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Life Science Fundamentals
Instructional Sequence and Aligned Resources
Life Science Fundamentals
Pacing Guide
Course Length: 1 Year
Classroom Instruction and Review: 180 Hours
Course Number: Life Science Fundamentals: 98753
District Requirement: Meets the Life Science requirement for high
school graduation
Credential Information: (Any Below)
Specialist Credential in Special Education - Learning Handicapped
Education Specialist Instruction Credential - Mild/Moderate Disabilities
Year of Implementation: 2011-2012
District Approved Textbook/Materials: Science Explorer. Custom Bind. Books C, D, E, L Prentice Hall,
Biology, Prentice Hall (2001 edition)
Supplemental Materials: Science Explorer “Integrated Science Laboratory Manual”; “Teaching Resources” box for Book C: Cells and
Heredity, Book D: Human Biology and Health, Book E: Environmental Science, Book L: Chemical Interactions;
Safari Montage Videos http://safari.sweetwaterschools.org
SUHSD Curriculum & Instruction 2012
Life Science Fundamentals
Instructional Sequence and Aligned Resources
District Course Content Standards and Content Objectives
What follows are the content objectives for the Life Science Fundamentals course. Courses are listed according to the California State Science Standard or
the California State Health Standard. The times presented here are estimates based on the amount of time students need to master a topic.
Standards Addressed in Life Science
Investigation & Experimentation: Scientific progress is made by asking meaningful questions and conducting careful
investigations.
Standard 1.0 – Cell Biology: The fundamental life processes of plants and animals depend on a variety of chemical reactions
that occur in specialized areas of the organism’s cells.
Standard 2.0 – Genetics: Mutation and sexual reproduction lead to genetic variation in a population.
# items on
CMA/% of Exam
60 Questions Total
6/10%
Cell Biology
10/17%
Genetics
12/20%
Standard 3.0 – Genetics: A multi cellular organism develops from a single zygote, and its phenotype depends on its genotype,
which is established at fertilization.
Standard 4.0 – Genetics: Genes are a set of instructions encoded in the NA sequence of each organism that specify the sequence
of amino acids in proteins characteristic of that organism.
Standard 5.0 – Genetics: The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells.
Standard 6.0 – Ecology: Stability in an ecosystem is a balance between competing effects.
Standard 7.0 – Evolution: The frequency of an allele in a gene pool of a population depends on many factors and may be stable
or unstable over time.
Ecology
11/18%
Evolution
11/18%
Standard 8.0- Evolution: Evolution is the result of genetic changes that occur in constantly changing environments.
Standard 15.0 – Physiology: As a result of the coordinated structures and functions of organ systems, the internal environment
of the human body remains relatively stable (homeostatic) despite changes in the outside environment.
Standard 16.0 – Physiology: Organisms have a variety of mechanisms to combat disease.
SUHSD Curriculum & Instruction 2012
Physiology
10/17%
Life Science Fundamentals
Instructional Sequence and Aligned Resources
First Semester
Content Objective
Safety
Demonstrate proper and safe handling of
laboratory chemicals and equipment. Follow all
directions when conducting experiments in a lab
classroom.
Suggested
Pacing
Week 1
~5 hours
Tools/Equipment
Bio. I & E 1a: Select and use appropriate tools
and technology, perform tests, collect data,
analyze relationships, and display data.
Essential
Vocabulary
Triple beam
balance
Ruler
Graduated
cylinder
Mass
Weight
Volume
Metric system
Suggested Aligned Resources
Comments
Science Explorer (SE): All Books,
Appendix A: “Laboratory Safety”,
“Science Safety Rules”
Appendix B: “Using a Laboratory
Balance”
Skills Handbook “Making
Measurements”
-Have students take and pass safety test
w/100%.
-In groups, have students create a safety poster
on one of the lab rules.
-Be sure students are familiar with the use of the
metric system when completing labs.
-The Science Explorer “Integrated Science Lab
Manual” has resources on safety rules, safety
symbols, a safety contract, and safety test.
Integrated Science Lab Manual
-Student Safety Manual p. v.-ix.
-Laboratory Skills Checkup 1-5 p. xiii-xvii
Metric System Review
Scientific Method
Gr. 9-12 CS1f: Distinguish between hypothesis
and theory as scientific terms.
Gr. 6 CS 7e: Recognize whether evidence is
consistent with a proposed explanation.
Gr. 8 CS 9c: Distinguish between variable and
controlled parameters in a test.
How to set-up an experiment & select approp.
tools
Bio. I & E 1a: Select and use appropriate tools
and technology, perform tests, collect data,
analyze relationships, and display data.
Analyzing Results of an Experiment
Gr. 9-12 CS 1c: Identify possible reasons for
inconsistent results, such as sources or error or
uncontrolled conditions.
