JEFFERSON PARISH PUBLIC SCHOOL SYSTEMjpschools.org/wp-content/uploads/2015/10/7th-Grade-JPPSS... · JEFFERSON PARISH PUBLIC SCHOOL SYSTEM GRADE 7 SCIENCE 2015 ... Seventh Grade: Life

JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

GRADE 7 SCIENCE

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith Seventh Grade: Life Science

2

Instructions for use:

The books used in the 7th

grade Life Science curriculum are: Name of Textbook (Regular): Pearson /Prentice Hall Interactive Science Name of Textbook (Honors): Glencoe Life Science – A Closer Look

Copyright date (Regular): 2012 Cost (Regular): $75.97 Copyright date (Honors): 2012 Cost (Honors): $78.51

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of Education

website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources:

Pearson: A school code is needed to register and can be requested from the www.Pearsonsuccessnet.com

ConnectED Master Access Codes – Codes can be redeemed at http://connected.mcgraw-hill.com/

o Glencoe A Closer Look Grade 7 Teacher Edition DBOX-YG66-BFSD-H94D

o Glencoe A Closer Look Grade 7 Student Edition DHFZ-ESVG-DF89-3WCW (Note – This student code is NOT to share with

students. It is for the teacher to have online access to a student edition of the text. Once registering online, student codes will be

generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://www.pearsonsuccessnet.com/

http://connected.mcgraw-hill.com/

mailto:[email protected]

Revised 2015


3

Grade Level Expectations for Seventh Grade Science

Science as Inquiry

The Abilities Necessary to Do Scientific Inquiry

1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)

2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)

3. Use a variety of sources to answer questions (SI-M-A1)

4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2)

5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)

9. Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3)

10. Identify the difference between description and explanation (SI-M-A4)

11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line

graphs, diagrams, scatter plots, symbols) (SI-M-A4)

12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

13. Identify patterns in data to explain natural events (SI-M-A4)

14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

15. Identify and explain the limitations of models used to represent the natural world (SIM-A5)

16. Use evidence to make inferences and predict trends (SI-M-A5)

17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and

predictions (SI-M-A6)

18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)

(SI-M-A7)

20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)

21. Distinguish between observations and inferences (SI-M-A7)

22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

23. Use relevant safety procedures and equipment to conduct scientific investigations(SI-M-A8)

24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-

M-A8)

Revised 2015


4

Understanding Scientific Inquiry

25. Compare and critique scientific investigations (SI-M-B1)

26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

28. Recognize that investigations generally begin with a review of the work of others (SIM-B2)

29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

30. Describe why all questions cannot be answered with present technologies (SI-M-B3)

31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)

32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)

35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5)

37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)

38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA

fingerprinting) (SI-M-B7)

40. Evaluate the impact of research on scientific thought, society, and the environment(SI-M-B7)

Revised 2015


5

Physical Science

Properties and Changes of Properties in Matter

1. Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) (PS-M-A9)

Life Science

Structure and Function in Living Systems

2. Compare the basic structures and functions of different types of cells (LS-M-A1)

3. Illustrate and demonstrate osmosis and diffusion in cells (LS-M-A1)

4. Compare functions of plant and animal cell structures (i.e., organelles) (LS-M-A2)

5. Compare complete and incomplete metamorphosis in insects (e.g., butterflies, mealworms, grasshoppers) (LS-M-A3)

6. Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals (LS-M-

A3)

7. Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4)

8. Distinguish between aerobic respiration and anaerobic respiration (LS-M-A4)

9. Relate structural features of organs to their functions in major systems (LS-M-A5)

10. Describe the way major organ systems in the human body interact to sustain life (LSM-A5)

11. Describe the growth and development of humans from infancy to old age (LS-M-A6)

12. Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) (LS-M-

A6)

13. Identify and describe common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and

prevented (LS-M-A7)

Reproduction and Heredity

14. Differentiate between sexual and asexual reproduction (LS-M-B1)

15. Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity (LS-M-B1)

16. Explain why chromosomes in body cells exist in pairs (LS-M-B2)

17. Explain the relationship of genes to chromosomes and genotypes to phenotypes(LS-M-B2)

18. Recognize genetic errors caused by changes in chromosomes (LS-M-B2)

19. Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square (LS-M-B3)

20. Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits (LS-M-B3)

