Download 7th Curriculum Guide

Charlotte-Mecklenburg Schools
7th Grade Science
NC Essential Standards Resource Guide
2013-2014
Overview of 7th Grade Science
Unit
1: Intro to Science Processes and Motion
2: Forces
3: Energy Transfer
4: Simple Machines
5: Composition of the Atmosphere and Air Pressure
6: Water Cycle, Clouds and Air Masses
7: Fronts, Weather Systems and Predicting Weather
8: Winds and Air Quality
9: Single Celled Organisms
10: Plant and Animal Cells
11: Hierarchical Organization and Human Body Systems
12: Asexual Reproduction
13: Punnett Squares and Sexual Reproduction
14: Pedigree Analysis
Suggested Pacing
8 days
5 days
6 days
4 days
5 days
5 days
6 days
5 days
4 days
5 days
10 days
4 days
5 days
4 days
(The pacing guide is based on a 90 minute A/B day schedule)
Unit 1: Intro to Science Processes and Motion
National Science Education Standards:

The student will have the abilities necessary to do scientific inquiry. The student will gain understandings about scientific inquiry.
Can be found at:
http://www.nap.edu/openbook.php?record_id=4962
NC Essential Standard:

7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.
There are no NC Essential Standards and Clarifying Objectives for Scientific Inquiry
Clarifying Objectives:



7.P.1.1 Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some
other object.
7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.
7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion.
Unpacking: What does this standard mean a student will know and be able to do?



7.P.1.1: Students know that the motion of an object can be described by its position, direction of motion and speed with respect
to some other object.
7.P.1.3 Students know how to illustrate the motion of an object using a graph to show a change in position over a period of time.
Students will be able to create a data table for distances and times of an object and will then graph the motion of the object.
Students will be able to analyze the graph to describe the change in speed of the object over time in sentence form.
7.P.1.4 Students know how to interpret distance versus time graphs for constant speed and variable motion. Students know that
a horizontal line on a distance-time graph means that the object is at rest. Students will be able to calculate the speed of an
object by analyzing a distance-time graph.
Essential Vocabulary: hypothesis, control, independent variable, dependent variable, constant, qualitative, quantitative, reference point,
motion, speed, velocity, constant speed, acceleration, deceleration
Unit 1 Essential Questions
7.P.1.1:
1. How can the motion of an object best be
described?
Criteria for Success (“I Can”)
 I can describe the motion of various
objects with respect to a reference
point.

I can explain why moving objects
cannot serve as a reference point.

I can create a data table for distance
traveled and time taken to travel for
a moving object.
I can plot distance and time on a
graph, keeping in mind which is the
independent and which is the
dependent variable.
I can plot data for distance and time
for objects that travel at a constant
speed, objects that are stationary,
objects that accelerate and objects
that decelerate.
2. Why do reference points depend on who
is observing the motion?
7.P.1.3:
1. Why is distance considered the
dependent variable and time the
independent variable?

2. How can you calculate the speed of an
object using values for distance and time
from a data table?

7.P.1.4:

1. Why is an object that is said to be
stationary represented by a horizontal line
on a distance time graph?
2. How can you calculate the speed of an
object by looking at the line on a distancetime graph?

3. How does the line of an object that is
moving at a constant speed differ
compared to an object that is speeding up?

I can tell differentiate between the
following on a distance-time graph: a
stationary object, an object moving
at a constant speed, an object that is
accelerating, and an object that is
decelerating.
I can create a set of data to
accurately depict each of the above
motion scenarios in a distance-time
graph.
I can create a story to match a set of
data for each of the above motion
scenarios.
Suggested Resources/Activities
Helpful Websites:
http://prisms.mmsa.org/review.php?rid=789
http://msms.ehe.osu.edu/2008/03/07/distance-rate-time/
http://opi.mt.gov/pdf/CCSSO/InterpTimeDistance.pdf
http://www.scoop.it/t/science-teacher
http://camillasenior.homestead.com/motion_graphs.pdf
Unit 2: Forces
NC Essential Standard:

7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.
Clarifying Objectives:

7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
Unpacking: What does this standard mean a student will know and be able to do?

7.P.1.2: Students know that a force is a push or a pull and that forces can influence an object’s motion. Students also know that
Unbalanced forces can change the direction and speed of an object in motion. Students know that balanced forces
acting on an object result in a constant motion or an object that is stationary. Students will be able to identify and
explain the variables that act on moving objects, such as gravity and air resistance.
Essential Vocabulary: force, inertia, mass, balanced force, unbalanced force, gravity, friction, air resistance, weight
Unit 2 Essential Questions

7.P.1.2:
1. How can a force change the speed of an
object?