Gr. 9-12 CS 1j: Recognize the issues of statistical
variability and the need for controlled tests.
Gr. 7 CS 7c: Communicate the logical connection
among hypothesis, science concepts, test
conducted, data collected, and conclusions drawn
from the scientific evidence.
Gr. 6 CS 7c: Construct appropriate graphs from
data and develop qualitative statements about the
relationships between variables.
Content Objective
SUHSD Curriculum & Instruction 2012
Week 2
~5 hours
Week 3
~5 hours
Suggested
Pacing
Scientific
method
Problem
Hypothesis
Theory
Conclusion
Results
Data
Inference
Observation
Experiment
Variable
Control
Dependent
variable
Independent
variable
Validity
Data
Graph
x-axis
y-axis
Metric units
Results
Conclusions
Errors
Essential
Vocabulary
Safari Montage(SM): Lab Safety
SE: All Books
Skills Handbook, “Think Like a
Scientist”, “Conducting a Scientific
Investigation”, “Thinking Critically”
Integrated Science Lab Manual
-Student Safety Manual p. v.-ix.
-Laboratory Skills Checkup 1-5 p. xiii-xvii
- Skills Lab 1: How to Use a Microscope p.
1
- Skills Lab 2: How to Use a Balance p. 7
-The textbook does not call the process
“Scientific Method” but many resources outline
it as such. Be sure to provide students with a
systematic process to follow throughout the year
when conducting experiments.
-Student could create a flipbook of the scientific
method steps (steps on the outside, definition on
the inside) to use as a reference throughout the
year.
SE: All Books
Skills Handbook, “Organizing
Information”, “Creating Data Table
and Graphs”
Integrated Science Lab Manual
- Skills Lab 1: How to Use a Microscope p.
1
- Skills Lab 2: How to Use a Balance p. 7
-“Changes in a Burning Candle” lab p. 257
or “Separating Plastics” p. 283 (as a practice
lab through the scientific process)
-You may consider completing a sample lab as a
whole class that includes developing a
hypothesis, testing the hypothesis, use of graphs,
analysis of data, and development of
conclusions in a formal manner. Students need
to be shown samples prior to actually
completing a lab on their own.
-Another option is to complete the actual
experiment in week 2 and the
analysis/conclusions in week 3.
Suggested Aligned Resources
Comments
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Introduction to Cells
Bio. 1: The fundamental life processes of plants
and animals depend on a variety of chemical
reactions that occur in specialized areas of the
organism’s cells.
Bio. 1a: Students know cells are enclosed within
semipermeable membranes that regulate their
interaction with their surroundings.
Bio. 1c: Students know how prokaryotic cells,
eukaryotic cells, and viruses differ in complexity
and general structure.
Bio. 6h: Students know that living organisms have
many different kinds of molecules, including small
ones, such as water and salt, and very large ones,
such as carbohydrates, fats, proteins, and DNA.
Gr. 7 CS 1c: Students know the nucleus is the
repository for genetic information in plant and
animal cells.
Gr. 7 CS 1d: Students know that mitochondria
liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for
photosynthesis.
Gr. 8 CS 6b: Students know that living organisms
are made of molecules consisting largely of
carbon, hydrogen, nitrogen, oxygen, phosphorus,
and sulfur.
Gr. 8 CS 6c: Students know that living organisms
have many different kinds of molecules, including
small ones, such as water and salt, and very large
ones, such as carbohydrates, fats, proteins, and
DNA.
Weeks 4-7
~15 hours
Content Objective
Suggested
Pacing
SUHSD Curriculum & Instruction 2012
Cell theory
Prokaryote
Eukaryote
Cell
Microscope
Compound
microscope
Magnification
Convex lens
Resolution
Cell wall
Cytoplasm
Cell membrane
Mitochondria
Nucleus
Element
Molecule
Semi-permeable
membrane
Osmosis
Macromolecules
Carbohydrates
Proteins
Amino acids
Lipids
Nucleic acids
DNA
Carbon
Hydrogen
Nitrogen
Science Explorer: Cells and Heredity, Book
C: Ch. 1 p. 16-47; Chemical Interactions,
Book L: p. 112-113
Essential
Vocabulary
Suggested Aligned Resources
SE: Cells and Heredity “Teaching Resources”
- Ch. 1 Section Summaries p. 16-29
-Ch. 1 Project: “Egg-speriment with a Cell”
p. 8
-Ch. 1 Skills Lab: “A Magnified View of
Life” p. 31
-Ch. 1 Test p. 155
SE: Cells and Heredity “Guided Study
Workbook”
-Ch. 1: “Cell Structure and Function”
SE Integrated Science Lab Manual
-“Cell Membranes and Permeability” Lab
p. 65
Bio. p. 15-20, 44-48, 168-170, 172-189, 478479
Bio. p. 187 “Quick Lab: How can you model
permeability in cells?”
