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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