Download Science Grade7 Instructional Guide 2011-2012

Grade 7 Life Science Instructional Guide, 2011-2012
1
Science – GRADE 7
Benchmark Assessments and Instructional Pacing Guide
Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of
instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams.
Unit
Unit 1: Cell Structure and
Function
Unit Summary
This unit will focus on the basic
structure and function of cells. It
will address the structural
differences between plant and
animal cells and how these
differences reflect the functional
requirements of the cells (e.g.,
the presence of chloroplasts in
plant cells are needed for
photosynthesis). In addition to
understanding the basic
components of a cell, the
students will understand the role
of the mitochondria and
chloroplasts in cellular
respiration and photosynthesis,
respectively.
High Priority Standards
Benchmark Assessment
1a Students know cells function similarly
in all living organisms.
1b Students know the characteristics
that distinguish plant cells from
animal cells, including chloroplasts
and cell walls.
1c Students know the nucleus is the
repository for genetic information in
plant and animal cells.
1d Students know that mitochondria
liberate energy for the work that cells
do and that chloroplasts capture
sunlight energy for photosynthesis.
7a Students know how to select and use
appropriate tools and technology
(including calculators, computers,
balances, spring scales,
microscopes, and binoculars) to
perform tests, collect data, and
display data.
7d Students know how to construct
scale models, maps, and
appropriately labeled diagrams to
communicate scientific knowledge
(e.g., motion of Earth’s plates and
cell structure).
7e Students know how to communicate
the steps and results from an
investigation in written reports and
oral presentations.
THERE IS NO GRADE 7 SCIENCE CST
1st Qtr
Items
3-5
3-5
3-5
3-5
0
0
0
Medium Priority
Standards
2e Students know DNA
(deoxyribonucleic
acid) is the genetic
material among
living organisms and
is located in the
chromosomes of
each cell.
*No
CST
NA
Topics to be
Addressed
 Cell
structure
and function
 Cell
organelles
 Differences
between
plant and
animal cells
 Role of
chloroplasts
in
photosynthe
sis
 Role of
mitochondri
a in cellular
respiration
Textbook/
Resource
Glencoe
Science
pp. 7-13, 2023, 579
Sections 1.11.3
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
Unit 2: Cell Division and
Specialization
Unit Summary
This unit will focus on mitotic
division and cell specialization. It
will address how mitosis
produces two daughter cells that
are genetically identical to the
parent cell. Additionally, it will
address cell differentiation in
multicellular organisms and its
relationship to carrying out
specific functions within an
organism.
Unit 3: Genetics
Unit Summary
This unit will focus on
reproduction and inheritance.
Students will understand the
differences between sexual and
asexual reproduction and will be
able to distinguish between the
life cycles and processes
involved in each method of
reproduction. The unit will also
address the inheritance of traits
and allele segregation during
gamete formation.
High Priority Standards
Benchmark Assessment
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.
1f Students know that as multicellular
organisms develop, their cells
differentiate.
5a Students know plants and animals
have levels of organization for
structure and function, including
cells, tissues, organs, organ
systems, and the whole organism.
1st Qtr
Items
3-5
2a Students know the differences
between the life cycles and
reproduction methods of sexual and
asexual organisms.
2b Students know sexual reproduction
produces offspring that inherit half
their genes from each parent.
2c Students know an inherited trait can
be determined by one or more genes.
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.
2e Students know DNA
(deoxyribonucleic acid) is the
genetic material of living organisms
and is located in the chromosomes
of each cell.
0
THERE IS NO GRADE 7 SCIENCE CST
3-5
Medium Priority
Standards
2e Students know DNA
(deoxyribonucleic
acid) is the genetic
material of living
organisms and is
located in the
chromosomes of
each cell.
*No
CST
NA
2
Topics to be
Addressed
 Mitosis
 Cell
specializatio
n
Textbook/
Resource
Glencoe
Science
Sections 1.2,
2.1-2.2, 3.4