Safari Montage: “ Cells” video
-Set against the backdrop of a soccer team in
action, Cells takes a close-up look at the
smallest living unit in the human body.
-This is the perfect time to introduce the use and
purpose of microscopes with a Microscope Lab.
Be sure to include instructions on the parts of
the microscope.
-Science Explorer has teaching resources that
come in separate boxes by topic/book. Each box
contains, at minimum, a student and teacher’s
edition, guided reading and study guide,
teaching resources, and guided reading on audio
CD. The “Teaching Resources” book includes
lesson plans, reading & review worksheets,
worksheets for labs and projects, assessments,
and color transparencies. The reading level and
audio support of these resources work well with
struggling readers.
-Students can build a model of the cell
membrane using craft supplies (cotton swabs,
yarn, pasta, pipe cleaners, cereal).
-Having students create analogies for the
functions of the organelles is a great way to
assist with learning the organelle function. (e.g.
The mitochondria is like a power plant because
it created energy.)
-The Biology text also comes with additional
teaching resources. Be sure to refer to the
“Adapted Reading & Study Workbook B” and
“Lab Worksheets” to assist students in
comprehending the text and concepts. Keep in
mind that the Biology text includes more indepth material than the standards generally call
for.
LAB: Diffusion in a Bag: Fill a plastic baggie
with a teaspoon of corn starch and a half cup of
water and tie bag. Fill a beaker halfway with
water and add ten drops of iodine. Place the
baggie in the cup so that the cornstarch mixture
is submerged in the iodine water mixture. Wait
15 minutes and record your observations.
http://biologycorner.com/worksheets/diffusionla
b.html
Comments
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Cell Processes
Bio. 1f: Students know usable energy is captured
from sunlight by chloroplasts and is stored
through the synthesis of sugar from carbon
dioxide.
Weeks 8-9
~7 hours
Gr. 7 CS 1e: Students know cells divide to
increase their numbers through a process of
mitosis, which results in two daughter cells with
identical sets of chromosomes.
Photosynthesis
Respiration
Chlorophyll
Chloroplasts
Carbon Dioxide
Autotroph
Heterotroph
Fermentation
Mitosis
Prophase
Metaphase
Anaphase
Telephase
Science Explorer: Book C p. 50-68
SE: Cells and Heredity “Teaching Resources”
-Ch. 2 Section Summaries p. 44-53
-Ch. 2 Real World Lab: “Gases in
Balance” p. 59
-Ch. 2 Skills Lab: “Multiplying by
Dividing” p. 61
-Ch. 2 Test p. 162
SE: Cells and Heredity “Guided Study
Workbook”
-Ch. 2: “Cell Processes and Energy”
Bio. p. 204-209 & 244-249
Investigation & Experimentation Review
Cell Biology Review
Week 9
~3 hours
Review games for vocabulary: vocab bingo,
Pictionary, charades.
Fall Quarterly Exam
SUHSD Curriculum & Instruction 2012
-The Real World Lab provided in the Teaching
Resources can be effective as a demonstration
for the class to show
-A mnemonic device may help the students
remember the phases of Mitosis, for example:
Please Make A Taco –Prophase, Metaphase,
Anaphase, Telephase
-Be sure students are also able to recognize what
each stage in Mitosis looks like in the cell.
Google images is a great resource for mitosis
pictures.
-Creating a flipbook to organize diagrams and
definitions of each mitotic phase could be
helpful.
The quarterly exam will be 20 questions in
length. See quarterly blueprint for more
information.
Be sure to include the essential vocabulary in
your review activities.
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Content Objective
Suggested
Pacing
Essential
Vocabulary
Suggested Aligned Resources
Comments
Genetics
Bio 2: Mutation and sexual reproduction lead to
genetic variation in a population.
Bio. 2a: Students know meiosis is an early step
in sexual reproduction in which the pairs
separate and segregate randomly during cell
division to produce gametes containing one
chromosome of each type.
Bio 2b: Students know only certain cells in a
multicellular organism undergo meiosis.
Bio 2d: Students know new combinations of
alleles may be generated in a zygote through the
fusion of male and female gametes (fertilization).
Bio 2e: Students know why approximately half of
an individual’s DNA sequence comes from each
parent.
Bio 2f: Students know the role of chromosomes
in determining an individual’s sex.
Bio. 3a: Students know how to predict the
probable outcome of phenotypes in a genetic
cross from the genotypes of the parents and
mode of inheritance (autosomal or X-linked,
dominant or recessive).
Bio. 4c: Students know how mutations in the
DNA sequence of a gene may or may not affect
the expression of the gene or the sequence of
amino acids in the encoded protein.
Bio 5a: Students know the general structures
and functions of DNA, RNA, and protein.
