Download 7th District Science Curriculum Guide 0609

Coeur d'Alene School District
Science Curriculum
th
7 Grade
4/11/2013
Idaho Content Standards
Science Concepts and Vocabulary Grade 7
(Actually covers grades 5, 6, & 7)
Organ systems
Organism
Organs
Predications
Scientific explanations
Scientific procedures
Stable
System
Technical instructions
Techniques
Tissues
Tools
Variables
Dependent variable
Independent variable
Abundance
Atoms
Biosphere
Carnivores
Cells
Chemical reactions
Components
Cycle
Decomposers
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Distribution
Dominant traits
Ecosystems
Energy
Energy flow
Function
Herbivores
Inheritance
Limits to resources
Living
Molecules
Natural selection
Nonliving
Organ systems
Organisms
Photosynthesis
Recessive traits
Relationships
Resources
Species
Tissues organs
Adaptation
Adapted
Additive
Allele
Arteries
Artificial light
ATP
Cellular respiration
Celsius
Centimeter
Clotting
Composition
Consumer
Deoxygenated
Diaphragm
Dominant
Endoplasmic reticulum
Erosion
Excessive
Extend
Flex
Flow chart
Fossilized
Graduated cylinder
Guard cells
Heterozygous
Homozygous
Indicator solution
Juvenile
Larva
Larvae
Manipulated variable
Maturity
Measured variable
Membrane
Millimeter
Mitochondria
Mitosis
Mutation
Natural light
Nutrients
Omnivores
Organelle
Osmosis
Oxygen
Oxygenated
pH indicator
Phloem
Pores
Predator
Producer
Protein
Recessive
Standard
Succession
Trait
Critical Content/Concept Web
Unit Topics: Introduction to Life Science, Living Things, and Chemical Compounds in Cells
Grade:
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Unit Overview
7th – Life Science
SCIENTIFIC
METHOD/INQUIRY
Steps of the Scientific
Method
State the problem or
question
Form a testable
Hypothesis
Design an experiment
Collect and analyze data
Draw conclusions
Communicate Results
Difference between a
hypothesis, a theory, and
a law.
Unit Topic:
Introduction to
Life Science
(Chapter 1, sec. 1-2)
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MICROSCOPE
Proper Use and Handling
Major Parts
LAB
SAFETY/PROCEDURES
• Including proper
handling / use of lab
equipment to be used
d i th
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This unit introduces many of the skills
required in the 7th grade life science
classroom. Included are the scientific
method/inquiry, use of the metric/SI
system, characteristics of living things,
and use of the lab equipment/safety
procedures.
SYSTEM INTERNATIONAL
(SI) (METRIC SYSTEM)
• Measure/conversion using
units of the SI system.
-Mass
-Length
-Volume
-Temperature
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CHARACTERISTICS OF
LIVING THINGS
Cellular Organization
Growth and Development
Response to Surroundings
Reproduction
Energy Use
Chemicals of Life
Elements vs
compounds
Carbohydrates
Proteins
Nucleic Acid
Water
(Chapter 2, sec. 1-3)
(Chapter 3, sec. 1)
Note: The skills in this unit
need to be reinforced
throughout all units
Skills:
Observe
Infer
Predict
Classify
Model
Interpret charts and graphs
Compare and contrast
Idaho Contents Standards – Introduction to Life Science Vocabulary
Critical Vocabulary
Conclusion
Controls
Critical thinking
Data
Evidence
Hypothesis
Inference
Investigation
Metric measurements
Models
Observation
Organism
Predictions
Science procedures
Stable
Tools
Variables
Dependable variable (responding)
Independent variable (manipulated)
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Terms of significance
Stimulus
Response
Metric conversion chart
Graduated cylinder
Standard
Triple beam balance
Theory
Law
Measured variable
Grade: 7th – Life Science
Unit: Introduction to Life Science, Living Things, and Chemical Compounds in Cells