21. Use a Punnett square to demonstrate how sex-linked traits are inherited (LS-M-B3)

22. Give examples of the importance of selective breeding (e.g., domestic animals, livestock, horticulture) (LS-M-B3)

Revised 2015


6

Populations and Ecosystems

23. Classify organisms based on structural characteristics, using a dichotomous key (LSM-C1)

24. Analyze food webs to determine energy transfer among organisms (LS-M-C2)

25. Locate and describe the major biomes of the world (LS-M-C3)

26. Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3)

27. Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4)

28. Differentiate between ecosystem components of habitat and niche (LS-M-C4)

29. Predict the impact changes in a species’ population have on an ecosystem (LS-MC4)

Adaptations of Organisms

30. Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)

31. Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1)

32. Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2)

33. Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2)

34. Explain how environmental factors impact survival of a population (LS-M-D2)

Science and the Environment

35. Identify resources humans derive from ecosystems (SE-M-A1)

36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1)

37. Identify and describe the effects of limiting factors on a given population (SE-M-A2)

38. Evaluate the carrying capacity of an ecosystem (SE-M-A2)

39. Analyze the consequences of human activities on ecosystems (SE-M-A4)

40. Construct or draw food webs for various ecosystems (SE-M-A5)

41. Describe the nitrogen cycle and explain why it is important for the survival of organisms (SE-M-A7)

42. Describe how photosynthesis and respiration relate to the carbon cycle (SE-M-A7)

43. Identify and analyze the environmental impact of humans’ use of technology (e.g., energy production, agriculture, transportation, human

habitation) (SE-M-A8

Revised 2015


7

Seventh Grade Suggested Time Line

Note: The Louisiana Comprehensive Curriculum Units are taught in the following order to insure coherence and

scaffolding of knowledge.

First Nine Weeks: Unit 1: Chemistry of Life – Activities 1-4………….………..........................................................3 weeks

Introduction

Lab Safety

Chemistry of Life Introduction

Unit 2: Plant and Animal Cells…….............................................................................................3 weeks

Unit 1: Chemistry of Life – Activities 5-9…………………............................................................3 week

Photosynthesis and Respiration

Diffusion and Osmosis

Carbon and Nitrogen Cycles

Second Nine Weeks: Unit 6: Reproduction and Heredity……………………..………………….......................................4 weeks

Unit 3: Living Organisms………………...…………………..……………………...…………………4 weeks

Third Nine Weeks: Unit 7: Health and Diseases.……………………………………...……………….………...………....4 weeks

Unit 4: Ecology……………………………………………....….……...……….…..…………….…...2 weeks

Unit 5: Balance within Ecosystems……………………………………………………………………..3 weeks

Fourth Nine weeks: Unit 8: Food Webs and Cycles………………………………………………………………………….2 weeks

Body System Review / Frog Dissection………………..…………………………...……….……….....2 weeks

Sex Education……………………………………………………………………………………………3 weeks

NOTE: LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015


8

First Nine Weeks

Unit 1: Chemistry of Life – Activities 1-4

Unit 2: Plant and Animal Cells


Revised 2015


9


Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1

Identifying

questions that

can be used to

design a

scientific

investigation.

SI 3 - Use a variety of sources

to answer questions

►Activity #1

Safety in the Science

Classroom

Pg. 3-4

►BLM:

“Safety Contract”

Pearsonsuccessnet.com

Scientific thinking

Planet diary; vocab

flash cards, science

coach, reading web,

virtual lab

“Science Inquiry”

worksheets

Lab zone, access your

understanding, review

and reinforce, enrich,

quiz

Page 9

Launch Lab

Is It Alive?

Page 213

Mini lab

How Related are

Organisms?

NOS 2

The Big Idea

How Can Science

Provide Answers

to Questions

about the World?

Page 823

How do Air

Pollutants Move?

Ch.1:3

pgs.19-20

pg.1-82

SR 12-

SR13

Safety

NOS 6 – 7

Science

Inquiry

Note: Glencoe Text

NOS – Nature of Science

SR – Student Resources

Revised 2015


10

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

PS-M-A9

Identify

elements and

compounds

found in

common foods,

clothing,

household

materials, and

automobiles.