Week 10-14
~20 hours
Heredity
Genetics
Genes
Hybrids
Alleles
Purebred
Trait
Homozygous
Heterozygous
Genotype
Phenotype
Co-Dominance
Dominant
Recessive
Probability
Punnett square
Chromosomes
Inheritance
Meiosis
Base Pairing
Genetic Code
DNA
RNA
Protein
Messenger
RNA
Transfer RNA
Mutations
Science Explorer Book C: Ch. 2 p. 78-106
-Skills Lab “Take a Class Survey” p. 86-87
-Skills Lab “Make the Right Call” p. 94-95
-The “Chromosomes and Inheritance” lab is
a vital activity to get the students to further
their understanding of how all organisms
inherit their traits. This is one example lab
but there are many like it available online.
-The “How are Genes on Sex Chromosomes
Inherited” provides students direct
application to Biology standard 2f with
minimal materials and space needed.
-Section 11-3 in the Biology textbook is
skipped here because it contains additional
information above and beyond that which is
required in the standards. However, you
may want to refer to it if questions arise
around multiple crosses and alleles.
- Mitosis should be reviewed prior to or as a
comparison to Mitosis. In the Biology book
see the end of Section 11-4 and in Science
Explorer see Book C, p. 63-65.
-Adding in kinesthetic activities can assist
some students in comprehension. The
Biology textbook describes an activity that
has students model meiosis on p. 281.
-Chapter 12 in the Biology textbook on
DNA and RNA contains quite a bit of
material that goes beyond the standards in
the course description and those tested on
the Life Science CST/CMA exam.
-A key element in understanding DNA is
having students memorize the nitrogen base
pairings on the DNA “ladder”. One activity
is to have students make jewelry using
beads to represent the different bases. You
can find it here:
http://sciencespot.net/Pages/classbio.html
#DNAKeychains
-Mutations are not essential standards for
this course but discussing the topic and how
they occur helps to cement the
understanding of the important role DNA
plays. It also assists in understanding next
week’s topic of Human Genetic Disorders.
Gr. 7 2a: Students know the differences between
the life cycles and reproduction methods of
sexual and asexual organisms.
Gr. 7 2c: Students know an inherited trait can
be determined by one or more genes.
Gr. 7 2d: Students know plant and animal cells
contain many thousands of different genes and
typically have two copies of every gene. The two
copies (or alleles) of the gene may or may not be
identical, and one may be dominant in
determining the phenotype while the other is
recessive.
Gr. 7 2e: Students know DNA is the genetic
material of living organisms and is located in the
chromosomes of each cell.
SUHSD Curriculum & Instruction 2012
SE: Cells and Heredity “Teaching Resources”
- Section Summaries p. 72-85
-Skills Lab “Take a Class Survey” p.87-88
- Skills Lab “Make the Right Call” p. 89-91
SE: Cells and Heredity “Guided Study Workbook”
-Chapter 3
Integrated Science Lab Manual:
-Lab C-3 “Chromosomes and Inheritance” p.
77-80
-Lab C-4 “How are Genes on Sex Chromosomes
Inherited” p. 81-86
Bio. p. 263-269, 275-278, 287-308
- Exploration Activity: Modeling DNA
Replication p. 313
-Adapted Reading and Study Workbook B
Sections 11-1, 11-2, 11-4
Sections 12-1 thru 12-4
-Adapted Worksheets
Sections 11-1, 11-2, 11-4
Sections 12-1 thru 12-4
Safari Montage:
- “Genes and Heredity” video. Provides an
overview of the entire chapter on Genetics &
Heredity. Offers a 3D view of chromosomes and
Meiosis.
- “Bill Nye: Genes” video. This video does not
go into as much depth as “Genes and Heredity” but
it is presented in a more lively way.
- “The Eyes of Nye: Human Characteristics and
Adaptations” video. Bill Nye uses the topic of race
to explore our DNA and the differences between us.
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Content Objective
Suggested
Pacing
Essential
Vocabulary
Suggested Aligned Resources
Comments
Inheritance & Pedigree
Bio. 2e: Students know why approximately half
of an individual’s DNA sequence comes from
each parent.
Bio. 3a: Students know how to predict the
probable outcome of phenotypes in a genetic
cross from the genotypes of the parents and
mode of inheritance (autosomal or X-linked,
dominant or recessive).
Week 15-16
~10 hours
Sex-linked
genes
Pedigree
Carrier
Multiple
Alleles
Genetic
disorder
Genetic
engineering
SE Book C: p. 112-123
-Both textbooks go into a lot of detail on
the topic of inheritance, genetic disorders
and genetic engineering. However, these
are not essential standards for Life
Science and will not be emphasized on
district or state exams.
Human Genetic Disorders
*Bio. 4c: Students know how mutations in the
DNA sequence of a gene may or may not affect
the expression of the gene or the sequence of
amino acids in an encoded protein.
