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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