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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