Glencoe
Science
Sections 3.13.4, 4.1-4.2
3-5

3-5
3-5
3-5
3-5


Asexual
reproduction
Sexual
reproduction
Inheritance
of traits
Dominant
and
recessive
alleles
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
Unit 4: Evolution and
Natural Selection
Unit Summary
This unit will address natural
selection as the mechanism
that drives evolution.
Students will understand the
effects of genetic variation
and changing environmental
conditions on evolution. They
will become familiar with
different lines of evidence,
including fossils, geology,
and comparative anatomy,
that provide support for the
theory.
Unit 5: Macroevolution
Unit Summary
This unit will focus on
processes that alter the
global environment and drive
evolutionary changes that
affect many species. It will
address factors such as
catastrophic natural events
and plate tectonics that drive
evolutionary processes like
extinctions and adaptive
radiation. Students will
High Priority Standards
Benchmark Assessment
3a Students know both genetic
variation and environmental
factors are causes of
evolution and diversity of
organisms.
3b Students know the reasoning
used by Charles Darwin in
reaching his conclusion that
natural selection is the
mechanism of evolution.
3c Students know how
independent lines of evidence
from geology, fossils, and
comparative anatomy provide
the bases for the theory of
evolution.
7c Students know how to
communicate the logical
connection among
hypotheses, science
concepts, tests conducted,
data collected, and
conclusions drawn from the
scientific evidence.
4a Students know Earth
processes today are similar to
those that occurred in the past
and slow geologic processes
have large cumulative effects
over long periods of time.
4b Students know the history of
life on Earth has been
disrupted by major
catastrophic events, such as
major volcanic eruptions or
the impacts of asteroids.
4e Students know fossils provide
evidence of how life and
THERE IS NO GRADE 7 SCIENCE CST
2nd Qtr
Items
5
5
Medium Priority Standards
3e Students know the extinction of
a species occurs when the
environment changes and the
adaptive characteristics of a
species are insufficient for its
survival.
4e Students know fossils provide
evidence of how life and
environmental conditions have
changed.
3
*NO
CST
NA
Topics to be
Addressed
 Factors
influencing
evolution
 Natural
selection
 Evidence for
evolution
Textbook/
Resource
Glencoe
Science
pp. 14-16,
28-33
Sections 5.15.2, 6.1-6.2
NA

Glencoe
Science
pp. 14-16,
28-33
Sections 5.2,
6.1, 6.3-6.4,
7.1, 8.1
5
0
5
5
5
3a Students know both genetic
variation and environmental
factors are causes of evolution
and diversity of organisms.
3c Students know how
independent lines of evidence
from geology, fossils, and
comparative anatomy provide
the bases for the theory of
evolution.
3d Students know how to construct
a simple branching diagram to
classify living groups of
organisms by shared derived


Uniformitarian
ism
Factors that
drive
macroevoluti
on (e.g.,
catastrophic
events, plate
tectonics)
Extinctions
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
understand that fossils
provide evidence of
evolutionary changes and
that the processes that
shape Earth presently are
the same as those that have
occurred in the past.
Unit 6: Earth’s History
Unit Summary
This unit will focus on the
major events that have
shaped the history of Earth.
Students will understand that
changes in Earth’s
environment have been
driven by catastrophic
events, such as volcanic
eruptions and asteroid
impacts. They will also
understand that geologic
evidence is used to interpret
Earth’s history. The unit will
also include the evidence
that can be used to estimate
evolutionary relationships
between species, including
fossil species.
High Priority Standards
Benchmark Assessment
environmental conditions
have changed.
4f Students know how movements
of Earth’s continental and
oceanic plates through time,
with associated changes in
climate and geographic
connections, have affected the
past and present distribution
of organisms.
7c Students know how to
communicate the logical
connection among
hypotheses, science
concepts, tests conducted,
data collected, and
conclusions drawn from the
scientific evidence.
4b Students know the history of
life on Earth has been
disrupted by major
catastrophic events, such as
major volcanic eruptions or
the impacts of asteroids.
4g Students know how to explain
significant developments and
extinctions of plant and animal
life on the geologic time scale.
7d Students know how to
construct scale models, maps,
and appropriately labeled
diagrams to communicate
scientific knowledge (e.g.,
motion of Earth’s plates and
cell structure).
THERE IS NO GRADE 7 SCIENCE CST
2nd Qtr
Items
0
0
5
0
0
Medium Priority Standards
*NO
CST
Topics to be
Addressed
4
Textbook/
Resource
characteristics and how to
expand the diagram to include
fossil organisms.
3e Students know the extinction of
a species occurs when the
environment changes and the
adaptive characteristics of a
species are insufficient for its
survival.
4g Students know how to explain
significant developments and
extinctions of plant and animal
life on the geologic time scale.
3d Students know how to construct
a simple branching diagram to
classify living groups of
organisms by shared derived
characteristics and how to
expand the diagram to include
fossil organisms.
4c Students know that the rock
cycle includes the formation of
new sediment and rocks and
that rocks are often found in
layers, with the oldest
generally on the bottom.
4d Students know that evidence
from geologic layers and
radioactive dating indicates
Earth is approximately 4.6
billion years old and that life on
this planet has existed for
more than 3 billion years.
4e Students know fossils provide
evidence of how life and
NA