VALIDATIONS
1. Scientists have a logical method to solve problems.
GUIDING QUESTIONS
1. What are the steps of the scientific method/inquiry?
7. S.1.6.1, Identify controls and variables used in scientific investigation.
7. S.1.6.2, Use appropriate tools and techniques to gather and display data.
7. S.1.6.3, Evaluate data in order to form conclusions.
7. S.1.6.4, Use evidence and critical thinking to accept or reject a hypothesis.
7. S.1.6.5, Evaluate alternative explanations or predictions.
7. S.1.6.6, Communicate and defend scientific procedures and explanations.)
2. Scientists use observations and data to make interferences and
predictions.
2. Why is the scientific method/inquiry important?
7. S.1.2.1, Describe how observations and data are evidence on which to base scientific
explanations and predictions.
7.S.1.2.2, Use observations to make defendable interferences
3. There are major differences between a hypothesis, theory, and
a law.
3. What is a hypothesis, a theory, and a law and on what basis
are they formed?
7. S.1.3.1, Identify concepts of science that have been stable over time.
7. S.1.6.4, Use evidence and critical thinking to accept or reject a hypothesis.
4. Universally accepted units of measurement in science are
based on the metric system.
4. What are the metric/SI system units for mass, length, and
volume and what is the conversion method?
7. S.1.3.1, Identify concepts of science that have been stable over time.
7. S.1.3.3, Make metric measurements using appropriate tools.
7. S.1.6.2, Use appropriate tools and techniques to gather and display data.)
5. Living things must meet certain requirements to be considered
living things.
5. What are the characteristics of a living organism?
7. S.1.3.1, Identify concepts of science that have been stable over time.
6. Proper use of lab equipment and following proper safety
procedures in the laboratory ensure safety and accuracy.
7. S.1.8.1, Read and evaluate technical instructions.
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6. Why is lab safety important and what lab procedures should be
followed to ensure safety?
7. Knowledge of the major parts and use of the microscope and
other laboratory equipment ensures proper use in the
laboratory.
7. What are the major parts of the microscope and their function?
7. S.1.6.2, Use appropriate tools and techniques to gather and display data.
7. S.1.8.1, Read and evaluate technical instructions.
8. Scientists use models to explain or demonstrate a concept.
7. S.1.2.3, Use models to explain or demonstrate a concept.
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8. How do models support scientists in demonstrating or
explaining concepts?
Grade: 7th – Life Science
Unit: Introduction to Life Science, Living Things, and Chemical Compounds in Cells
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The six major steps of the scientific method/inquiry
- State the Problem or Question
- Form a Testable Hypothesis
- Design an Experiment
- Collect and Analyze the Data
- Draw Conclusions
- Communicate Results
2. A scientific hypothesis is prediction that can be tested
3. The scientific method/inquiry is a logical way to solve problems
and the basis of scientific research/discovery.
4. The metric/SI units of length are based on the meter, units of
mass are based on the gram, and units of volume are based on
the liter.
5. The six characteristics of living organisms
- Cellular Organization
- Growth and Development
- Response to Surroundings
- Reproduction
- Energy Use
- Chemicals of Life
6. Parts of the Microscope
- Stage
- Eye Piece
- Arm
- Base
- Light Source
- Objective lens
- Course and Fine Adjustments
7. Safe practices in the laboratory reduce injuries and should always
be followed.
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AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Identify and use the steps of the scientific
method/inquiry in order.
2. Understand the importance of the scientific
method/inquiry.
3. Generate and interpret data from charts and graphs.
4. Differentiate between a hypothesis, theory, and law.
5. Identify the metric/SI units for length, mass, and
volume in the lab/classroom and the tools used to
measure them.
6. Describe why a living thing is considered living using the
six characteristics of living organisms.
7. Identify the parts of the microscope and their function.
8. Be able to use a microscope properly including finding
the total magnification, focusing a specimen, and
preparing slides.