SI 11 - Construct, use, and

interpret appropriate graphical

representations to collect,

record, and report data (e.g.,

tables, charts, circle graphs,

bar and line graphs, diagrams,

scatter plots, symbols)

SI 19 - Communicate ideas in

a variety of ways (e.g.,

symbols, illustrations, graphs,

charts, spreadsheets, concept

maps, oral and written reports,

equations)

PS 1 – Identify the elements

most often found in living

organisms (e.g., C, N, H, O, P,

S, Ca, Fe)

Λ SI 3

►Activity #2

Served with A Grain of

NaCl

Pg. 4-5


Line graphs

Planet diary; vocab


coach, reading web,

virtual lab

“Graphs in Science”

worksheets




quiz


Elements and

compounds

Planet diary; vocab


coach, reading web,

virtual lab “Chem.

Comp. in cells”

worksheets Lab zone,

access your



quiz


Food webs and cycles

Work sheets cycles in

matter

NOS 28 – 29

Blueprints for

Success – Mitosis

Text pages-

138 – 139

Mitosis and

Meiosis

Pages 178 – 179

Gummy Bear

Genetics

Ch 2:3

pg.5-9,

24-25,36,

42-83

Ch 3:1,

13:2

pg.66-92,

498-500

Pages 12 –

15

Pages 74 –

75

SR-24 – SR

-28

Science

Applications

Revised 2015


11

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

I-M-A7

Communicating

scientific

procedures,

information, and

explanations

PS-M-A9

Identify elements

and compounds

found in common

foods, clothing,

household

materials, and

automobiles.

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

PS-M-A2

Understanding that

all matter is made

up of particles

called atoms and

that atoms of

different elements

are different.

SI 19 - Communicate

ideas in a variety of ways

(e.g., symbols,

illustrations, graphs,

charts, spreadsheets,

concept maps, oral and

written reports, equations)

PS 1 – Identify the

elements most often

found in living organisms

(e.g., C, N, H, O, P, S, Ca,

Fe)

►Activity #3

Elemental Information

Pg. 5-6

Research

essential

elements

Construct atomic

model

Writing

equations and

balancing

formula’s

►BLM:

“What Am I?”

Literacy Strategy:

“Word Grid”


Line graphs

Planet diary; vocab


coach, reading web,

virtual lab

“Graphs in Science”

worksheets




quiz


Elements and

Compounds

Pages 286 – 287

What does a

Lichen look like?

Pages 322 – 323

Compare and

Contrast

Extreme

Plants

NOS 19, 28-29

Ch 2:3

Page 1-

41,42-82,

61-63

Ch 3:1,

13:2

Pg 88-92,

498-500

LA 5

Periodic

Table-

Back cover

Pages 46-

47,

524, 713 -

719

Page 488

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1

Identifying

questions that can

be used to design

a scientific

investigation.

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-A8

Utilizing safety

procedures during

scientific

investigations

LS-M-A4

Describe the basic

processes of

photosynthesis

and respiration

and their

importance to life.

SI 1 - Generate testable

questions about objects,

organisms, and events that

can be answered through

scientific investigation

SI 22 - Use evidence and

observations to explain and

communicate the results of

investigations

SI 23 - Use relevant safety

procedures and equipment

to conduct scientific

investigations

LS 8 - Distinguish

between aerobic

respiration and anaerobic

respiration

^SI 2, 7

►Activity #4

Detecting carbon

dioxide Pg. 5-6

(Note- Bromothymol

Blue can be used

instead of limewater to

test for CO2)

*See Safety Note*

Literacy Strategy:

“Learning Logs”

Myscienceonline.com

Skills Scientists Use,

Scientific Inquiry, Lab

Safety

Planet diary; vocab


coach, reading web,

virtual lab

“Scientists and the

Natural World” ,

“Scientific Inquiry” ,

“Safety in the Science

Laboratory”

worksheets




quiz

NOS 20 – 29

Page 8

Extended lesson 1

Air Breathing

Catfish

Pages 730- 731

How does soil

type affect plant

growth?

Page 721

How do scientists

use variables?

Page 590

Using Blood

Counts to

Evaluate Health

Page 197

Can You Observe

Changes Through

Tine in

Collections of

Everyday Things?

Ch 1:1,3

pg 19-20, 1-

82

pg. 5 labs,

pg. 1-82

Ch2:5

pg 72-83

Page 19

Page 43

SR 2 – SR 11

Scientific

Methods

Page 70

Page 233

Revised 2015


13

Unit 2: Plant and Animal Cells

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-B3

understanding that

mathematics,

technology, and

scientific

techniques used in

an experiment can

limit or enhance

the accuracy of

scientific

knowledge

SI-M-B7

Understanding

that scientific

development /

technology is

driven by societal

needs and funding.

