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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 4/11/2013 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: • - • - 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) • • MICROSCOPE Proper Use and Handling Major Parts LAB SAFETY/PROCEDURES • Including proper handling / use of lab equipment to be used d i th 4/11/2013 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 • • • • • • 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) 4/11/2013 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. 4/11/2013 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. 4/11/2013 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. 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. 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 4/11/2013 Critical Content/Concept Web Unit Topic: Grade: • • • • • Cells, Processes and Energy Unit Overview 7th REVIEW LEVELS OF ORGANIZATION Cell Tissue Organ Organ System Organism • • 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 • • • • PROCESSES Passive Transport −Osmosis −Diffusion Active Transport Cellular Respiration Photosynthesis (Chapter 3, sec. 2-4) 4/11/2013 HISTORY OF THE CELL AND CELL THEORY (Chapter 2, sec. 3) (Chapter 2, sec. 4) • • • 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 4/11/2013 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. 4/11/2013 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. 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. 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) 4/11/2013 Critical Content/Concept Web Unit Topic: Grade: • • Genetics: The Science of Heredity and Modern Genetics Unit Overview 7th – Life Science MEIOSIS Definition Outcome • • 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) 4/11/2013 (Chapter 4, sec. 1) Modern Genetics • • • Inheritance Disorders Advances (Chapter 5, sec. 1-3) Idaho Contents Standards - Genetics Vocabulary Critical Vocabulary Dominant traits Inheritance Natural selection Recessive traits Species 4/11/2013 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. 4/11/2013 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 4/11/2013 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) 4/11/2013 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 4/11/2013 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. 4/11/2013 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. 4/11/2013 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. 4/11/2013 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 • • • • Protists Classification • • • (Chapter 2, sec. 2) (Chapter 7, sec. 3) (Chapter 7, sec. 2) • • • Unit Topic: Five Kingdoms of Living Things • • • • • • Animals Vertebrate vs. invertebrate Characteristics of each animal group Ectotherm vs. Endotherm Complete/gradual metamorphosis Adaptations Reproduction (Chapters 9-12) 4/11/2013 Characteristics Three major groups Algae classification Four Phyla of Protozoans • • • • Classification system Taxonomy Binomial Nomenclature Fungi Characteristics Examples and Uses Importance of (Chapter 7, sec. 4) • • • • • • 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 4/11/2013 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. 4/11/2013 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. 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 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) 4/11/2013 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 4/11/2013