Download Critical Content/Concept Web

6/24/2017
The goals and objectives from Standard 1: Nature of Science are incorporated throughout the other science concept
based units of study. These are the process standards of science. They are the tools of science, the scientific method.
Please be sure as you develop the lessons to teach the science concept based units for your grade level that you
include the objectives specific to your grade level from standard 1.
Standard 1: Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
7. S.1.1.1 Define small systems as a part of a whole system.
7. S.1.1.2 Determine how small systems contribute to the function of the whole.
7. S.1.1.3 Identify the different structural levels of an organism (cells, tissues, organs, and organ systems).
Goal 1.2:
7.
7.
7.
Understand Concepts and Processes of Evidence, Models, and Explanations
S.1.2.1 Describe how observations and data are evidence on which to base scientific explanations and predictions.
S.1.2.2 Use observations to make defendable inferences.
S.1.2.3 Use models to explain or demonstrate a concept.
Goal 1.3:
7.
7.
7.
Understand Constancy, Change, and Measurement
S.1.3.1 Identify concepts of science that have been stable over time.
S.1.3.2 Recognize changes that occur within systems.
S.1.3.3 Make metric measurements using appropriate tools.
Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual Changes in the Universe and of Equilibrium as a
Physical State.
Goal 1.5: Understand Concepts of Form and Function
Goal 1.6:
7.
7.
7.
7.
7.
7.
Understand Scientific Inquiry and Develop Critical Thinking Skills
S.1.6.1 Identify controls and variables used in scientific investigations.
S.1.6.2 Use appropriate tools and techniques to gather and display data.
S.1.6.3 Evaluate data in order to form conclusions.
S.1.6.4 Use evidence and critical thinking to accept or reject a hypothesis.
S.1.6.5 Evaluate alternative explanations or predictions.
S.1.6.6 Communicate and defend scientific procedures and explanations.
Goal 1.7: Understand that Interpersonal Relationships are Important in Scientific Endeavors
Goal 1.8: Understand Technical Communication
7. S.1.8.1 Read and evaluate technical instructions.
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Idaho Content Standards
Science Concepts and Vocabulary Grade 7
(Actually covers grades 5, 6, & 7)
Organ systems
Organism
Organs
Predications
Scientific explanations
Scientific procedures
Stable
System
Technical instructions
Techniques
Tissues
Tools
Variables
Dependent variable
Independent variable
Abundance
Atoms
Biosphere
Carnivores
Cells
Chemical reactions
Components
Cycle
Decomposers
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Distribution
Dominant traits
Ecosystems
Energy
Energy flow
Function
Herbivores
Inheritance
Limits to resources
Living
Molecules
Natural selection
Nonliving
Organ systems
Organisms
Photosynthesis
Recessive traits
Relationships
Resources
Species
Tissues organs
Adaptation
Adapted
Additive
Allele
Arteries
Artificial light
ATP
Cellular respiration
Celsius
Centimeter
Clotting
Composition
Consumer
Deoxygenated
Diaphragm
Dominant
Endoplasmic reticulum
Erosion
Excessive
Extend
Flex
Flow chart
Fossilized
Graduated cylinder
Guard cells
Heterozygous
Homozygous
Indicator solution
Juvenile
Larva
Larvae
Manipulated variable
Maturity
Measured variable
Membrane
Millimeter
Mitochondria
Mitosis
Mutation
Natural light
Nutrients
Omnivores
Organelle
Osmosis
Oxygen
Oxygenated
pH indicator
Phloem
Pores
Predator
Producer
Protein
Recessive
Standard
Succession
Trait
Critical Content/Concept Web
Unit Topic:
All living things are composed of cells
Conceptual Lens:
Grade:
Unit Overview
Characteristics of Life: made of cells
7th – Life Science
Cell Theory

3 parts of cell theory
Plant Cells






Nucleus
Chloroplast
Mitochondria
Cell Membrane
Cell wall
Specialized cells
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Animal Cells
Unit Topic:
All living things are
composed of cells