SI 29 - Explain how

technology can expand

the senses and contribute

to the increase and/or

modification of scientific

knowledge

SI 30 - Describe why all

questions cannot be

answered with present

technologies

SI 39 - Identify areas in

which technology has

changed human lives

(e.g., transportation,

communication,

geographic information

systems, DNA

fingerprinting)

SI 40 - Evaluate the

impact of research on

scientific thought,

society, and the

environment

^ SI 6, 7, 19

►Activity #1

Microscopes – A

Closer Look

Pg. 15-16

*See Safety Note*

Literacy

Strategy:

“Learning Logs”

*See Page 22

Activity Specific

Assessment (Descriptive)


ADVANCES IN

GENETICS,

SCIENTISTS AND

SOCIETY

Planet diary; vocab flash

cards, science coach,

reading web, virtual lab

“ADVANCES IN

GENETICS” ,

“SCIENTISTS AND

SOCIETY” worksheets




quiz

LA 2 – 5

NOS 28 -29

Pg. 27- Lab

Can a water drop

make objects appear

bigger or smaller?

Pg. 30- Lab

How do microscopes

help compare living

things?

Pg. 832

Developing

Technology

Water-saving

technologies

Pg. 832 Lab

What is in the Air?

Pg. 157

Science and Society

Pioneering the

Science of Genetics

Ch 1:4

pg 29-31,

36, 126-129

Ch 11 :3-4

pg 424-434

Pgs.

818 – 819

SR Math

Review

14 -23

Revised 2015


14

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B3

understanding that

mathematics,

technology, and

scientific

techniques used in

an experiment can

limit or enhance

the accuracy of

scientific

knowledge

SI-M-B5

Understanding

that scientific

knowledge is

enhanced through

peer review,

alternative

explanations, and

constructive

criticism.

SI 19 - Communicate

ideas in a variety of

ways (e.g., symbols,




written reports,

equations)

SI 29 - Explain how

technology can expand

the senses and

contribute to the

increase and/or

modification of

scientific knowledge

SI 35 – Explain how

skepticism about

scientific explanations

lead to new

understandings

Λ SI 25

►Activity #2

Cell Theory

Pg. 16-17

Literacy Strategy:

“RAFT – Writing

Assignment”

R= Role of Writer

A= Audience

F= Form of Writing

T=Topic of Writing

(on ground-breaking

discovery by a scientist

and the acceptance of the

cell theory)

*See Page 22

Activity Specific

Assessment (Scientist to

their contribution to the

cell theory)


SCIENTISTS AND

SOCIETY, ADVANCES

IN GENETICS, USING

GENETIC

INFORMATION




“SCIENTISTS AND

SOCIETY” , “ADVANCES IN

GENETICS” , USING

GENETIC INFORMATION

worksheets


understanding, review and

reinforce, enrich, quiz

Page 53 Lab

Cell

Appendages

Page 472-473

Lab

What Changes

an Earthworm’s

Behavior?

Page 626 Lab

Can One Bad

Apple Spoil a

Bunch?

NOS 19

How Can You

Build Your Own

Scientific

Instrument?

Page 47 Lab

How Can You

Observe DNA?

Ch 1:4

pg 29-

31,36

Ch 11 :3-4

pg 424-434

Page 49

A Very

Powerful

Microscope

Revised 2015


15

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A1

Describe the

observable

components and

functions of a cell

and movement of

molecules into

and out of cells.

LS-M-A2 Comparing and

contrasting the

basic structures

and functions of

different plant

and animal cells.

LS 2 – Compare the

basic structures and

functions of different

types of cells

LS 4 – Compare

functions of plant and

cell structures

Λ SI 6, 7, 19

►Activity #3

Differentiating between a

Plant and Animal Cell

Pg. 17-18

*See Safety Note*

Literacy Strategy:

“Learning Logs”


ENERGY FOR LIVING

THINGS, CELLULAR

RESPIRATION




“PHOTOSYNTHESIS” , “CELLULAR

RESPIRATION”

worksheets




quiz

Page 54 Lab

How do

Eukaryotic and

Prokaryotic Cells

Compare?

Page 59 Lab

How are Plant

Cells and

Animals Cells

Similar and How

are They

Different?

Page 51 Lab

Why Do Eggs

have Shells?

Page 503

Skill Practice

How Do the

Three Types of

Muscle Cells

Compare?

