Download Life Science Teacher`s Notes

S7L1. Students will investigate
the diversity of living
organisms and how they can
be compared scientifically
a. Demonstrate the process for the
development of a dichotomous key.
a. Demonstrate the process for
the development of a
dichotomous key.
• Dichotomous keys are used to classify
organisms according to their
characteristics.
• Dichotomous key statements are
answered only by yes or no.
• Dichotomous keys work like a funnel; they
narrow down the characteristics to a
specific organism.
S7L1. Students will investigate
the diversity of living organisms
and how they can be compared
scientifically
• b. Classify organisms based on
physical characteristics using a
dichotomous key of the six kingdom
system. (archaebacteria, eubacteria,
protists, fungi, plants and animals)
S7L1 b.
• Differences among the five kingdoms.
• Difference between eukaryotic and
prokaryotic cells
• Basic characteristics of the five kingdoms
S7L4. Students will examine the
dependence of organisms on
one another and their
environments
• a. Demonstrate in a food web that matter
is transferred from one organism to
another and can recycle between
organisms and their environments.
S7L4 a.
• Energy comes from the sun
• Producers are at the base of any food
web/chain
• Organisms pass their energy to other
organisms
• Consumers, producers, decomposers and
scavengers make up food webs
• Energy pyramid also gives a good
representation of how energy is passed.
S7L4. Students will examine the
dependence of organisms on
one another and their
environments
• b. Explain in a food web that sunlight is the
source of energy and that this energy
moves from organism to organism.
S7L4 b.
• Energy pyramid
• Food webs from both land and water showing
that energy still comes from the sun
• In an energy pyramid, the beginning amount of
energy is slowly decreased as it moves from
organism to organism.
• Predator/Prey relationship
• Photosynthesis
• Cellular respiration
• Just the basics of these cycles: Water cycle,
Carbon cycle, Nitrogen cycle
S7L4. Students will examine the
dependence of organisms on
one another and their
environments
• c. Recognize that changes in
environmental conditions can affect the
survival of both individuals and entire
species.
S7L4 c.
• Look at peppered moths as change in
environment that is manmade and see
the impact on the species.
• Adaptations
• extinction
S7L4. Students will examine the
dependence of organisms on
one another and their
environments
• d. Categorize relationships between
organisms that are competitive or mutually
beneficial.
S7L4 d.
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Symbiosis
Commensalism
Parasitism
Mutualism
Predator
Prey
Note the differences between each type of
relationship.
• Have students review several different
relationships between organisms and have them
classify them accordingly
S7L4. Students will examine the
dependence of organisms on
one another and their
environments
• e. Describe the characteristic of Earth’s
major terrestrial biomes (i.e. tropical
rainforest, savanna, temperate, desert,
taiga, tundra, and mountain) and aquatic
communities (i.e. freshwater, estuaries,
and marine).
S7L4 e.
• Focus on location of these biomes,
temperature and rainfall differences and
examples of plants and animals that live in
each.
• Tropical rain forest, Boreal forest,
Deciduous forest, Savanna, Temperate
grassland, Tundra, Taiga, Desert,
Marshes, Lakes, Rivers, Oceans,
estuaries
S7l2. Students will describe the
structure and function of cells,
tissues, organs, and organ
systems
• a. Explain that cells take in nutrients in
order to grow and divide and to make
needed materials.
S7l2 a.
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Osmosis
Diffusion
Endocytosis/ exocytosis
Passive/active transport
Mitosis
DNA
Chromosomes
Photosynthesis
Cellular respiration
S7L2. Students will describe the
structure and function of cells,
tissues, organs, and organ
systems
• b. Relate the structure (cell membrane,
nucleus, cytoplasm, chloroplasts,
mitochondria) to basic cell functions.
S7L2 b.
• What role do each of the listed organelles play in cell
function
• Chloroplast – photosynthesis
• Mitochondria – cellular respiration
• Cell membrane – controls what comes in and goes out
of the cell
• Nucleus – control center of the cell
• Cytoplasm – gel-like substance that nutrients move
through in the cell and also acts as a shock absorber
• Cell wall – provides structure and support for cells
S7L2. Students will describe the
structure and function of cells,
tissues, organs, and organ
systems
• c. Explain that cells are organized into
tissues, tissues into organs, organs into
systems, and systems into organisms.
S7L2. c.
• Relate how systems help the organism
survive.
• Systems help the body get what it needs
and then how cells use what the body gets
to sustain itself.
• Students should see the whole picture of
an organism and then see “how it works”
to keep itself running.
S7L2. Students will describe the
structure and function of cells,
tissues, organs, and organ
systems
• d. Explain that tissues, organs, and organ
systems serve the needs that cells have
for oxygen, food and waste
S7L2. d.
• Use this to build on the previous
substandard by reinforcing that cells make
tissues and tissue makes organs and
organs make systems.
• Photosynthesis and cellular respiration
are included here. Students should know
what these processes produce.
• Endocytosis and exocytosis, passive
and active transport
S7L2. Students will describe the
structure and function of cells,
tissues, organs, and organ
systems
• e. Explain the purpose of the major organ
systems in the human body (i.e. digestion,
respiration, reproduction, circulation,
excretion, movement, control and
coordination, and protection from disease.
S7L2. e.
• Teach function and 2 or 3 major organs in each of these
systems:
• Digestive
• Cardiovascular/circulatory
• Respiratory
• Reproductive
• Excretory
• Muscular
• Skeletal
• Nervous
• Immune
• Integumentary
S7L3. Students will recognize
how biological traits are passed
on to successive generations
• a. Explain the role of genes and
chromosome in the process on inheriting a
specific trait
S7L3. a.
• Appropriate Technical language:
dominant, recessive, Punnett square,
chromosomes, hybrid, purebred, meiosis,
alleles, genotype, phenotype
S7L3. Students will recognize
how biological traits are passed
on to successive generations.
• b. Compare and contrast that organisms
reproduce sexually and asexually
(bacteria, protists, fungi, plants and
animals)
S7L3. b.
• Compare and contrast meiosis and
binary fission.
• Binary fission is for prokaryotes and
meiosis is for eukaryotes.
• Students need to know how each kingdom
reproduces. Sexual or asexual or both.