I can illustrate how unbalanced
forces affect the motion and direction
of an object.

I can explain how the mass of an
object relates to an object’s inertia.

I can demonstrate several ways that
action-reaction pairs operate.
2. How can a force change the direction of
an object’s motion?
3. How does the inertia of a moving object
determine its ability to speed up or slow
down?
4. How do action-reaction pairs
Criteria for Success (“I Can”)
I can create an activity to show the
difference between balanced and
unbalanced forces.
Helpful Websites:
http://www.learningscience.org/psc2bmotionforces.htm
http://science-class.net/Physics/force_motion.htm
http://www.neok12.com/Types-of-Forces.htm
http://teachhealthk-12.uthscsa.edu/curriculum/mobility/mob04b-grannyrampMS.asp
http://sciencespot.net/Pages/classphyslsn.html
Suggested Resources/Activities
Unit 3: Energy Transfer
NC Essential Standard:

7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.
Clarifying Objectives:



7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using
a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).
7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over
a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.
Unpacking: What does this standard mean a student will know and be able to do?



7.P.2.1: Students will be able to calculate the mechanical energy of an system by observing the potential and kinetic energy in
the system.
7.P.2.2: Students will be able to explain why objects have more potential energy when higher up compared to lower down and
why objects that are moving fast have kinetic energy. Students will be able to use mass, gravity, height and velocity to explain
the transfer of potential and kinetic energy in a system.
7.P.2.3: Students know that if an object does not move a distance, that no work was done. Students will also know the
difference between a series and a parallel circuit.
Essential Vocabulary: mechanical energy, potential energy, kinetic energy, law of conservation of energy, work, electricity, series
circuit, parallel circuit.
1. How can the total sum of mechanical
energy in a system be determined using
potential and kinetic energy?
Criteria for Success (“I Can”)
 I can explain how potential
energy is converted into kinetic
energy and that the sum of the
two is the total mechanical
energy of the system.
7.P.2.2:

I can design an experiment that
demonstrates the difference
between potential and kinetic
energy.

I can explain why the first hill on
a roller coaster is the tallest.
7.P.2.3:

1. Explain why no work is done if the object
does not move over a distance.

2. How does an increase in force affect the
amount of work done on an object?

I can design an activity that
demonstrates work being done.
I can calculate the total amount
of work done when an object
remains stationary.
I can build a parallel and a series
circuit and can explain how each
one performs work.
Unit 3 Essential Questions
7.P.2.1:
1. How does height affect the potential
energy of an object?
2. How does speed affect the kinetic
energy of an object?
Suggested Resources/Activities
3. Why is the first hill of a roller coaster the
highest?
Helpful Websites:
http://sciencespot.net/Pages/classphyslsn.html
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Energy_Transfers_and_Transformations:_Sparking_Student_Interest
http://phet.colorado.edu/en/simulation/energy-skate-park
http://www.energyeducation.tx.gov/energy/section_1/topics/potential_and_kinetic_energy/
Unit 4: Simple Machines
NC Essential Standard:

7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.
Clarifying Objectives:

7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are used to create
mechanical advantage and increase efficiency.
Unpacking: What does this standard mean a student will know and be able to do?

7.P.2.4 Students will be able to explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are
used to create mechanical advantage and increase efficiency.
Essential Vocabulary: mechanical advantage, machine, inclined plane, pulley, wheel and axle, screw, lever, wedge, simple machine,
fulcrum and complex machine
Unit 4 Essential Questions
7.P.2.4:
1. How do machines make it easier to do
work.
Criteria for Success (“I Can”)
 I can explain real world situations
for the use of simple and
complex machines.

2. Differentiate between Ideal Mechanical
Advantage (IMA) and Actual Mechanical
Advantage (AMA).
I can build a Rube Goldberg
model that performs a task that
includes the 6 major simple
machines.
3. How do simple machines and complex
machines differ?
Helpful Websites:
http://science-class.net/Physics/simple_machines.htm
http://rubegoldberg.com/
http://www.pbs.org/saf/1208/teaching/teaching3.htm
http://www.neok12.com/Simple-Machines.htm
http://www.mikids.com/Smachines.htm
http://library.thinkquest.org/CR0210120/Compound%20machine.html
Suggested Resources/Activities
Unit 5: Composition of the Atmosphere and Air Pressure
NC Essential Standard:

7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere,
weather and climate and the effects of the atmosphere on humans
Clarifying Objectives:

7.E.1.1 Compare the composition and structure of Earth’s atmosphere to include: mixtures of gases and differences in
temperature and pressure within layers
Unpacking: What does this standard mean a student will know and be able to do?