Ch 4:1,2

Pg 123-25,

131-138

Pages

51 – 58

Revised 2015


16

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1

Identifying questions

that can be used to

design a scientific

investigation.

SI-M-A3

Using mathematics

and appropriate tools

and techniques to

gather, analyze, and

interpret data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

LS-M-A1

Describe the

observable

components and

functions of a cell

and movement of

molecules into and

out of cells.

SI 1 – Generate testable


organisms, and events

that can be answered

through scientific

investigation

SI 6 - Select and use

appropriate equipment,

technology, tools, and

metric system units of

measurement to make

observations

SI 7 - Record

observations using

methods that

complement

investigations (e.g.,

journals, tables, charts)

SI 21 - Distinguish

between observations

and inferences




types of cells

►Activity #4

Who’s In The Pond

Pg. 18-19

►BLM:

“Who’s in the

Pond”

*See Safety Note*

Literacy

Strategy:

“KWL – BLM

Graphic Organizer

Literacy

Strategy:

“Learning Logs”


CELLS, PARTS OF A

CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING

CELLS” , “LOOKING

INSIDE CELLS”

worksheets




quiz

Page 61 Lab

What Does a Cell

Membrane Do?

Page 63 Lab

How is a Balloon

Like a Cell

Membrane?

Page 67 Lab

How does an

Object’s Size

Affect the

Transport of

Materials?

Page 6H Activity

Magnification

and Resolution

Page 9 Lab

Is it Alive?

Ch 4 :1,2

Pg 123-125,

131-138

Pg 19,20, 43-51

Pages 52 –

59

Pages 61 –

66

NOS 6

Revised 2015


17

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A5

developing

models and

predictions using

the relation-ships

between data and

explanations

LS-M-A1

Describe the

observable

components and

functions of a cell

and movement of

molecules into

and out of cells.


contrasting the

basic structures

and functions of

different plant and

animal cells.

SI 15 - Identify and

explain the limitations

of models used to

represent the natural

world




types of cells

LS 4 – Compare


cell structures

Λ SI 3

►Activity #5

Cell Structures

Pg. 19 – 20

*See Page 22

Activity Specific

Assessment (label a

drawing of a plant and

animal cell)


CELLS, PARTS OF A

CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING


INSIDE CELLS”

worksheets




quiz

Pages 216 – 217

Model

Adaptations in

Organisms

Page 52 Visual

Plant Cell

Page 53

Fast Track

Cell Appendages

Page 56 Guiding

Questions

Cell Organelles

Ch 4 :1,2

Pg 123-125,

131-138

Pg 17

Pages 52 – 53,

Pages 55 – 57,

59

Pages 62 – 63

Revised 2015


18

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A5

Developing models and

predictions using the

relation-ships between

data and explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B4 Using data and logical

arguments to propose,

modify, or elaborate on

principles and models

LS-M-A1

Describe the observable

components and

functions of a cell and

movement of molecules

into and out of cells.


contrasting the basic

structures and functions

of different plant and

animal cells


explain the limitations of

models used to represent

the natural world

SI 19 - Communicate


(e.g., symbols,




written reports,

equations)

SI 33 - Evaluate models,

identify problems in

design, and make

recommendations for

improvement




types of cells

LS 4 – Compare


cell structures

►Activity #6

Cell Walk-

Through

Pg. 20-21

Literacy

Strategy:

Graphic

Organizer / Venn

Diagram

*(compare plant

& animal cell)

Pearsonsuccessnet.co

m

CELLS, PARTS OF

A CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING

CELLS” ,

“LOOKING INSIDE

CELLS” worksheets




quiz

Page 59 Inquiry

Lab

How are Plant

Cells and

Animal Cells

Similar and How

are They

Different?

Page 209 Inquiry

Lab

How is the

Structure of a

Spoon Related to

its Function?

Page 294 video

Why are there so

Many Plants?

Page 297 Inquiry

Lab

What is a Plant?

Ch 4 :1,2

Pg 123-125,

131-138

Pg 17

Pages

52- 59

Pages

297 - 300

Revised 2015


19

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 2:

PLANT AND

ANIMAL CELLS

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A2

Comparing and

contrasting the

basic structures

and functions of

different plant and

animal cells.

SI-M-A5 Developing

models and

predictions.