Earth’s
history
Geologic
time scale
Glencoe
Science
pp. 22-23
Sections 6.16.2, 6.4, 7.17.2, 8.1-8.3
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
High Priority Standards
Benchmark Assessment
2nd Qtr
Items
Medium Priority Standards
environmental conditions have
changed.
THERE IS NO GRADE 7 SCIENCE CST
*NO
CST
Topics to be
Addressed
Textbook/
Resource
5
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
Unit 7: Structure and
Function of Organs and
Organ Systems
Unit Summary
This unit will focus on the
organization of cells in organ
systems within multicellular
organisms. In addition to
knowing the various levels of
organization (i.e., tissue, organ,
organ system, and organism),
the students will understand
that organ systems contain
numerous components, each of
which is essential to the proper
functioning of the organism.
This unit will specifically
address the role of the heart in
the circulatory system and the
interaction of muscles and
bones in the musculoskeletal
system. In particular, it will
focus on the relationship
between the structure of organs
and their function, such as the
eye and ear.
Unit 8: Human Organ
Systems as Machines
Unit Summary
This unit will focus on the
mechanical operations of the
human musculoskeletal system.
It will address how the
interactions of muscles and
bones at joints can be
compared to machines and how
High Priority Standards
Benchmark Assessment
5a Students know plants and animals
have levels of organization for
structure and function, including
cells, tissues, organs, organ
systems, and the whole organism.
5b Students know organ systems
function because of the
contributions of individual organs,
tissues, and cells. The failure of any
part can affect the entire system.
5c Students know how bones and
muscles work together to provide a
structural framework for movement.
5g Students know how to relate the
structures of the eye and ear to their
functions.
6j Students know the contractions of
the heart generate blood pressure
and that heart valves prevent the
backflow of blood in the circulatory
system.
7d Students know how to construct
scale models, maps, and
appropriately labeled diagrams to
communicate scientific knowledge
(e.g., motion of Earth’s plates and
cell structure).
5b Students know organ systems
function because of the
contributions of individual organs,
tissues, and cells. The failure of any
part can affect the entire system.
5c Students know how bones and
muscles work together to provide a
structural framework for movement.
6h Students know how to compare
joints in the body (wrist, shoulder,
thigh), with structures used in
THERE IS NO GRADE 7 SCIENCE CST
3rd Qtr
Items
5
5
Medium Priority
Standards
7b Students know how to
use a variety of print
and electronic
resources (including
the World Wide Web)
to collect information
and evidence as part
of a research project.
6
*No
CST
NA
Topics to be
Addressed
 Tissue,
organ, and
organ
system
specializatio
n
 Human
organ
systems
 Functions of
the heart,
eye, and ear
Textbook/
Resource
Glencoe
Science
Sections 2.2,
9.1, 10.110.2, 11.4,
12.2
NA