Nucleus
Mitochondria
Cell Membrane
Specialized cells
The conceptual lens for this year
is the characteristics of life. It is
suggested that these
characteristics be given a brief
overview at the start of this unit.
Through this lens, students will
investigate the similarities and
differences between plant and
animal cells and understand how
cells are the basis for life. They
will practice using microscopes.
Grade: 7th – Life Science
Subject: Science
Unit: All Living Things are composed of cells
Lens: Characteristics of Life
Enduring Understandings
Guiding Questions
.
1. All living things are composed of cells
2. We classify living things based on their cell structure (plant v
animal)
3. Cells have many organelles which carry out specific functions
in a cell to keep them alive
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1. How do we classify an object as living non-living?
2. What is the “basic unit of life?
1.
2.
3.
4.
How do we classify living things?
What cell structures help us make that determination?
Why are those cell structures different?
How do those cell structures help the organism survive?
1. What do cells all need to survive?
2. How do the organelles in a cell provide for those needs?
3. What would happen to the cell if one of those organelles no
longer carried out its function?
Grade: 7th – Life Science
Subject: Science
Unit: All Living Things are composed of cells
Lens: Characteristics of Life
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Three parts of cell theory
 All living things are made of cells
 Cells are the basic unit of structure and function in
living things
 Cells come from preexisting cells
2. In multicellular organisms there are specialized cells
that perform different functions
3. Form and function of the following organelles:
 Nucleus
 Chloroplast
 Mitochondria
 Cell membrane
 Cell wall
4. Cells can be classified as plant or animal by the
organelles they contain
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AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Describe why a living thing is considered living
using the six characteristics of living
organisms.
2. Identify those organelles in a cell
3. Classify cells based on their organelles
4. Describe the basic function of the organelle
5. Interpret models of cells to classify them based
on their organelles
6. Design and conduct inquiry based
investigations
7. Analyze and interpret data
8. Be able to use a microscope properly including
finding the total magnification, focusing a
specimen, and preparing slides.
AC
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
5.
Use a microscope to compare onion cells and cheek cells on wet-mount slides
Create basic cell models
Argue if viruses are alive using the characteristics of living things
Look at pond water through the microscope
Design and conduct an experiment related to cells
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Critical Content/Concept Web
Unit Topic:
Cell Processes
Conceptual Lens:
Grade:




Characteristics of Life: energy use, chemicals of life
7th
Photosynthesis
Flow of energy
Formula for photosynthesis
Cycle of matter
Basis of energy for most life
on Earth




Unit Topic:
Cells Processes
Diffusion

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Materials are moved within
and between cells
Respiration
Flow of energy
Formula for respiration
Cycle of matter
Plant and animal cells
respire
Unit Overview
Using the lens of the characteristics of life,
students will understand that cells do
processes that keep plant and animal
systems alive. These processes move
energy and matter between plant and
animal systems.
Grade: 7th Life Science
Subject: Science
Unit: Cells Processes
Lens: Characteristics of Life: energy use, chemicals of life
Enduring Understandings
1. Cells do processes that keep plant and animal systems alive
using energy and matter from their surroundings
Guiding Questions
1. What processes are unique to plants that support most life on
earth?
2. What processes do plants and animals have in common that
are critical to the survival of the plant or animal?
3. What is the relationship between the processes unique to plant
and the processes common to plants and animals?
4. How do these processes cycle both energy and matter
between plants and animals?
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Grade: 7th – Life Science
Subject: Science
Unit: Cells Processes
Lens: Characteristics of Life: energy use, chemicals of life
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Photosynthesis and cellular respiration form a cycle
2. Both plant and animal cells respire
3. Photosynthetic organisms convert sunlight to
chemical energy.
4. Materials are exchanged among and within cells by
way of diffusion
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Compare and contrast photosynthesis and
respiration
2. Create a model to represent how photosynthesis
and respiration work together in a cycle
3. Model how diffusion facilitates the movement of
matter in and out of cells
4. Design and conduct inquiry based investigations
5. Analyze and interpret data
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AC
Instructional Plan/Activities
(Correlations)
1. Make a model to represent how photosynthesis and respiration work together in a cycle (drawings are models)
2. Breath lab- CO2 indicator
3. Elodia lab- oxygen production
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Critical Content/Concept Web
Unit Topic:
Cells are organized into systems
Conceptual Lens:
Grade:
Unit Overview
Characteristics of Life: growth and development
7th – Life Science
Homeostasis
Levels of organization