SI-M-B4 using data and

logical

arguments to

propose,

modify, or

elaborate on

principles and

models

LS 4 – Compare


cell structures


explain the limitations

of models used to


world

SI 33 - Evaluate

models, identify

problems in design,

and make

recommendations for

improvement (SI-M-

B4)

Λ LS 2

SI 6, 7, 19

►Activity #7

Cell Model

Pg. 16

►BLM:

“What’s In My Cell”

Literacy Strategy:

“Word Grid”


CELLS, PARTS OF A

CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING


INSIDE CELLS”

worksheets




quiz

Bellringer page 297

Pads on Pods

Page 298 Mini Lab

How does Water

Loss from a Leaf

Relate to the

Thickness of the

Cuticle?

Page 294 Video

Why are Plants in

so Many Different

Environments?

Page 336 Mini Lab

Can you Observe

Plant Processes?

Page 85 Inquiry Lab

Why isn’t Your Cell

Like Mine?

Ch 4 :1,2

Pg 123-125,

131-138

Pg 17

Pages

52 - 59

Pages

548 -549

Revised 2015


20


Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A4

Describe the basic

processes of

photosynthesis

and respiration

and their

importance to life.

LS 7 – Construct a word

equation that illustrates

the process of

photosynthesis and

respiration

Λ SI 11, 19, 22

►Activity #5

Photosynthesis

Pg. 6-7

Literacy Strategy:

“SQPL”

Student Questions for

Purposeful Learning

*See Page 12

Activity Specific

Assessment (Venn

Diagram)


ENERGY FOR

LIVING THINGS,

CELLULAR

RESPIRATION

Planet diary; vocab


coach, reading web,

virtual lab

“PHOTOSYNTHESIS”

, “CELLULAR

RESPIRATION”

worksheets




quiz

Mini Lab page

336

Can you observe

plant processes?

Page 339

Extended Science

Deforestation and

Carbon Dioxide

in the

Atmosphere

Page 69

What do You

Exhale?

Pages 74 75

Photosynthesis

and

Light

Ch 3: 3,4

pg 105-109

Pages 70 –

72

Pages

334- 33

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A2

Designing and

conducting a

scientific

investigation

SI-M-A3

Using mathematics


and techniques to


interpret data

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

LS-M-A4

Describe the basic

processes of

photosynthesis and

respiration and their

importance to life.

SI 4 - Design, predict

outcomes, and conduct

experiments to answer

guiding questions

SI 7 - Record observations

using methods that

complement investigations

(e.g., journals, tables, charts)

SI 12 - Use data and

information gathered to

develop an explanation of

experimental results

SI 13 - Identify patterns in

data to explain natural events




investigations

LS 7 – Construct a word

equation that illustrates the

process of photosynthesis and

respiration

Λ SI 1,

►Activity #6

Plants and Food

Pg. 7 - 8

Literacy

Strategy:

“Q t A”

Questioning the

Author

Literacy

Strategy:

“Learning

Logs”


SCIENTIFIC

METHODOLOGY,

SCIENTIFIC

MODELS,

PHOTOSYNTHESIS

Planet diary; vocab


coach, reading web,

virtual lab

“SCIENTIFIC

INQUIRY” ,

“MODELS AS TOOLS

IN SCIENCE” ,

“PHOTOSYNTHESIS”

worksheets




quiz

NOS 20 – 27

Page 32- 33

Page 590 -591

Using Blood

Count to

Evaluate Health

Page 239- 240

How Do Bacteria

Affect the

Environment?

Page 240

Can

Decomposition

Happen Without

Oxygen?

Page 245

How Do Lab

Techniques

Affect an

Investigation?

Ch 1:3

pg 19-20

throughout

book in

margins

Ch 2 :4

pg. 9, 65-70

pg 6,7

pg 5, 1-82,

Ch 3:3,4

pg 105-109

Pages 70 – 75

Page- 337

Page 391

Revised 2015


- 22 -

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1

Identifying

questions that can

be used to design

a scientific

investigation.

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

LS-M-A4

Describe the basic

processes of

photosynthesis

and respiration

and their

importance to life.