7.E.1.1 Students will be able to compare the composition and structure of Earth’s atmosphere to include: mixtures of gases
and differences in temperature and pressure within layers. Students will know that nitrogen is the main gas in the
atmosphere. They will also know the temperature changes that occur with increasing altitude in the different layers of the
atmosphere. Students will know that pressure differences exist on earth and that they are a
Essential Vocabulary: altitude, density, troposphere, stratosphere, mesosphere, exosphere, air pressure, barometer, molecule
Unit 5 Essential Questions
7.E.1.1:
1. How does the temperature change as
altitude increases in the troposphere?
2. Why is it helpful to have ozone in the
stratosphere, but not in the troposphere?
3. How does air pressure differ between
the top and the bottom of a mountain?
Criteria for Success (“I Can”)
 I can create a model to show the
various layers of the atmosphere,
that include temperature
differences for each layer.
 I can use a jar, a balloon and a
straw to create a device that will
measure air pressure and I can
record data for air pressure over
several days.
 I can explain why air pressure
changes.
Helpful Websites:
http://www.scienceoutreach.org/science_mania/activities
http://www.scholastic.com/magicschoolbus/parentteacher/activities/onair.htm
http://www.education.com/science-fair/article/pressure-imploding-cans/
http://www.watchknowlearn.org/Video.aspx?VideoID=26860&CategoryID=2666
http://www.srh.noaa.gov/jetstream/atmos/layers.htm
Suggested Resources/Activities
Unit 6: Water Cycle, Clouds and Air Masses
NC Essential Standard:

7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere,
weather and climate and the effects of the atmosphere on humans
Clarifying Objectives:


7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns
on earth.
7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to
storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
Unpacking: What does this standard mean a student will know and be able to do?


7.E.1.2: Students will know that there is a finite amount of water on earth and that it is transported over earth in a process known
as the water cycle. Students will know each part of the water cycle and will also know how the different types of clouds are
formed in the process. Students know the role of the sun in the cycling of water over earth.
7.E.1.3 Students will know that air masses that form over land will be dry and those forming over water will be moist. Students
will know that air masses that form in polar regions or at higher latitudes will be cold and those that form closer to the equator will
be tropical. Students know the symbols used for air masses (mT, mP, cT and cP).
Essential Vocabulary: water cycle, evaporation, condensation, transpiration, precipitation, runoff, groundwater, percolation, air mass,
maritime, tropical, continental, polar
Unit 6 Essential Questions
7.E.1.2:
1. How does the sun play a role in the
water cycle?
2. How does the water cycle affect weather
patterns on earth?
7.E.1.3:
1. Explain the difference between a
maritime and a continental air mass.
2. How do continental and polar air
masses differ?
Criteria for Success (“I Can”)
 I can write a creative story
detailing each step of the water
cycle.
 I can observe a model water
cycle and can explain how each
part of the model is analogous to
each step of the water cycle.
 I can explain the difference
between each type of cloud and
know the type of weather
associated with each.
 I can explain how each type of air
mass forms.

Suggested Resources/Activities
I can explain how temperature
and moisture affect air mass
formation.
3. How do pressure changes affect the
formation of air masses?
Helpful Websites:
http://www.science-class.net/Meteorology/Water_cycle.htm
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/What_Goes_Around_Comes_Around:_Water_Cycle
http://geology.com/teacher/water.shtml
http://sciencenetlinks.com/lessons/the-water-cycle/
http://extension.usu.edu/files/publications/publication/NR_WQ_2011-9.pdf
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2001/es2001page01.cfm?chapter_no=visualization
http://itg1.meteor.wisc.edu/wxwise/AckermanKnox/chap9/airmass_rev.html
Unit 7: Fronts, Weather Systems and Predicting Weather
NC Essential Standard:

7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere,
weather and climate and the effects of the atmosphere on humans
Clarifying Objectives:

7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to
storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.

7.E.1.4 Predict weather conditions and patterns based on information obtained from:
-Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity
and air pressure).
-Weather maps, satellites and radar
-Cloud shapes and types and associated elevation
Unpacking: What does this standard mean a student will know and be able to do?