9. Follow safe laboratory practices.
AC
Instructional Plan/EOCA Required Lab – 1st Semester
Label the parts of a microscope and function of each (12 parts)
Basic microscope use: look at a typed e from a newspaper, focusing using high and low power
Calculating total magnification of all microscope settings
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Critical Content/Concept Web
Unit Topic:
Grade:
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Cells, Processes and Energy
Unit Overview
7th
REVIEW LEVELS OF
ORGANIZATION
Cell
Tissue
Organ
Organ System
Organism
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This unit focuses on the discovery of the cell and
the history of cell theory. Through form and
function students will investigate the types of cells,
their structure and processes, and learning/
practicing microscope skills.
REVIEW PLANT CELL
Parts of/function
Relationship to animal cells
(Chapter 2, sec. 4)
(Chapter 2, sec. 4)
REVIEW ANIMAL CELL
• Parts of/function
• Relationship to plant
cells
Unit Topic:
Cells, Processes and
Energy
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PROCESSES
Passive Transport
−Osmosis
−Diffusion
Active Transport
Cellular Respiration
Photosynthesis
(Chapter 3, sec. 2-4)
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HISTORY OF
THE CELL AND
CELL THEORY
(Chapter 2, sec. 3)
(Chapter 2, sec. 4)
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CELL CYCLE
Interphase
Mitosis
Cytokinesis
(Chapter 3, sec. 5)
Idaho Contents Standards - Cells Vocabulary
Critical Vocabulary
Cell
Tissue
Organ
Organ System
Organism
Photosynthesis
Selectively Permeable
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Terms of significance
Molecule
Autotroph
Heterotroph
Chlorophyll
Fermentation
Vacuole
Cell cycle
Replication
Protein
Oxygen
Raw Material
Cell wall
Cell Membrane
Cytoplasm
Golgi body
Nucleus
Ribosome
Chloroplast
Lysosomes
Organelle
Diffusion
Osmosis
Mitochondria
ER (Endoplastic reticulum)
Mitosis
Interphase
Cytokinesis
DNA
Prokaryote/Eukaryote
Respiration
Grade: 7th Life Science
Unit: Cells, Processes and Energy
Validations
1. Discoveries throughout history have led to the formation of the
cell theory.
7. S.1.2.1, Describe how observations and data are evidence on which to base scientific
explanations and predictions.
7. S.1.2.2, Use observations to make defendable interferences.
7. S.5.2.1, Explain how science and technology are interrelated.
2. Cells grow and divide to make more cells through the process
of the cell cycle which includes interphase, mitosis, and
cytokinesis.
Guiding Questions
1a. What is the cell theory? (3 components)
1b. What were some of the major discoveries that led to the
development of the cell theory?
2. What are the major events occurring in each stage of the cell
cycle including the four phases of mitosis?
7. S.1.3.2 Recognize changes that occur within systems.
3. Cells perform a variety of processes, including osmosis,
diffusion, respiration, and photosynthesis, to sustain life.
7. S.3.2.1, Describe how energy stored in food is primarily derived from the sun through
photosynthesis.
7.S.3.3.4 Describe cell functions that involve chemical reactions
4. Physical characteristics differentiate plant and animal cells.
7. S.1.2.3, Use models to explain or demonstrate a concept.
5. Cells have many organelles that carry out specific functions in
a cell.
3a. What are the major processes that a cell performs to maintain
homeostasis?
3b. What are the major processes that a cell uses to obtain,
transfer and use energy?
4. What are the major differences between plant and animal
cells?
5.
What are the major cell organelles and their functions?
7. S.1.1.1, Define small systems as a part of a whole system.
7. S.1.1.2, Determine how small systems contribute to the function of the whole.
7. S.3.3.2, Identify the parts of specialized plant and animal cells.
7.S.3.3.3, Identify the functions of cell structures)
6. Most cell functions involve chemical reactions.
7. S.3.3.4, Describe cell functions that involve chemical reactions.
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6. How do cell functions involve chemical reactions?