Glencoe
Science
pp. 20-23
Sections 9.19.2
5
5
5
0
5

5
5
Mechanical
properties of
musculoskel
etal system
Joints
Grade 7 Life Science Instructional Guide, 2011-2012
Unit
the system provides a
framework necessary for
movement.
Unit 9: Reproduction
Unit Summary
This unit will focus on sexual
reproduction. Students will be
able to identify the structures
and functions of human
reproductive organs and explain
the processes of fertilization
and pregnancy. The unit will
also address sexual
reproduction in plants, including
the processes used by
angiosperms to produce pollen
and seeds.
High Priority Standards
Benchmark Assessment
machines and simple devices
(hinge, ball-and-socket, and sliding
joints).
6i Students know how levers confer
mechanical advantage and how the
application of this principle applies
to the musculoskeletal system.
7d Students know how to construct
scale models, maps, and
appropriately labeled diagrams to
communicate scientific knowledge
(e.g., motion of Earth’s plates and
cell structure).
7e Students know how to communicate
the steps and results from an
investigation in written reports and
oral presentations.
2b Students know sexual reproduction
produces offspring that inherit half
their genes from each parent.
5d Students know how the reproductive
organs of the human female and
male generate eggs and sperm and
how sexual activity may lead to
fertilization and pregnancy.
5e Students know the function of the
umbilicus and placenta during
pregnancy.
5f Students know the structures and
processes by which flowering
plants generate pollen, ovules,
seeds, and fruit.
THERE IS NO GRADE 7 SCIENCE CST
3rd Qtr
Items
Medium Priority
Standards
*No
CST
Topics to be
Addressed
7
Textbook/
Resource
5
0
0
5
0
0
5
2e Students know DNA
(deoxyribonucleic
acid) is the genetic
material among living
organisms and is
located in the
chromosomes of
each cell.
NA



Human
reproduction
Pregnancy
Plant
reproduction
Glencoe
Science
Sections 3.13.3, 13.113.2
Grade 7 Life Science Instructional Guide, 2011-2012
CST: Not Applicable – No CST Grade 7
Instruction Continues
Inquiry methods and concrete laboratory experiences should be the vehicle for content as well as for science skills and processes to enrich our
students learning science content as “scientists” wherever possible throughout the teaching of science.
Unit
Unit 10: Light and Vision
Unit Summary
This unit will focus on the
properties of light and vision.
Students will understand that
visible light is a small
component of the
electromagnetic spectrum
and become familiar with the
wave properties of light.
Students will also
understand the role of the
eye, and retinal cells in
particular, in vision.
High Priority Standards
Benchmark Assessment
5g Students know how to relate the
structures of the eye and ear to
their functions.
6a Students know visible light is a
small band within a very broad
electromagnetic spectrum.
6b Students know that for an object to
be seen, light emitted by or
scattered from it must be detected
by the eye.
6e Students know that white light is a
mixture of many wavelengths
(colors) and that retinal cells react
differently to different
wavelengths.
7a Students know how to select and
use appropriate tools and
technology (including calculators,
computers, balances, spring
scales, microscopes, and
binoculars) to perform tests,
collect data, and display data.
7d Students know how to construct
scale models, maps, and
appropriately labeled diagrams to
communicate scientific knowledge
(e.g., motion of Earth’s plates and
cell structure).
7e Students know how to
communicate the steps and results
from an investigation in written
reports and oral presentations.
THERE IS NO GRADE 7 SCIENCE CST
Medium Priority Standards
6c Students know light travels
in straight lines if the
medium it travels through
does not change.
6d Students know how simple
lenses are used in a
magnifying glass, the eye,
a camera, a telescope,
and a microscope.
6f Students know light can be
reflected, refracted,
transmitted, and absorbed
by matter.
6g Students know the angle of
reflection of a light beam
is equal to the angle of
incidence.
*No
CST
NA



Topics to be
Addressed
Visible light
Vision
Wave properties
of light
Textbook/
Resource
Glencoe
Science
pp. 7-13, 20-23,
579
Sections 11.111.4
8