Download Learning Outcomes - Diocese of Fall River Catholic Education Center

SCIENCE:
Grades: 6-8
Part 2 of 3: LIFE SCIENCE
I. Structure and Function in Living Systems
Learning Outcomes
Teaching / Learning Strategies
Refer to the Diocesan Health Curriculum Guidelines for additional topics.
The student can:
 Create a rubric that guides students to write & perform a skit
1. Explain the development of the Cell Theory emphasizing
about a meeting of scientists that have been studying cells.
how the body of science builds over time.
Have their characters describe what they have seen, the
2. Describe the interrelationship between science and
equipment they have used and any conclusions they have
technology through the study of the evolution of the
come to.
microscope and/or other technologies.

Have students suggest names and functions for the various
3. Create and interpret diagrams or models of plant and animal
parts of a microscope. Compare to reference with actual
cells, identifying the major organelles and the function of
names and functions.
each (nucleus, cytoplasm, cell membrane, cell wall.)
 Students prepare, examine and draw plant (Elodea, onion)
4. Arrange and give examples of the five levels of organization
and animal (cheek?) cells.
within a multicellular organism (cell, tissue, organ, system,
organism).
 Use a dichotomous key.
5. Classify living organisms by similarities in structure
according to the currently accepted classification system.
6. Describe the relationship between cellular respiration and
photosynthesis.
Resources
Assessment
Microscopes (ideally a class set)
Perform a play that shows scientists’ investigations related
Prepared slides & slide-making materials
to the cell theory.
Prepare microscope slide(s)
Demonstrate proper use of a microscope
Label model of an animal and a plant cell.
 Use a dichotomous key.
Lab report on self- designed experiment
Using reference materials, students construct model of DNA
Science Curriculum Guidelines
Catholic Curriculum Project of New England: Diocese of Fall River
May 2006
Science Grades 6-8: Part 2 of 3: Life Science
Page 2 of 4
II. Population Diversity and Ecosystems
Learning Outcomes
7. Illustrate how producers, consumers and decomposers
interact with each other to cause energy, beginning with
sunlight via photosynthesis, to be transferred through a food
web.
8. Analyze the interrelationships between organisms including
competitive, mutually beneficial, predator-prey and
parasite/host relationships.
9. Predict how populations respond to changes in conditions
and/or interactions among organisms (including the actions
of humans).
10. Relate genetic variation to a species’ survival.
11. Explain the theory of evolution using data from the fossil
record and other evidence.
Teaching / Learning Strategies

Distribute organism cards to students and have them create
food webs

Students participate in a population simulation
Resources
Assessment
III. Reproduction and Heredity
Learning Outcomes
12. Recognize the structure, function and replication of DNA.
13. Explain the fundamental connections among heredity, DNA,
genes, and chromosomes.
14. Design an investigation to study genetic variation within the
classroom population (such as tongue rolling, attached
earlobes, etc.)
Science Curriculum Guidelines
Teaching / Learning Strategies
Discuss individual differences and lead students to design an
experiment where they measure human anatomy (ex. Height, foot
length) and discuss the observed differences.
Catholic Curriculum Project of New England: Diocese of Fall River
May 2006
Science Grades 6-8: Part 2 of 3: Life Science
Page 3 of 4
15. Construct a family tree (of actual or hypothetical people) to
demonstrate the inheritance of a specific trait.
16. Explain the differences between sexual and asexual
reproduction.
17. Debate some of the pros and cons of genetically engineered
food.
18. Describe the history of genetics.
Resources


Assessment
Lab report on self-designed experiment
Using reference materials, students construct a model of
DNA
IV. Regulation and Behavior
Learning Outcomes
19. Describe the difference between innate and learned behavior.
20. Explain, using examples, how behavioral changes help
organisms survive changes in the environment.
21. Link behavioral changes to evolutionary adaptations
22. Analyze the advantages and disadvantages of social
behaviors.
23. Give examples of how organisms maintain internal
conditions while being exposed to changing external
environments (maintain homeostasis.)
Teaching / Learning Strategies
Resources
Assessment
Science Curriculum Guidelines
Catholic Curriculum Project of New England: Diocese of Fall River
May 2006
Science Grades 6-8: Part 2 of 3: Life Science
Page 4 of 4
V. The Human Body
Learning Outcomes
Teaching / Learning Strategies
24. List and give the function of the different human body
systems.
25. Explain the importance of interactions between systems.
26. Relate diseases to the malfunction of organ systems.
27. Explain the importance of a healthy lifestyle to the
prevention of disease. (topics could include exercise,
nutrition, drugs/alcohol, environmental health.)
Resources
Science Curriculum Guidelines
Catholic Curriculum Project of New England: Diocese of Fall River
Assessment
May 2006