Grade: 7th – Life Science
Unit: Cells, Processes and Energy
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The three major components of the cell theory (All living
things are composed of cells, Cells are the basic unit of
structure/function in living things, Cells come from preexisting cells).
2. One of the inventions that led to the discovery of the cell is
the microscope.
3. Some of the major scientists whose work led to the discovery
of the cell theory. (Schwann, Hooke, Virchow, Schleiden)
4. The major characteristics of plant and animal cells.
(Similarities and Differences)
5. The process of the cell cycle (names of phases and activities:
interphase, mitosis, cytokinesis).
6. The process of mitosis (phases and activities: prophase,
metaphase, anaphase, telephase)
7. The names and functions of major cell organelles. (Nucleus,
Cell Membrane, Cell Wall, Cytoplasm, Mitochondrion, ER,
Vacuoles, Lysosomes, Ribosome, Chloroplasts and Golgi
Bodies)
8. The two major types of cellular transport and how they are
used to maintain homeostasis. (Passive-Osmosis and
Diffusion, Active)
9. Processes of photosynthesis and respiration and how they
relate to one another.
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AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Identify the three components of the cell theory.
2. Identify the microscope as one of the inventions that led to the
discovery of the cell.
3. Recognize the major scientists whose work on cells led to the
discovery of the cell theory.
4. Draw and label the major organelles of a plant and animal cell.
5. Visually identify interphase and mitosis stages.
6. Recognize the major organelles within a plant and animal cell.
7. Recognize the difference between passive and active transport
and how they are used to maintain homeostasis.
8. Identify the raw materials and products of photosynthesis and
respiration.
AC
Instructional Plan/Activities
(Suggested)
1. Gather information on the history of a cell and cell theory.
2. Draw and label plant and animal cell.
3. Lab II: - prepare a wet mount slide of plant and animal cell.
- draw and label parts
4. Draw and label phases of mitosis from prepared slides.
5. In small groups students demonstrate (role play) various methods of movement through membranes and present to the class.
6. Egg Osmosis Lab. (http://science-class.net)
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Critical Content/Concept Web
Unit Topic:
Grade:
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Genetics: The Science of Heredity and Modern Genetics
Unit Overview
7th – Life Science
MEIOSIS
Definition
Outcome
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This unit will introduce the history and basic concept of
genetics. Emphasis will be placed on genetic material
as the “blueprint” of life, as well as the mathematical
application and events of probability in determining
genetic outcome. Also covered are the understanding
of modern genetics and natural selection.
PREDICTION
Punnett Squares
Probability
(Chapter 4, sec. 2)
(Chapter 4, sec. 3)
REVIEW MENDEL
• History
Unit Topic:
Genetics
NATURAL SELECTION
• Changes over time
(Chapter 6, sec. 1-3
GENETIC STRUCTURE
• Genes
• Chromosomes
• DNA
−Structure
−Function
(Chapter 4, sec. 1,4)
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(Chapter 4, sec. 1)
Modern Genetics
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Inheritance
Disorders
Advances
(Chapter 5, sec. 1-3)
Idaho Contents Standards - Genetics Vocabulary
Critical Vocabulary
Dominant traits
Inheritance
Natural selection
Recessive traits
Species
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Terms of significance
Allele
Homozygous
Trait
Genotype
Hybrid
Mutation
Probability
Phenotype
Heterozygous
Codominance
Sex-linked genes
Genetic disorder
Pedigree
Punnett square
Selective breeding
Genome
Adaptation
Over production
Gradualism
Evolution
Extinct
Offspring
Fossil/Fossilized
Variations
Grade: 7th – Life Science
Unit: Genetics: The Science of Heredity and Modern Genetics
Validations
Guiding Questions
Meiosis is the process of producing sex cells with half the number of
chromosomes.
Why is meiosis necessary when producing sex cells?