7.E.1.3 Students will explain the relationship between the movement of air masses, high and low pressure systems, and frontal
boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
7.E.1.4: Students will be able to analyze local weather data to predict future weather and to explain trends in weather/climate
over a period of time. Students will also know how to read a weather map.
Essential Vocabulary: front, density, cold front, warm front, occluded front, stationary front, thunderstorm, hurricane, tornado, flood and
blizzard, weather map, anemometer, humidity
3. Why is severe weather associated with
low pressure systems?
Criteria for Success (“I Can”)
 I can create a model that
demonstrates the following
differences between warm and
cold fronts: pressure,
precipitation, density of air and
cloud type.
 I can explain how severe weather
is formed by discussing pressure,
temperature, cloud type and
precipitation type.
7.E.1.4:

Unit 7 Essential Questions
7.E.1.3:
1. How does density affect frontal
boundaries?
2. How do the cloud and weather types
differ between cold and warm fronts?
1. How do meteorologists predict the
weather?
2, Explain the difference between weather
and climate.

I can create a weather map for a
location using temperature,
precipitation, wind speed and
direction, humidity, cloud cover
and pressure data.
I can predict weather by
analyzing data from a table.
Helpful Websites:
http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/
http://teacher.scholastic.com/activities/wwatch/severe.htm
http://www.weatherwizkids.com/
http://teacher.scholastic.com/activities/wwatch/gather_data/
Suggested Resources/Activities
Unit 8: Winds and Air Quality
NC Essential Standard:

7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere,
weather and climate and the effects of the atmosphere on humans
Clarifying Objectives:


7.E.1.5 Explain the influence of convection, global winds and the jet stream on weather and climatic conditions.
7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship.
Unpacking: What does this standard mean a student will know and be able to do?


7.E.1.5: Students will be able to explain the influence of convection, global winds and the jet stream on weather and climatic
conditions.
7.E.1.6: Students will be able to explain why the good health of humans requires monitoring the atmosphere, maintaining air
quality and stewardship.
Essential Vocabulary: air quality, EPA, ozone, particulate, smog, acid rain, global warming, jet stream, Coriolis Effect, global winds,
trade winds, westerlies, easterlies, horse latitudes, convection, radiation, fossil fuels, colloid
Unit 8 Essential Questions
Criteria for Success (“I Can”)
Suggested Resources/Activities
7.E.1.5:

1. How does the jet stream affect weather
in the United States?

2. How does the Coriolis Effect affect flight
travel in the United States?

3. How do pressure differences in the
atmosphere affect wind speeds?
7.E.1.6:

I can differentiate between global
warming and the greenhouse
effect.

I can explain how fossil fuels are
related to global warming.
1. How do global warming and ozone
depletion differ?
2. How do humans impact global warming?
I can explain how the jet stream
and the Coriolis Effect are
different.
I can describe how weather is
affected by the jet stream in the
US.
I can create a product to show
how wind speeds are affected by
pressure differences in the
atmosphere.
3. How do humans impact ozone
depletion?
4. How do fossil fuels relate to global
warming?
Helpful Websites:
http://www.ems.psu.edu/~fraser/Bad/BadCoriolis.html
http://oceanservice.noaa.gov/education/kits/currents/05currents1.html
http://www.epa.gov/climatechange/ghgemissions/
http://education.nationalgeographic.com/education/encyclopedia/greenhouse-effect/?ar_a=1
http://www.pbs.org/now/classroom/globalwarming.html
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm
Unit 9: Single Celled Organisms
NC Essential Standard:

7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry
out the basic functions of life.
Clarifying Objectives:

7.L.1.1 Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life
including: Euglena, Amoeba, Paramecium and Volvox
Unpacking: What does this standard mean a student will know and be able to do?

7.L.1.1 Students will know the structures and life functions of single-celled organisms that carry out all of the basic functions of
life including: Euglena, Amoeba, Paramecium and Volvox
Essential Vocabulary: unicellular, multicellular, prokaryote, eukaryotes, euglena, amoeba, paramecium, volvox, pseudopod,
endocytosis, exocytosis, flagella, cilia
Unit 9 Essential Questions
7.L.1.1:
1. How do living and nonliving things
differ?
Criteria for Success (“I Can”)
 I can explain how each single
celled organism moves, eats and
reproduces.

