reasonable explanations (conclusions)
• Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
Literacy
• Cite specific textual evidence to support analysis of scientific and technical texts.
• Summarize the broad ideas and specific conclusions made in a text, basing the summary on textual information rather than on
prior knowledge or opinions.
• Determine the meaning of key terms, symbols, and domain-specific vocabulary used in a text.
• Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a
flowchart, diagram, model, graph, or table).
• Distinguish facts or reasoned judgments based on research finding from opinions.
• Read informational text independently, proficiently, and fluently in the grades 6-8 text complexity band; read “stretch” text with
scaffolding as needed.
• Write arguments focused on discipline-specific content
• Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.
• Gather relevant information from multiple print and digital sources using effectively tailored searches; asses the credibility and
accuracy of each source; and quote or paraphrase the evidence, avoiding plagiarism and following a standard format for citation.
Technology
• Use models and simulations to explore complex systems and issues
• Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
IN1A7a
IN1A6b
IN1A7e
IN1B6b
IN1C6a
IN1D6a
RST.1
RST.2
RST.4
RST.7
RST.8
RST.10
WST.1
WST.4
WST.8
ISTE 1.c
ISTE 3.c
Quarter 2 Standards
Students Will Be Able to…..
Characteristics of Life
• Identify the common life processes necessary to the survival of organisms include (i.e.) growth, reproduction, life span, response
to stimuli, energy use, exchange of gases, use of water, and elimination of waste
• Identify and contrast the structures of plants and animals that serve similar functions (e.g., taking water and oxygen, support,
response to stimuli, obtaining energy, circulation, digestion, excretion, reproduction) (DOK 2)
Uni- & Multicellular Organisms
• Most of the organisms on Earth are unicellular (e.g., bacteria, protists) and other organisms, including humans, are multi-cellular
(DOK 2)
• Identify examples of unicellular (e.g., bacteria, some
protists, fungi) and multi-cellular organisms (e.g., some fungi, plants, animals) ( DOK 2)
Cell Structure and Function (Plant/Animal)
• Identify and describe the function of the following plant and animal cell structures: cell membrane, nucleus, cell wall, chloroplast,
cytoplasm, mitochondria, lysosome, vacuole, Golgi bodies, endoplasmic reticulum, and ribosomes
• Compare and contrast plant and animal cell structures (DOK 2)
• Describe how the cell membrane helps regulate the transfer of materials in and out of the cell (DOK 1)
• Identify the function of the chloroplast during photosynthesis (DOK 1)
Inquiry
• Formulate testable questions and hypotheses
• Identify and describe the importance of the independent variable, dependent variables, control of constants, and
multiple trials to the design of a valid experiment
• Design and conduct a valid experiment
• Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment
• Make qualitative observations using the five senses
• Determine the appropriate tools and techniques to collect data
• Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest
Newton, temperature to the nearest degree Celsius, time to the nearest second
• Calculate the range and average/mean of a set of data
• Use quantitative and qualitative data as support for reasonable explanations (conclusions)
• Use data as support for observed patterns and relationships, and to make predictions to be tested
• Determine the possible effects of errors in observations, measurements, and calculations on the formulation of explanations
(conclusions))
• Evaluate the reasonableness of an explanation (conclusion)
• Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
Standard
LO1A6a
LO1D8a
LO1E6a
LO1E6b
LO2A
LO2A6a
LO2A8a
LO2A8b
IN1A7a
IN1A7b
IN1A7c
IN1A7d
IN1B7a
IN1B7b
IN1B7
IN1B7g
IN1C7a
IN1C7b
IN1C7c
IN1C7d
IN1D7a
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
Literacy
• Cite specific textual evidence to support analysis of scientific and technical texts.
• Summarize the broad ideas and specific conclusions made in a text, basing the summary on textual information rather than on
prior knowledge or opinions.
• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• Determine the meaning of key terms, symbols, and domain-specific vocabulary used in a text.
• Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a
flowchart, diagram, model, graph, or table).