There is a relationship between genes, chromosomes, and DNA.
What are the relationships between genes, chromosomes, and DNA?
DNA is responsible for the transfer of traits from parents to offspring.
7. S.3.3.5, Describe how dominant and recessive traits are inherited.
7. S.1.3.1, Identify concepts of science that have been stable over time.
Genetic material is responsible for trait similarities and differences
between all organisms.
3a. How are traits transferred from parents to offspring?
3b. Why is Mendel considered to be the “father of genetics”?
4.
How does genetic structure account for similarities and differences
of all organisms?
7. S.3.3.5, Describe how dominant and recessive traits are inherited.
Through gathering, synthesizing, and interpreting data probabilities of
genetic outcome can be predicted.
7. S.1.1.1, Define small systems as a part of a whole system.
7. S.1.1.2, Determine how small systems contribute to the function of the whole.
7.S.1.2.3 Use models to explain or demonstrate a concept.
7. S.1.6.1, Identify controls and variables used in scientific investigations.
7. S.1.6.3, Evaluate data in order to form conclusions.
Changes in genetic structure can have both positive and negative
effects.
5a. What is probability and how is it applied in genetic study?
5b. How can Punnett squares be used to predict probable outcome?
6. What are some positive and negative effects of changes in genetic
structure?
7. S.1.3.2, Recognize changes that occur within systems.
7. S.3.1.1, Describe how natural selection explains species change over time.
Discoveries in genetics are related to advances in
technology.
7. S.5.2.1, Explain how science and technology are interrelated.
7. S.5.2.2, Explain how science advances technology.
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7. What genetic discoveries have led to advances in technology?
Grade: 7th – Life Science
Unit: Genetics: The Science of Heredity and Modern Genetics
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Meiosis reduces the number of chromosomes by
half.
The basic structure of the DNA model. (Bases,
double helix)
The relationship between DNA, chromosomes, and
genes.
How to predict probabilities using Punnett squares.
That genetic information is inherited and passed
down from parents to their offspring.
That probability is the likelihood of something
occurring and is used to predict genetic outcome.
That the characteristics of living organisms are due
to their genetic code.
That there are positive and negative effects created
by changes in genetic code (Genetic Engineering,
Mutations, etc.)
Alleles are different forms of a gene.
The difference between genotype and phenotype.
Species may become extinct when their adaptive
characteristics are insufficient to allow them to
survive and reproduce.
Species adapt and evolve over time.
4/11/2013
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Explain that meiosis reduces the number of
chromosomes by half.
2. Correctly pair DNA bases.
3. Explain the relationships of DNA, chromosomes and
genes.
4. Calculate probability outcomes using Punnett
squares.
5. Explain that the genes determine an offspring’s
genetic code that it receives from its parents.
AC
Instructional Plan/Activities
(suggested)
1. Construct model of DNA
2. Research and present various genetic disorders/diseases
3. Research current genetic issues (genome project, gene/tissue regeneration, cloning)
4. Debate cloning and various other issues involved in genetics.
5. Students create a flowchart of physical/emotional characteristics from their parents and then compare to themselves in a
chromosome project. (Demonstrates the concept of genes being passed down from parents).
6. Probability lab
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Unit Overview
Critical Content/Concept Web
Unit Topic:
Grade:
Ecology
7th – Life Science
AVAILABILITY OF
RESOURCES
• Limiting Factors
• Carrying Capacity
• Alternative sources
of energy
Ecosystems and
Biomes
• Energy flow
• Biotic/Abiotic
Factors
(Chapter 21, sec. 1-4)
(Chapter 22, sec.