Cell Biology Review
Genetics Review
SUHSD Curriculum & Instruction 2012
SE: Cells and Heredity “Guided Study Workbook”
-Chapter 4
Bio. p. 341-348
-Adapted Reading and Study Workbook B
Section 14-1
-Adapted Worksheets Section 12-1 thru 12-4
-Exploration Activity: Modeling DNA
Replication p. 313
Sex-Linked traits
Bio. 2f: Students know the role of chromosomes
in determining an individual’s sex.
Investigation & Experimentation Review
SE: Cells and Heredity “Teaching Resources”
-Section 4-1 & 4-2 Resources p. 92-106
-“Real-World Lab: Family Puzzles” p.111-13
-“Real-World Lab: Guilty or Innocent?”
p. 114-15
Weeks 1718
~10 hours
SM: “NOVA Science Now: Autism Genes”
-This video introduces viewers to the current use
of using gene chips to analyze the genes of families
with autism.
Review material from semester
Review results from quarterly and use data to focus on
difficult standards
End of Course Exam
-EOC will consist of 30 questions on the
topics studied throughout the semester.
See Exam Blueprint for further
information.
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Second Semester
Content Objective
ECOLOGY:
The Environment Around Us
Bio. 6a: Students know biodiversity is the sum
total of different kinds of organisms and is
affected by alterations of habitats.
Bio. 6b: Students know how to analyze
changes in an ecosystem resulting from changes
in climate, human activity, introduction of
nonnative species, or changes in population
size.
Bio. 6c. Students know how fluctuations in
population size in an ecosystem are determined
by the relative rates of birth, immigration,
emigration, and death.
Suggested
Pacing
Weeks 19-20
~10 hours
Gr. 6 5e: Students know the number and types
of organisms an ecosystem can support depends
on the resources available and on abiotic
factors, such as quantities of light and water, a
range of temperatures, and soil composition.
ECOLOGY:
Organisms in the Environment
Bio. 6d: Students know how water, carbon, and
nitrogen cycle between abiotic resources and
organic matter in the ecosystem and how
oxygen cycles through photosynthesis and
respiration.
Bio. 6e: Students know a vital part of an
ecosystem is the stability of its producers and
decomposers.
Bio. 6f: Students know at each link of a food
web some energy is stored in newly made
structures but much energy is dissipated into
the environment as heat. This dissipation may
be represented in an energy pyramid.
Gr. 6 5b: Students know matter is transferred
over time from one organism to others in the
food web and between organisms and the
physical environment.
Gr. 6 5c: Students know populations of
organisms can be categorized by the functions
they serve in an ecosystem.
SUHSD Curriculum & Instruction 2012
Weeks 21-22
~10 hours
Essential
Vocabulary
Biodiversity
Ecosystem
Habitat
Biotic Factor
Abiotic Factor
Photosynthesis
Species
Population
Community
Immigration
Emigration
Natural
Selection
Adaptation
Predation
Predator
Prey
Symbiosis
Parasite
Host
Suggested Aligned Resources
Comments
Science Explorer Book E: Chapter 1 p. 16-41
-Consider using the “Discover” Activity in Book
E, p. 16 to begin this topic. It will give you an
idea of background knowledge and get students
to begin using their observation skills when
looking at an ecosystem.
-If you are using both the Biology and Science
Explorer texts, the chapters do not align well on
this introduction to Ecology. The Biology text
includes a large number of vocabulary that can
make the material more difficult to understand.
Follow the standards for guidance.
-Review the “Test Preparation” box of questions
on p. 41 in the SE textbook. It is similar to
questions they will see on the CST/CMA Life
Science exam.
-Be sure to use the CST Life Science released
questions to help your students review and
prepare for the CST/CMA in Life Science.
Producer
Consumer
Decomposer
Herbivore
Carnivore
Omnivore
Scavenger
Food Chain
/web
Energy
Pyramid
Water Cycle
Evaporation
Condensation
Precipitation
Nitrogen
fixation
Nodules
SE Book E: p. 44-59
SE: Environmental Science “Teaching
Resources”
-Section Resources p. 8-31, 182-186
SE: Environmental Science “Guided Study
Workbook”
-Chapter 1
Integrated Science Lab Manual:
-Lab E-1 “Weather and Whooping
Cranes” p. 127
-Lab E-3 “Managing Fisheries” p. 137
Bio. p. 63-65, 90-97
-Adapted Reading and Study Workbook B
Sections 3-1 & 4-2
-Adapted Worksheets Sections 3-1 & 4-2
-Teacher’s Edition: Demonstration
“Community Interactions” p. 92
SE: Environmental Science “Teaching
Resources”
-Section Resources p. 32-50, 187-193
SE: Environmental Science “Guided Study
Workbook”
-Chapter 2, Sections 1-3
Integrated Science Lab Manual:
-Lab E-2 “Ecosystem Food Chains” p.