2. How do unicellular and multicellular
organisms differ in structure and function?
I can describe the difference
between eukaryotes and
prokaryotes.
3. How are eukaryotes and prokaryotes
alike and different?
4. How are the volvox, euglena,
paramecium and amoeba similar and
different in how they reproduce, move and
eat?
Helpful Websites:
http://comelearnmore.com/course-outline/workshop-7-single-celled-organisms/
http://www.neok12.com/Cell-Structures.htm
http://www.cccconnection.com/assets/downloads/creative_ideas/single-cell_creative_ideas.pdf
http://www.education.com/worksheet/article/life-science-single-cell/
Unit 10: Plant and Animal Cells
Suggested Resources/Activities
NC Essential Standard:

7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry
out the basic functions of life.

Clarifying Objectives:

7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall,
nucleus, chloroplasts, mitochondria, and vacuoles).

Unpacking: What does this standard mean a student will know and be able to do?

7.L.1.2: Students will be able to calculate the mechanical energy of an system by observing the potential and kinetic energy in
the system.

Essential Vocabulary: plant cell, animal cell, nucleus, cell membrane, cell wall, chloroplast, cytoplasm, golgi apparatus, mitochondria,
endoplasmic reticulum, organelle, vacuole
Unit 10 Essential Questions
7.L.1.2:
1. How do plant and animal cells differ in
terms of which organelles they have?
Criteria for Success (“I Can”)
 I can explain the difference
between the major organelles of
plant and animal cells.
 I can view plant and animal cells
under the microscope and can
identify at least two organelles in
each.
Suggested Resources/Activities
2. How do the structure and function of
organelles differ in plant and animal cells?
Helpful Websites:
http://www.internet4classrooms.com/grade_level_help/life_science_compare_cell_structures_fifth_5th_grade_science.htm
http://learn.genetics.utah.edu/content/begin/cells/insideacell/
http://www.cellsalive.com/
http://biopic.co.uk/cellcity/
Unit 11: Hierarchical Organization and Human Body Systems
NC Essential Standard:
7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out
the basic functions of life
Clarifying Objectives:


7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to
organisms.
7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction,
circulation, and excretion) and ways that these systems interact with each other to sustain life.
Unpacking: What does this standard mean a student will know and be able to do?


7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to
organisms.
7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction,
circulation, and excretion) and ways that these systems interact with each other to sustain life.
Essential Vocabulary: specialized cell, tissue, organ, organ system, organism, digestive system, circulatory system, nervous system,
endocrine system, skeletal system, muscular system, reproductive system, urinary system, integumentary system, homeostasis
Unit 11 Essential Questions
Criteria for Success (“I Can”)
Suggested Resources/Activities

I can create a flow chart
describing the organization of
cells, tissues, organs, organ
systems and organisms.

I can explain how the human
body systems work together to
help the body maintain
homeostasis.
2. How do the immune and the
integumentary system work together?

3. Explain what might happen if one human
body system stopped functioning properly.
Be specific in your description.

4. How do the body systems work together
to help the body maintain homeostasis?

I can perform a lab that uses
muscles in the muscular system
as well as the respiratory system.
I can create a lab that explains
the difference between
mechanical and chemical
digestion.
I can explain how several
systems work together to rid the
body of waste.
7.L.1.3:
1. How do cells differ from tissues?
2. Why are organs more complex than
tissues?
3. How are organ systems formed?
7.L.1.4:
1. How does the circulatory system work
with the respiratory system?
Helpful Websites:
http://kidshealth.org/kid/htbw/
http://www.ssec.si.edu/ms-teaching-resources
http://sciencenetlinks.com/interactives/systems.html
http://www.educationworld.com/a_lesson/lesson065.shtml
Unit 12: Asexual Reproduction
NC Essential Standard:

7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to
potential variation and survival among offspring.
Clarifying Objectives for Motion:

7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring
that result from asexual reproduction (budding and mitosis).
Unpacking: What does this standard mean a student will know and be able to do?

7.L.2.1: Students will know that somatic cells go through the process of mitosis in order to grow and divide. Students will know
each phase of mitosis. Students know that cells can grow and divide through budding, binary fission and regeneration as well as
mitosis.
Essential Vocabulary: DNA, chromosome, prokaryote, eukaryote, unicellular, multicellular, mitosis, cell cycle, interphase, prophase,
metaphase, anaphase, telophase, cytokinesis, budding, binary fission, regeneration, asexual reproduction
Unit 12 Essential Questions
Criteria for Success (“I Can”)
Suggested Resources/Activities

I can create a graphic organizer
to differentiate between
eukaryotes and prokaryotes.

I can identify the phases of
mitosis when viewed on a slide
under a microscope or in a
diagram.
2. Which type of cells go through the
process of mitosis and why?

I can create a model to show the
phases of mitosis.
3. Compare and contrast each phase of
mitosis.