1,2,4)
Unit Topic:
Ecology
Overview
(Chapter 8, sec. 1)
ENERGY TRANSFER IN
ECOSYSTEMS
• Producers/Autotrophs
• Consumers/Heterotroph
−Herbivores
−Carnivores
−Omnivores
• Decomposers
(Chapter 22, sec. 1)
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This unit is designed to expand and enrich
the student’s prior basic knowledge that
animals and plants compete and cooperate
in ecosystems. The concepts of biomes
and living and nonliving factors will be
introduced. Students will explore
interrelationships in far more detail, the
effect of ecosystem change on those
interrelationships, and organisms’
adaptations to those changes. Additionally
food web, decomposers, and the idea of
energy and matter being recycled by the
system will be explored.
Idaho Contents Standards –Ecology Vocabulary
Critical Vocabulary
Carnivore
Decomposer
Ecosystem
Herbivores
Limits to resources
Natural selection
Biotic factor
Resources
Species
Energy pyramids
Biosphere
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Terms of significance
Predator
Tropism
Consumer
Omnivore
Producer
Food Chain
Evaporation
Condensation
Precipitation
Limiting factor
Habitat
Population
Community
Grade: 7th – Life Science
Unit: Ecology
Objectives and Validations
1. There are factors that limit the abundance of organisms.
Guiding Questions
1. What are limiting factors for abundance of organisms?
7. S.3.2.2 Describe how the availability of resources (matter and energy) limits the distribution
and abundance of organisms.)
2. Atoms and molecules cycle between living and non-living
factors in an ecosystem.
7. S.3.2.3 Illustrate how atoms and molecules cycle among the living and nonliving
components of the biosphere.
3. In an effort to conserve natural resources, it is necessary to
identify alternative sources of energy.
7. S.5.3.1 Identify alternative sources of energy.
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2.a. How is energy transferred between living and non-living
factors?
2.b. How are carbon dioxide and oxygen cycled between living
organisms?
3. What are some alternative sources of energy?
Grade: 7th – Life Science
Unit: Ecology
Critical Content and Skills
AC = Assessment Code:
Students will Know…
AC
Q – Quizzes
O – Observations
D – Dialogues
T – Tests
P – Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Factors that limit abundance of and distribution of
1. Create a food web tracing energy flow through an
2. Producers, consumers (herbivore, carnivore,
2. Give examples of a biotic factor in a prairie
3. How energy is transferred within an ecosystem
3. Describe a habitat, population, and a community.
4. Give examples of alternative sources of energy.
5. Recreate a diagram of the water cycle.
organisms (limiting factors, carrying capacity).
omnivore), decomposers.
(food web and energy pyramid).
4. Alternative sources of energy.
5. The processes of evaporation, condensation, and
precipitation make up the water cycle.
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ecosystem.
ecosystem.
AC
Instructional Plan/Activities
(suggested)
1. Design a ecosystem.
2. Create a Food Web or an Energy Pyramid.
3. Design and conduct an experiment to learn more about the process of decomposition.
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Unit Overview
Unit Overview
Unit Topic:
Grade:
Five Kingdoms of Living Things
th
7 – Life Science
Monera (Bacteria)
Characteristics
Shapes
Autotrophic vs.
Heterotrophic
Useful vs.
Harmful
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Protists
Classification
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(Chapter 2, sec. 2)
(Chapter 7, sec. 3)
(Chapter 7, sec. 2)
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Unit Topic:
Five Kingdoms of Living
Things
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Animals
Vertebrate vs. invertebrate
Characteristics of each animal group
Ectotherm vs. Endotherm
Complete/gradual metamorphosis
Adaptations
Reproduction
(Chapters 9-12)
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Characteristics
Three major groups
Algae classification
Four Phyla of
Protozoans
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Classification system
Taxonomy
Binomial
Nomenclature
Fungi
Characteristics
Examples and Uses
Importance of
(Chapter 7, sec. 4)
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Plants
Characteristics
Vascular vs. Nonvascular
Gymnosperm vs. Angiosperm
Roots, stems, and leaves
Method of seed dispersal
Structure and function of flower
(Chapter 8, sec. 1-5)
Given that a system is an
organized group of related
objects that form a whole,
TLW name the five kingdoms
of living things, identify
behaviors, characteristics and
members of each kingdom and
list the groups within each
kingdom.