133
Bio. p. 67-80
-Adapted Reading and Study Workbook B
Sections 3-2 thru 3-3
-Adapted Worksheets Sections 3-2 thru
3-3
- Teacher’s Edition: Build Science Skills,
p. 71
-Including graphs, charts, and other graphics are
vital both to increasing understanding and in
preparing students for the CST/CMA Life
Science exam. Be sure to utilize the Color
Transparencies in the “Teaching Resources”
book in the Science Explorer series, particularly
when studying the cycles (water, carbon &
nitrogen).
-Have the students create their own food web
with visuals. See the Build Science Skills
activity on p. 71 in the Bio. teacher’s edition.
-Yarn can be used to visually represent
organisms in a food chain. A student (producer)
holds the end of the yarn and toss the year to the
next student (first level consumer), on so on.
Multiple colors of yarn can be used for multiple
chains to create a class food web.
-Sections 2-4 and 2-5 in the SE text do not need
to be taught. All standards are covered in
sections 2-1 through 2-3.
-The following website has some links to
creating online food webs and video
explanations.
http://www.vtaide.com/png/foodchains.htm
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Content Objective
Suggested
Pacing
Essential
Vocabulary
Suggested Aligned Resources
Comments
EVOLUTION
Bio. 7a: Students know why natural selection
acts on the phenotype rather than the genotype
of an organism.
Bio. 7c: Students know new mutations are
constantly being generated in the gene pool.
Bio. 7d: Students know variation within a
species increases the likelihood that at least
some members of a species will survive under
changed environmental conditions.
Bio. 8a: Students know how natural selection
determines the differential survival of groups of
organisms.
Bio. 8b: Students know a great diversity of
species increases the chance that at least some
organisms survive major changes in the
environment.
Bio. 8d: Students know reproductive or
geographic isolation affects speciation.
Weeks 22-24
~14 hours
Evolution
Species
Adaptation
Evolution
Scientific
Theory
Natural
selection
Survival of the
fittest
Variation
Mutation
Coloration
Homologous
structure
Continental
drift
Science Explorer Book C:
-Chapter 5, Section 1 p. 138-150
- Skills Lab “Nature at Work” p. 146-147
SE: Cells and Heredity “Teaching Resources”
-Section Resources p. 124-125
-“Predicting Change” Performance
Assessment p. 180-181
-There is only one section in the SE text to use
over this three weeks but there are many
complex concepts within the section. Break
down the concepts to perhaps include: 1)
Darwin’s studies, 2) Natural Selection and 3)
Variations/ Mutations.
-The “Nature at Work” skills lab can help give
students an idea of how a species is affected by
variation. It is rather simple and if you prep the
materials, the students won’t waste time making
it. You may also want to supply a pre-made data
table for the students.
-The “Predicting Change” performance
assessment also allows the students to think
critically about natural selection and the factors
that affect it.
-The peppered moth is a good example of how
coloration affected a species of moth. If you
search on google, you will find several simple
peppered moth labs that the students can
participate in to show this concept. Or you can
use the “Bird Beak Adaptations” activity on p.
143 in SE for an easy variation using a similar
idea.
-The Biology book details Darwin’s journey and
gives background to his groundbreaking theories.
However, the standards are mostly focused on
his findings and are concentrated in section 15-3.
The teacher’s edition highlights particular
paragraphs that address the specific standards.
-Look up the “Education & Environment
Initiative: Shaping Natural Systems through
Evolution” unit found at
http://www.calepa.ca.gov/Education/EEI/Curricu
lum/Grade07/Default.html
The Spring Quarterly will consist of 20 questions
on the standards studied throughout the semester.
See Exam Blueprint for further information.
Gr. 7 3a: Students know both genetic variation
and environmental factors are causes of
evolution and diversity of organisms.
Gr. 7 3b: Students know the reasoning used by
Charles Darwin in reaching his conclusion that
natural selection is the mechanism of evolution.
Ecology Review
SE: Cells and Heredity “Guided Study
Workbook”
-Chapter 5, Section 1
Bio. p. 366-391
-Adapted Reading and Study Workbook B
Sections 15-1 thru 15-3
-Adapted Worksheets
Section 15-1 thru 15-3
-Exploration Activity: Modeling
Adaptation, p. 387
SM: Bill Nye - Evolution
PBS Evolution site: Evidence for Evolution
(includes web quest)
http://www.pbs.org/wgbh/evolution/educators/
lessons/lesson3/teach.html
PBS Evolution site has a plethora of resources
covering all of Standard 3, Grade 7:
http://www.pbs.org/wgbh/evolution/index.htm
l
Week 25
~3 hours
Review material from first 6 weeks of
semester.
Beginning of Evolution Review
Use assessments to determine areas of
confusion for students.