I can perform a lab using beans
that shows how cells divide with
binary fission.

I can research several organisms
that grow by the process of
regeneration.

I can explain how organisms
grow by budding.
7.L.2.1:
1. How do eukaryotes differ from
prokaryotes?
2. Why do eukaryotes go through mitosis,
but prokaryotes do not?
4. How do binary fission, budding and
regeneration help cells grow and divide?
Helpful Websites:
http://www.indiana.edu/~ensiweb/lessons/gen.mm.html
http://www.science-class.net/Biology/Cell_Division.htm
http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter10/animation_-_cell_division.html
Unit 13: Punnett Squares and Sexual Reproduction
NC Essential Standard:

7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to
potential variation and survival among offspring.
Clarifying Objectives for Motion:


7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis
7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring
that result from asexual reproduction (budding and mitosis).
Unpacking: What does this standard mean a student will know and be able to do?


7.L.2.2: Students will know how to determine the probability of inheriting certain traits by using a Punnett Square. Students will
know the difference between homozygous and heterozygous as well as dominant and recessive so that they can accurately set
up Punnett Squares for crosses between organisms.
7.L.2.1 Students will know that meiosis takes place in gametes or sex cells and that mitosis takes place in somatic or body cells.
Students will know that meiosis produces greater variation as a result of crossing over in chromosomes. Students know that
there are similarities between meiosis and mitosis, but that mitosis is a form of asexual reproduction and mitosis is a form of
sexual reproduction.
Essential Vocabulary: gene, heterozygous, homozygous, DNA, chromosome, phenotype, genotype, mode of inheritance, meiosis,
gamete, fertilization, egg, sperm
Unit 13 Essential Questions
Criteria for Success (“I Can”)
Suggested Resources/Activities
7.L.2.2:

I can create a Punnett Square for
all types of crosses.
1. How can the probability of an organism
inheriting certain traits be determined?

I can determine the probability of
an organism having certain traits
by reading a Punnett Square.

I can create a Venn Diagram or
similar graphic organizer to
compare and contrast meiosis
and mitosis.

I can explain genetic variation
occurs with meiosis.
2. How do homozygous and heterozygous
traits differ?
3. How do dominant and recessive traits
differ?
7.L.2.1:
1. How are meiosis and mitosis similar and
different?
2. Why does genetic variation occur with
meiosis?
Helpful Websites:
http://www.pbs.org/wgbh/nova/body/how-cells-divide.html
http://www2.edc.org/weblabs/DragonMeiosis/DragonMeiosisMenu.html
http://meiosistheprocess.wikispaces.com/Meiosis+Fling+Quiz
http://comelearnmore.com/websites-by-topic/genetics-games/
http://glencoe.mcgraw-hill.com/sites/0078759864/student_view0/unit3/chapter10/virtual_labs.html
http://www.cccoe.net/genetics/daddyhome.html
Unit 14: Pedigree Analysis
NC Essential Standard:

7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to
potential variation and survival among offspring.
Clarifying Objectives for Motion:


7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis
7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic
diseases) and survival
Unpacking: What does this standard mean a student will know and be able to do?


7.L.2.2: Students know how to determine modes of inheritance for genetic diseases. Students will know how to analyze a
pedigree as well as how to create one.
7.L.2.3: Students know that the probability of inheriting a specific genetic disease is based on not just genes, but also on
behavioral and environmental factors.
Essential Vocabulary: gene, chromosome, DNA, RNA, replication, mutation, genome, cloning, pedigree, mode of inheritance, dominant,
recessive, environmental factors, behavioral factors, genetic factors, genetic diseases
Unit 14 Essential Questions
Criteria for Success (“I Can”)
Suggested Resources/Activities
7.L.2.2:

1. How does a pedigree help determine
the mode of inheritance for a genetic
disease?
I can analyze a pedigree so that I
can determine the mode of
inheritance for a genetic disease.

I can create a pedigree using the
correct symbols.
7.L.2.3:

1. How do behavioral, genetic and
environmental factors influence whether an
individual will inherit a specific disease?
I can explain the difference
between genetic, environmental
and behavioral factors.

I can explain how environmental,
behavioral and genetic factors
affect a person’s chance of
getting a genetic disease.
Helpful Websites:
http://highered.mcgraw-hill.com/sites/0072485949/student_view0/chapter3/interactive_activity.html
http://www.kumc.edu/gec/pedigree.html
http://www.zerobio.com/drag_gr11/pedigree/pedigree1.htm