Monera (Bacteria)
Protists
Fungi
Plants
Animals
Idaho Contents Standards – Five Kingdoms of Living Things
Critical Vocabulary
Cell
Tissue
Organ
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Significant Vocabulary
Food chain
Ecology
Producer
Consumer
Decomposer
Endoskeleton
Endotherm
Ectotherm
Habitat
Fossil
Sedimentary rock
Diaphragm
Monotreme
Marsupial
Placental
Photosynthesis
Pistil
Stamen
Angiosperm
Gymnosperm
Adaptation
Asexual reproduction
Sexual reproduction
Phylum
Vertebrate
Invertebrate
Bilateral symmetry
Radial symmetry
Parasite
Scavenger
Larva
Cnidarian
Polyp
Medusa
Host
Crop
Gizzard
Lift
Gestation period
Xylem
Phloem
Cuticle
Vascular/Nonvascular tissue
Monocot
Dicot
Stigma
Style
Ovary
Anther
Filament
Notochord
Herbivore
Carnivore
Omnivore
Molting
Exoskeleton
Metamorphosis (gradual/complete)
Binary fission
Grade: 7th – Life Science
Unit: Five Kingdoms of Living Things
Validations
1. Classification is a system of organized groups of related objects
that form a whole.
7. S.1.1.2 Determine how small systems contribute to the function of the whole.
7. S.1.1.3, Identify the different structural levels of an organism (cells, tissues, organs, and
organ systems.)
2. There are five kingdoms of living things.
7. S.1.1.3, Identify the different structural levels of an organism
7. S.3.3.1, Explain the relationships among specialized cells, tissues, organs, organ systems,
and organisms.
3. Plants are producers gathering energy from the sun to begin
the energy cycle consisting of producers, consumers and
decomposers.
Guiding Questions
1.a. What is taxonomy?
1.b. What is the scientific naming system and how is it
organized?
2. What are the five kingdoms and their relationships to each
other?
2.a. What are the differences between each kingdom?
2.b. What are some examples of animals within each kingdom?
2.c. What are the behaviors that allow animals to adapt to their
surroundings?
2.d. How do animals within each kingdom reproduce?
3. How do plants capture energy from the sun and make it
usable for living organisms?
7. S.3.2.1, Describe how energy stored in food is primarily derived from the sun through
photosynthesis.
7. S.3.2.4, Identify how energy flows through ecosystems in one direction, from photosynthetic
organisms to herbivores, carnivore, and decomposers.
4. Plants have adapted from simple to more complex allowing
them to survive in virtually all natural environments.
7. S.1.1.3, Identify the different structural levels of an organism (cells, tissues, organs, and
organ systems.
7.S. 1.3.2 Recognize changes that occur within systems.
7. S.3.1.1 Describe how natural selection explains species change over time.
7.S.3.2.2 Describe how the availability of resources limits the distribution and abundance of
organisms.
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4. What are some of the major adaptations plants have made to
enable them to inhabit most of the Earth?
Grade: 7th – Life Science
Unit: Five Kingdoms of Living Things
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Why biologists classify organisms.
2. How to relate the levels of classification to the
relationships between organisms.
3. Characteristics used to classify organisms into
groups, including domains and kingdoms.
4. The characteristics of viruses and reasons why
viruses are considered nonliving.
5. Structures, sizes, and shapes of bacterial cells.
6. The differences between autotrophs and
heterotrophs.
7. How energy is released through respiration.
8. The roles of bacteria in the production of oxygen
and food, in environmental recycling and cleanup, and
in health and medicine.
9. Characteristics of animal-like, plant-like, and
fungus-like protists and examples of each.
10. Characteristics that all fungi share.
11. How fungi reproduce.
12. Roles fungi play in nature.
13. Characteristics all plants share.
14. Differences between vascular and nonvascular
plants.