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

Cells
Tissues
Organs
Organ systems
Organisms



Systems deliver needed
substances
Remove waste
Maintain life processes
Animal systems



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
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Functions and
interactions
Circulatory
Digestive
Excretory
Muscular
Nervous
Respiratory
Skeletal
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In order to facilitate understanding
the levels of organization, it is
suggested that teachers cover one or
two of the body systems in more
detail.
If teachers use the human body as
their body systems model, it is
important that parallels are drawn to
other animal body systems to avoid
the misconception that human
systems are unique.
Unit Topic:
Cells are organized into
systems

Through the lens of characteristics of
life, students will understand that
there are levels of organization in
living things. Each level contributes to
the survival of the organism. There
are parallels between plant and
animal systems. Systems within an
organism work together to maintain
homeostasis.
Plant systems



Roots
Stems
Leaves
Grade: 7th – Life Science
Subject: Science
Unit: Cells are organized into systems
Lens: Characteristics of Life: growth and development
Enduring Understandings
1.
Multicellular organisms have multiple levels of organization, all
of which are essential to its survival
Guiding Questions
1. Why would complex organisms need to have a hierarchy of
organization?
2. How does that organizational system contribute to the survival
of the organism?
2.
Within organisms, processes work together to deliver needed
substances, remove waste and maintain homeostasis
1. What function does each organ system do which is critical to
the survival of the organism?
2. How do systems interact and what process do they do?
3. Are there any systems that are not necessary for the survival
of the organism?
4.
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Are there any systems that are not necessary to the survival of
the species?
Grade: 7th – Life Science
Subject: Science
Unit: Cells are organized into systems
Lens: Characteristics of Life: growth and development
Critical Content and Skills
AC = Assessment Code:
Students will Know…(testable information)
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Each level of organization has a specific function
crucial to the function of the next level
1. Compare and contrast plant and animal organ
systems
2. General function of each system, relate
functioning of systems to the survival of the
organism
2. List the levels of organization from cells to organism
3. Components of individual systems
 General function of each system
 Relationship of the function of systems to
the survival of the organism
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3. Model how levels of organization within an organism
allows it to maintain homeostasis
4. Design and conduct inquiry based investigations
5. Analyze and interpret data
AC
Instructional Plan/Activities
(Correlations)
1. dissections
2. grow plants
3. model organ systems/ organisms
4.
5.
6.
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Critical Content/Concept Web
Unit Topic:
Plants and animals reproduce
Conceptual Lens:
Grade:
7th
Unit Overview
Characteristics of Life: reproduction, chemicals of life
– Life Science
Cell Cycle
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Meiosis
Interphase
Mitosis
Cytokinesis
Body cells – exact copy

DNA
Unit Topic:
Function of
Genetic code
Mutations
Plants and animals
reproduce
Probability

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Punnett squares
Reproductive cells –
genetic diversity
Through the lens of the characteristics of
living things, students will understand that
organisms reproduce. The outcome of
reproduction is dependent in part on DNA.
Reproduction can take sexual and asexual
forms. Sexual reproduction leads to
greater genetic diversity. Asexual
reproduction leads to clone-like offspring.
Punnett squares are introduced in 6th
grade and should be expanded upon in 7th
grade. Only monohybrid crosses are
expected to be covered.
Reproduction