• Distinguish facts or reasoned judgments based on research finding from opinions.
• Write arguments focused on discipline-specific content
• Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.
• Use technology, including the Internet, to present and cite information effectively in a digital format, including when publishing
and responding to writing.
Technology
• Create original works as a means of personal or group expression.
• Use models and simulations to explore complex systems and issues
• Select and use applications effectively and productively
RST.1
RST.2
RST.3
RST.4
RST.7
RST.8
WST.1
WST.4
WST.6
ISTE.1b
ISTE.1c
ISTE.6b
Quarter 3
Students Will Be Able to…..
Photosynthesis & Cellular Respiration
• Describe how plants use energy from the Sun to produce food and oxygen through the process of photosynthesis (DOK 1)
• Identify the reactants (water and carbon dioxide) and products (energy-rich sugar molecules and oxygen) that takes
place in the presence of light and chlorophyll during the chemical change of photosynthesis (DOK 1)
• Describe how oxygen is needed by all cells of most organisms for the release of energy from nutrient (sugar) molecules during
cellular respiration (DOK 1) (MAP does NOT assess the term cellular respiration)
• Describe how the cell membrane helps regulate the transfer of materials in and out of the cell (DOK 1)
• Describe the importance of the transport and exchange of oxygen and carbon dioxide to the survival of the organism (DOK 1)
Asexual & Sexual Reproduction
• Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved
(one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one
set each) passed from parent(s) to offspring (DOK 2)
• Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms) (DOK 1)
• Compare and contrast the reproductive mechanisms of classes of vertebrates (i.e., internal vs. external fertilization) (DOK 2)
• Explain how flowering plants reproduce sexually using stamen and pistil (DOK 2)
Hereditary Information (Chromosomes)
• Describe when asexual reproduction occurs, the same genetic information found in the parent cell is copied and passed on to
each new daughter cell (Assess only the concept—not the term of mitosis) (DOK 1)
• Describe when sexual reproduction occurs, genetic material from both parents is passed on and combined to form the genetic
code for the new organism (Assess only the concept—not the term of meiosis) (DOK 1)
• Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change
in the parent genes)
(DOK 1)
• Recognize and describe when sexual reproduction occurs, the offspring is not identical to either parent due to the combining of
the different genetic codes contained in each sex cell (DOK 1)
Inquiry
• Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple
trials to the design of a valid experiment
• Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and
describing objects organisms, or events; some involve collecting specimens; some involve experiments; some involve making
observations in nature; some involve discovery of new objects and phenomena; some involve making models)
• Use quantitative and qualitative data as support for reasonable explanations (conclusions)
Standard
LO2B6a
LO2B8a
LO2B8b
LO2A8a*
*(also in Unit 2)
LO2B8c
LO3A8a
LO3A8b
LO3A8c
LO3A8d
LO3C8b
LO3C8c
LO3D8a
LO3D8b
IN1A7b
IN1A7e
IN1C7a
• Use data as support for observed patterns and relationships, and to make predictions to be tested
• Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
Literacy
• Cite specific textual evidence to support analysis of scientific and technical texts.
• Summarize the broad ideas and specific conclusions made in a text, basing the summary on textual information rather than on
prior knowledge or opinions.
• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• Determine the meaning of key terms, symbols, and domain-specific vocabulary used in a text.
• Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a
flowchart, diagram, model, graph, or table).
• Distinguish facts or reasoned judgments based on research finding from opinions.
• Read informational text independently, proficiently, and fluently in the grades 6-8 text complexity band; read “stretch” text with
scaffolding as needed.
• Write arguments focused on discipline-specific content
• Write arguments focused on discipline-specific content. Use words and phrases as well as domain-specific vocabulary to make
clear the relationships among claims, reasons, data, and evidence.
• Write informative/explanatory texts, including the narration of historical events or scientific procedures/experiment, in which
they: Use precise language and domain-specific vocabulary and sustain a formal, objective style appropriate for a reader
seeking information.