15. The stages of the plant life cycle.
16. The functions of roots, stems, and leaves.
17. The differences and similarities of gymnosperms
and angiosperms and how they reproduce.
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AC
Q – Quizzes
O – Observations
D – Dialogues
T – Tests
P – Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Explain why it is important to classify.
2. Using a chart, the student will be able to interpret
the data given to explain the relationship between
organisms.
3. List the characteristics used to classify organisms
into groups.
4. Compare and contrast how viruses are similar to
organisms.
5. Draw and name the 3 basic bacterial shapes.
6. Compare and contrast autotrophs and heterotrophs.
7. Explain how energy is released through respiration.
8. Describe the roles bacteria play in the environment.
9. Compare and contrast the three types of protists.
10. List the characteristics that all fungi share.
11. Describe how fungi reproduce.
12. Explain the roles fungi play in nature.
13. List the characteristics that all plants share.
14. Compare and contrast vascular and nonvascular
plants.
15. Draw and explain the stages of the plant’s life
cycle.
16. Identify the functions of roots, stems, and leaves.
17. Compare and contrast gymnosperms and
angiosperms.
AC
18. The parts of the flower.
19. Stimuli that produce plant responses.
20. The levels of organization in animal bodies.
21. The 4 functions that enable animals to meet their
basic needs.
22. Characteristics of an animal based on its
symmetry.
23. Characteristics of simple invertebrates.
24. Characteristics and examples of Mollusks,
Arthropods, Insects, and Echinoderms.
25. Two types of metamorphosis. (Gradual and
Complete)
26. Why insects are important in food chains and ways
they interact with their environment.
27. The differences between a vertebrate and an
invertebrate.
28. Characteristics that all vertebrates share.
29. How vertebrates control their body temperature.
30. Main characteristics of fish, amphibians, and
reptiles.
31. What type of rock fossils are frequently found.
32. What scientists can learn from studying fossils.
33. Common characteristics of birds.
34. How bird are adapted to their environment.
35. The physics of bird flight.
36. Characteristics common to all mammals.
37. The three main groups of mammals. (Marsupials,
Monotremes, and Placentals)
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18. Dissect a flower, identify the parts, and explain the
functions of each.
19. Describe what a tropism is and name each type.
20. Draw or describe a sequence in order from simplest
to most complex structure. (Animal)
21. Describe the 4 main functions of an animal.
22. Compare and contrast the types of symmetry.
23. Identify characteristics of simple invertebrates.
24. Identify different types of Mollusks, Insects,
Arthropods, and Echinoderms.
24.a. Compare and contrast Mollusks, Insects,
Arthropods, and Echinoderms.
25. Draw and explain the stages of Gradual/Complete
metamorphosis.
26. Explain why insects are important in food chains
and what would happen if they weren’t around.
27. Compare and contrast vertebrates and
invertebrates.
28. Identify the differences between endotherms and
ectotherms.
29. Identify the major characteristics of chordates.
30. Compare and contrast amphibians and reptiles.
31. Describe bird reproduction.
32. Explain why fossils are so important to scientists.
33. Compare monotremes, marsupials, and plancental
mammals.
Instructional Plan/Activities
(suggestions)
** # 5 Required
1. Draw and label life cycle of gymnosperms and angiosperms.
2. Draw and label plant organs (flower, root, stems, xylem and phloem).
3. Draw and label monocot, dicot, seeds and/or plants.
4. Plant collecting, identification and labeling. (Idaho natives)
5. Dissection of a flower. (EOCA- REQUIRED LAB. 2ND SEMESTER)
6. Plant Growth Labs- Controls and Variables in plant growth.
7. Tropism Labs
8. Plan a project involving landscape design. Students must research conditions of area and decide what to plant where and why.
9. Design and create an animal habitat.
10. Dissect: worms, snails, fish, squid, birds, small mammals
11. Collect insects
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