Spring Quarterly Exam
SUHSD Curriculum & Instruction 2012
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Content Objective
EVOLUTION:
Evolutionary Evidence
Suggested
Pacing
Weeks 26-27
~10 hours
Bio. 8c: Students know the effects of
genetic drift on the diversity or
organisms in a population.
Bio. 8e: Students know how to analyze
fossil evidence with regard to biological
diversity, episodic speciation, and mass
extinction.
Essential
Vocabulary
Fossil record
Extinct
Relative
dating
Absolute
dating
Geologic time
scale
Era period
Mass
extinction
Gradualism
Gr. 7 3c: Students know how
independent lines of evidence from
geology, fossils, and comparative
anatomy provide the basis for the theory
of evolution.
PHYSIOLOGY:
Body Systems
Bio. 9a: Students know how the
complementary activity of major body
systems provides cells with oxygen and
nutrients and removes toxic waste
products such as carbon dioxide.
Gr. 7 5a: Students know plants and
animals have levels of organization for
structure and function, including cells,
tissues, organs, organ systems, and the
whole organism.
Gr. 7 5c: Students know how bones and
muscles work together to provide a
structural framework for movement.
SUHSD Curriculum & Instruction 2012
Weeks 28-29
~10 hours
Cell
Cell
membrane
Nucleus
Cytoplasm
Tissue
Muscle tissue
Nerve tissue
Connective
tissue
Epithelial
tissue
Organ
Organ system
Homeostasis
Vertebra
Marrow
Cartilage
Joint
Ligament
Osteoporosis
Involuntary
muscle
Tendon
Suggested Aligned Resources
Comments
Science Explorer Book C:
-Chapter 5, Sections 2-3 p. 151-164
-Fossils play a large role in understanding
the evidence of evolution and our history.
See your site’s science department for
some sample fossils and have students
make observations of them.
-The Biology text describes some ways for
students to see how fossils are made either
by making a mold or show relative dating.
Consider adding a hands-on activity to
increase understanding.
-The San Diego Natural History Museum
does have a fossil loan program which is
free if you are a member.
http://www.sdnhm.org/education/naturetoy
ou/index.html
SE: Cells and Heredity “Teaching Resources”
-Section Resources p. 128-133
-Performance Assessment “Predicting Change” p.
182
-Chapter 5 Test p. 183-186
SE: Cells and Heredity “Guided Study Workbook”
-Chapter 5, Sections 2-3
Bio. p. 417-422, 429-434
-Adapted Reading and Study Workbook B
Sections 17-1 and 17-3
-Adapted Worksheets Section 17-1 thru 17-3
-Build Science Skills: “How Fossils Form” p. 418
-Build Science Skills p. 419
Science Explorer Book D: p. 16-21, 38-45, 50-55
SE: Human Biology and Health “Teaching Resources”
-Section Resources p. 15-18, 37- 40, 45-48
-Chapter 1 Project “Time for a Change” p. 8-14
SE: Human Biology and Health “Guided Study
Workbook”
-Chapter 1, sect. 1
-Chapter 2, sect. 1 and 3
Integrated Science Lab Manual:
-Lab D-1 “Exploring Body Tissue and Body
Systems” p. 91
Bio. p. 890-896, 920-932
-Adapted Reading and Study Workbook B
Sections 35-1, 36-1 thru 36-2
-Adapted Worksheets
Sections 35-1, 36-1 thru 36-2
-Use Visuals: Teacher’s Edition p. 892
Safari Montage:
-Universe Within: An Incredible Voyage Into the
Microworld of the Human Body, (Chapter 2) video
-Bill Nye – Bones & Muscles video
-The Biology textbook has a descriptive
and visual chart for showing the various
human organ systems and their functions
(pgs. 892-893). You can use this chart to
introduce students to the topic of
Physiology by having them present a
system in pairs or small groups. You can
also use a variety of graphic organizers to
help the students better remember and
understand the systems.
- There is a lot of new vocabulary related
to bones and muscles that are not
necessary in order to master the standard.
Students should know the general
vocabulary necessary in knowing how a
bone moves, for instance, but don’t need to
memorize all the types of
movements/joints. Be careful about
presenting too much information here.
- Create a skeleton and add muscles to it.
Students can identify which are flexors and
extensors.
Life Science Fundamentals
Instructional Sequence and Aligned Resources
Content Objective
PHYSIOLOGY
Suggested
Pacing
Weeks 30-31
~10 hours
Circulatory System
Gr. 7 6j: Students know that
contractions of the heart generate
blood pressure and that heart valves
prevent backflow of blood in the
circulatory system.
Nervous System
Bio. 9a: Students know how the
complementary activity of major body
systems provides cells with oxygen and
nutrients and removes toxic waste
products such as carbon dioxide.