Sexual
Asexual
Grade: 7th – Life Science
Subject: Science
Unit: Reproduction
Lens: Characteristics of Life: reproduction, chemicals of life
Enduring Understandings
Guiding Questions
1. Cells undergo the cell cycle to produce cells with similar
genetic information.
1. Why do cells need to reproduce?
2. Why would they need to make exact copies of themselves?
3. Why would this be important to the survival of the organism?
2. Meiosis reduces the genetics by half to produce a
reproductive cell.
1. Do organisms need to reproduce?
2. What impact does reproduction have on the survival of the organism?
3. What impact does reproduction have on the survival of the species?
3. Sexual reproduction leads to biodiversity and genetic
change.
1. Why do organisms only contribute half their genetic materials when
they reproduce?
2. What are the advantages and disadvantages of this type of
reproduction?
4. DNA is responsible for the transfer of traits from parents to
offspring.
1. How are traits passed from parents to offspring?
2. Are all traits “good” or “bad”?
5. Principles of probability can be used to predict the outcomes
of genetic crosses.
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1. How do we predict the outcome of any genetic cross?
2. How do we use that understanding to our advantage?
3. What would happen to a breed of dog (Poodle, Lab, German
Shepard, etc.) if dogs were allowed to reproduce freely?
Grade: 7th – Life Science
Subject: Science
Unit: Reproduction
Lens: Characteristics of Life: reproduction, chemicals of life
Critical Content and Skills
AC = Assessment Code:
Students will Know…(testable information)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cellular reproduction (cell cycle) produces an exact
genetic copy with the possibility of mutation
Cellular reproduction (meiosis) reduces the
chromosome numbers in half to form sex cells
i. Recombine sex cells to form new organism with
new combination of genes
ii. Leads to genetic diversity within a species
Organisms have adapted a variety of reproductive
strategies: sexual and asexual
DNA is found in the nucleus of most cells and is an
instructional code for all living things
DNA contains genes which control inherited traits
Mutations occur leading to positive, negative and
neutral outcomes.
Punnett square are a tool used to predict the
probability of a genetic cross
Predictions can be reported as fractions, percentages
and ratios
Probability is a chance not an absolute
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AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Compare and contrast the outcomes of sexual
versus asexual reproduction using models
2. Compare and contrast the outcomes of mitosis
and meiosis using models
3. Explain how and why a mutation could have a
positive, negative or neutral effect on an
organism
4. Create, read and interpret Punnett Squares to
show the probability of inherited traits being
passed from parent to offspring
5. Design and conduct inquiry based
investigations
6. Analyze and interpret data
AC
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
5.
Dissect flowers
Paper Pets activity
Flip coins for traits (human, reindeer, Spongebob) activity
Look at onion root cells for stages of the cell cycle
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Critical Content/Concept Web
Unit Topic:
Plants and animals are interdependent
Conceptual Lens:
Grade:
Characteristics of Life: chemicals of life, energy use
7th – Life Science
Flow of Energy and Matter