Technology
• Use models and simulations to explore complex systems and issues
• Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
• Technology operations and concepts—select and use applications effectively and productively.
IN1C7b
IN1D7a
RST.1
RST.2
RST.3
RST.4
RST.7
RST.8
RST.10
WST.1
WST.1c
WST.2d
ISTE 1.c
ISTE.4
ISTE.6b
Quarter 4
Students Will Be Able to…..
Organ Systems Interactions
• Identify and give examples of each level of organization (cell, tissue, organ, organ system) in multi-cellular organisms (plants,
animals) (DOK 2)
• Illustrate and explain the path water and nutrients take as they move through the transport system of a plant (DOK 2)
• Explain the interactions between the circulatory and digestive systems as nutrients are processed by the digestive system,
passed into the blood stream, and transported in and out of the cell (DOK 2)
• Compare and contrast the processes of mechanical and chemical digestion, and their role in providing materials necessary for
survival of the cell and organism (DOK 2)
• Identify the importance of the transport and exchange of nutrient and waste molecules to the survival of the cell and organism
(DOK 2)
• Explain the interactions between the circulatory and respiratory systems in exchanging oxygen and carbon dioxide
between cells and the atmosphere (when oxygen enter the body, passes into the blood stream, and is transported into
the cell; carbon dioxide is transported out of the cell, passes into the blood stream, and exits the body) (DOK 2)
• Explain the interactions between the nervous and muscular systems when an organism responds to a stimulus (DOK 2)
• Predict the response the body may take to maintain internal balance during an environmental change (e.g., shivering when
cold, slowing metabolism when food supply decreases or when dehydrated, adrenaline rush when frightened) (DOK 2)
Cause/Effect/Treatment of Diseases
• Explain the cause and effect of diseases (e.g., AIDS, cancer, diabetes, hypertension) on the human body (DOK 2)
• Relate some common diseases (i.e., cold, influenza, strep throat, dysentery, fungal infections) to the organisms that
cause them (bacteria, viruses, protests, fungi) (DOK 2)
• Differentiate between infectious and noninfectious diseases (DOK 2)
• Explain the role of antibiotics and vaccines in the treatment and prevention of diseases (DOK 2)
Inquiry
• Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing
and describing
• Make qualitative observations using the five senses
• Use quantitative and qualitative data as support for reasonable explanations (conclusions)
• Use data as support for observed patterns and relationships, and to make predictions to be tested
Literacy
• Cite specific textual evidence to support analysis of scientific and technical texts.
• Summarize the broad ideas and specific conclusions made in a text, basing the summary on textual information rather than on
prior knowledge or opinions.
Standard
LO2C8a
LO2C8b
LO2C8c
LO2C8d
LO2C8e
LO2C8f
LO2C8g
LO2F8a
LO2G8a
LO2G8b
LO2G8c
LO2G8d
IN1A7e
IN1B7a
IN1C7a
IN1C7b
RST.1
RST.2
•
•
•
•
•
•
•
•
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of key terms, symbols, and domain-specific vocabulary used in a text.
Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a
flowchart, diagram, model, graph, or table).
Distinguish facts or reasoned judgments based on research finding from opinions.
Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reason, data, and
evidence logically to support the claim.
Use words and phrases as well as domain-specific vocabulary to make clear the relationships among claims, reasons, data, and
evidence.
Use technology, including the Internet, to present and cite information effectively in a digital format, including when
publishing and responding to writing.
Gather relevant information from multiple print and digital sources using effectively tailored searches; assess the credibility
and accuracy of each source; and quote or paraphrase the evidence, avoiding plagiarism and following a standard format for
citation.
Technology
• Create original works as a means of personal or group expression
• Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
• Identify and define authentic problems and significant questions for investigation
RST.3
RST.4
RST.7
RST.8
WST.1a
WST.1c
WST.6
WST.8
ISTE.1b
ISTE.2b
ISTE.3b
ISTE.3c
ISTE.4a