Bio. 9b Students know how the
nervous system mediates
communication between different parts
of the body and the body’s interactions
with the environment.
Bio. 9d: Students know the functions of
the nervous system and the role of
neurons in transmitting
electrochemical impulses.
Bio. 9e: Students know the roles of
sensory neurons, interneurons, and
motor neurons in sensation, thought,
and response.
PHYSIOLOGY
Combatting Disease
Bio. 10a: Students know the role of the
skin in providing nonspecific defenses
against infection.
Bio. 10b: Students know the role of
antibodies in the body's response to
infection.
Bio. 10c: Students know how
vaccination protects an individual from
infectious diseases.
Bio. 10d: Students know there are
important differences between bacteria
SUHSD Curriculum & Instruction 2012
Weeks 32-33
~10 hours
Essential
Vocabulary
Cardiovascular
system
Heart
Atrium
Ventricle
Valve
Pacemaker
Artery
Capillary
Vein
Aorta
Force
Stimulus
Response
Neuron
Nerve impulse
Dendrite
Axon
Nerve
Motor neuron
Synapse
Central
nervous system
Brain
Spinal cord
Cerebrum
Cerebellum
Brainstem
Reflex
Concussion
Epidermis
Melanin
Dermis
Pore
Follicle
Cancer
Acne
Pathogen
Infectious
disease
Toxin
Inflammatory
disease
Suggested Aligned Resources
Comments
Science Explorer Book D: p. 100-106, 188-203
-Skills Lab p. 195
-Heart Walk Activity: To increase
vocabulary retention, draw four large
boxes to symbolize a human heart with
chalk outside. Have the students recite the
parts of the heart as they move through the
chambers.
-Students can build a model of a neuron
using pipe cleaners and use the model as a
study aid. Students can present their
models to a partner or to the teacher.
Students can identify the structures such as
axon, dendrite, etc. as well as the
corresponding function.
-Earthworms have a simple and segmented
nervous system and can provide students
with some visual understanding about how
a nervous system works. You can find a
prepared lab if you search google for
“stimulus earthworms” or “earthworm
dissection lab”.
SE: Human Biology and Health “Teaching Resources”
-Section Resources p. 93-96, 177-184
-Skills Lab “Designing Experiments” p. 193
SE: Human Biology and Health “Guided Study
Workbook”
-Chapter 4, sect. 1
-Chapter 7, sect. 1 thru sect. 2
Integrated Science Lab Manual:
-Lab D-4 “Direction of Blood Flow” p. 105
Bio. p. 942-950, 897-905
-Adapted Reading and Study Workbook B
Sections 37-1, 35-2 thru 35-2
-Adapted Worksheets
Sections 37-1, 35-2 thru 35-3
-Inquiry Activity “What factors affect heart
rate?” p. 942
Safari Montage:
-Bill Nye – Blood and Circulation
-Bill Nye - Heart
Science Explorer Book D: p. 56-62, 157-169
-Real-World Lab “Skin as a Barrier” p. 168-169
-Skills Lab “Causes of Death” p. 180-181
SE: Human Biology and Health “Teaching Resources”
-Section Resources p. 49-52, 145-156
-Real-World Lab “Skin as a Barrier” p. 165-166
-Skills Lab “Causes of Death” p. 167-169
SE: Human Biology and Health “Guided Study
Workbook”
-Chapter 2, sect. 4
-Chapter 6, sect. 1 thru sect. 3
-This would be a good time to review the
function of the cell wall and cell
membrane in protecting a cell’s organelles.
Our skin performs the same functions and
students can further their understanding
with the “Skin as a Barrier” lab.
-The “Habitable Planet” website has an
interactive lab which shows students how a
communicable disease can spread
throughout the world. A simulator allows
the students to control various factors.
http://www.learner.org/courses/envsci/inter
actives/disease/
Life Science Fundamentals
Instructional Sequence and Aligned Resources
and viruses with respect to their
requirements for growth and
replication, the body's primary
defenses against bacterial and viral
infections, and effective treatments of
these infections.
Bio. 10e: Students know why an
individual with a compromised immune
system (for example, a person with
AIDS) may be unable to fight off and
survive infections by microorganisms
that are usually benign.
Ecology Review
Evolution Review
Physiology Review
SUHSD Curriculum & Instruction 2012
Phagocyte
Immune
Response
Lymphocyte
T cell
Antigen
B cell
Antibody
AIDS
Vaccine
Antibiotic
Weeks 34-36
~8 hours
Bio. p. 1031-1047
-Adapted Reading and Study Workbook B
Sections 40-1 thur 40-3
-Adapted Worksheets
Sections 40-1 thru 40-3
Review material from semester
Review results from quarterly and use data to focus on
difficult standards
End of Course Exam
-EOC will consist of 35 questions on the
topics studied throughout the semester.
See Exam Blueprint for further
information.