Food chains/ webs
Carbon cycle
Oxygen cycle


Energy roles
Impact of changes
Unit Topic:
Plants and animals are
interdependent
Levels of
Organization
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
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
Organism
Population
Community
Ecosystem
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Population
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Limiting factors
Carrying capacity
Biotic
Abiotic
Unit Overview
Through the lens of the characteristics of
life, energy transfer through living
organisms and the environment will be
covered. Students will learn the many
factors that can influence the attributes of
an ecosystem.
The human impact on ecosystems will be
discussed.
Grade: 7th – Life Science
Subject: Science
Unit: Plants and Animals are Interdependent
Lens: Characteristics of Life: chemicals of life, energy use
Enduring Understandings
Guiding Questions
1. Energy flows and matter cycles through an ecosystem
1. If we all started life as a single microscopic cell and we are all
now very much bigger, where did all the “stuff” that we now
consist of come from?
2. How do we get the energy and matter we need to grow
bigger?
3. What does the saying “You are what you eat” mean?
2. Plants and animals are interdependent
1. How does energy and matter flow and cycle between plants
and animals?
2. Why do we say plants and animals are interdependent?
3. There are biotic and abiotic factors that limit the carrying
capacity of an ecosystem
1. Why is there more biomass in some parts of Idaho or the
United States then others?
2. Why some areas are heavily forested and others have no trees
at all?
3. What factors limit the amount of biomass?
4. Organization of organisms and ecosystems are a continuum
1. How do we organize living systems?
2. Why do we organize them that way?
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Grade: 7th – Life Science
Subject: Science
Unit: Plants and Animals are Interdependent
Lens: Characteristics of Life: chemicals of life, energy use
AC = Assessment Code:
Critical Content and Skills
Students will Know…(testable information)
1. Carbon and oxygen cycle through an ecosystem
2. Human activities impact an ecosystem both
positively and negatively
3. Biotic and abiotic factors influence the carrying
capacity of an ecosystem
4. Changes in ecosystems can affect organisms and
populations both positively and negatively
5. Energy is reduced throughout a food chain or web
6. Energy roles in an ecosystem include producer,
consumer, decomposer
AC
Q – Quizzes
O – Observations
D – Dialogues
T – Tests
P – Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Model how energy flows and matter cycles among
living and non-living parts of an ecosystem
2. Predict the impact on an ecosystem if biotic or
abiotic factors change
3. Create or interpret a model of a food web identifying
the energy roles and consumer levels of the
organisms
4. Diagram the levels of organization from cell to
ecosystem
5. Design and conduct inquiry based investigations
6. Analyze and interpret data
7. Changes in one level of a food web or chain
impacts the overall system
8. Continuum of levels of Organization
a. organism
b. population
c. community
d. ecosystem
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AC
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
5.
6.
7.
8.
Bottle ecosystems
Camouflage butterfly activity
Vernier probes to measure carbon dioxide and oxygen in a closed system.
Analyze predator / prey population graph data
Create a food web using a given set of organisms
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Unit Topic:
Change over Time
Conceptual Lens:
Grade:
Unit Overview
Characteristics of Life: respond to surroundings
7th
Natural Selection



Artificial selection


Environmental
influences
Traits change
over time
Traits are
suppressed or
encouraged

Unit Topic:
Change over time
Adaptation



Species change
over multiple
generations
Behavioral
Physical
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Human influences
Selective
breeding
Genetic
manipulation
Through the lens of characteristics
of life, students will understand
how plants and animals change as
they adapt to their surroundings.
Factors such as environmental
conditions as well as human
influences will be discussed.
Grade:7th
Subject: Life Science
Unit: Change over Time
Lens: Characteristics of Life: respond to surroundings
Enduring Understandings
Guiding Questions
1. Plants and animals adapt and change as they respond
to their surroundings
1. What environmental pressures would cause an organism
to adapt or change?
2. Can environmental pressures favor a trait in a species
over another?
3. How could that effect a species over time?
2. Many factors influence how organisms change over time
1. What are the factors that can cause a species to change
over time?
2. How do those factors cause the changes?
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Grade:7th
Subject: Life Science
Unit: Change over Time
Lens: Characteristics of Life: respond to surroundings
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Environmental conditions lead to the
predominance of certain traits in a population
and the suppression of others
2. Humans have the capacity to influence certain
characteristics of organisms by selective
breeding and genetic manipulation
3. Species change over time (multiple
generations) in response to changes in
environmental conditions
4. Individual organisms can adapt behaviorally
5. Traits that support successful survival and
reproduction in the new environment become
more common, those that do not become less
common
6.
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AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Gather and synthesize information about the
technologies that have changed the way
humans influence the inheritance of desired
traits in organisms (GMO, gene therapy,
selective breeding, cloning)
2. Create or analyze and interpret a model of
how an environmental change may lead to
natural selection and the increases or
decreases of specific traits in populations over
time
3. Design and conduct inquiry based
investigations
4. Analyze and interpret data
AC
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
5.
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Debate the ethical implications of modern genetic topics (genetic engineering, GMOs, cloning, gene therapy)
Study Galapagos Island creatures
Create a new species and identify its adaptations
Activity from Zoo Boise on how zoos decide to breed tigers