SI 2 Identify problems,

factors, and questions that

must be considered in a






SI 19 - Communicate


(e.g., symbols,






observations to explain

and communicate the

results of investigations

LS8 - Distinguish

between aerobic

respiration and anaerobic

respiration

^ SI 7

►Activity #7

Aerobic and Anaerobic

Respiration

Pg. 9 - 10

*See Page 12

Activity Specific

Assessment (Equation for

Photosynthesis and

Respiration)


SCIENTIFIC

INQUIRY, LINE

GRAPHS,

CELLULAR

RESPERATION

Planet diary; vocab


coach, reading web,

virtual lab

“SCIENTIFIC

INQUIRY” , “GRAPHS

IN SCIENCE”

“CELLULAR

RESPIRATION”

worksheets




quiz

NOS 4 – 10

Page 199

Are There

Variations

Within Your

Class?

Page 159

What is the

Span of Your

Hand?

Page 67

How Does an

Object’s Size

Affect the

Transport of

Material?

Ch1 :3

pg 19-20

pg 6-7

Ch 2:3

pg 61-63, 1-82

pg 5

Ch 3:4

add to 109-110

Page -233

NOS 20 – 27

Page 605

SR 2 – SR 11

Scientific

Methods

Revised 2015


- 23 -

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:

CHEMISTRY OF LIFE

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1


that can be used to

design a scientific

investigation.

SI-M-A3

Using mathematics


and techniques to


interpret data

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

LS-M-A1 Describe the

observable

components and

functions of a cell and

movement of

molecules into and out

of cells.

SI 1 - Generate testable


organisms, and events that

can be answered through



using methods that

complement







SI 13 - Identify patterns in

data to explain natural

events


observations to explain

and communicate the

results of investigations

LS 3 – Illustrate and

demonstrate osmosis and

diffusion in cells

^ SI 11, 14, 19

►Activity #8

Moving Molecules

Pg. 10

Literacy Strategy:

“Venn Diagram”

(on diffusion and

osmosis)

*See Page 12

Activity Specific

Assessment (Draw,

label, and describe

Osmosis and

Diffusion)


SCIENTIFIC

METHODOLOGY

Planet diary; vocab


coach, reading web,

virtual lab

“PHOTOSYNTHESIS” “CELLULAR

RESPIRATION”

worksheets




quiz

Page 51

Why do Eggs

Have Shells?

Page 61

What Does the

Cell Membrane

Do?

Page 65

Math Skills-

Using Ratios

Ch1:3

pg 19-20

Ch2:1

pg 43-51,

126-129

pg 5-9,24,

42-83

pg 7,5-9, 24-

25, 56, 42-82

pg 1-82

Ch 3:2

pg 87, 96

Pages 62-65

Revised 2015


- 24 -

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1


that can be used to

design a scientific

investigation.

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SE-M-A4

Understanding that

human actions can

create risks and

consequences in the

environment.

importance to life.

SE-M-A7

Demonstrating

knowledge of the

natural cycles such as

the carbon cycle,

nitrogen cycle, water

cycle and oxygen

cycle.

SI 3 - Use a variety of

sources to answer questions


interpret appropriate

graphical representations to

collect, record, and report

data (e.g., tables, charts,

circle graphs, bar and line

graphs, diagrams, scatter

plots, symbols)

SI 19 - Communicate ideas

in a variety of ways (e.g.,

symbols, illustrations,

graphs, charts, spreadsheets,



SE 39 – Analyze the

consequences of human

activities on ecosystem

SE 41 - Describe the

nitrogen cycle and explain

why it is important for the

survival of organisms

SE 42 - Describe how

photosynthesis and

respiration relate to the

carbon cycle

^ SI 13 ^ LS 7

►Activity #9

Round and Round

They Go

Pg. 11

Literacy

Strategy:

“graphic

organizer”

(trace path of

carbon and oxygen

cycle)

*See Page 55

Activity Specific

Assessment “create comic –

carrying capacity”


SCIENTIFIC

METHODOLOGY,

LINE GRAPHS,

CELLULAR

RESPIRATION,HUMA

N RESOURCE USE,

WATER CYCLE




“SCIENTIFIC

INQUIRY” , “GRAPHS

IN SCIENCE”

“CELLULAR

RESPIRATION”

“HUMANS AND THE

ENVIRONMENT”

“CYCLES OF MATER”

worksheets




quiz

Page 69

What do you

exhale?

Page 74

Photosynthesis

and Light

Page 714

Is Soil Rich in

N2?

Page 721

How do

Scientists

Use Variables?

Page 723

How Does

Energy Change

Forms?

Ch 1:3

pg 19-20

Ch 2:3

pg 53-63

Ch1 Career

Sec.

Ch 9:4

pg 37,343-

47, 354

Ch 13:2

pg 500-503

Ch 3:4

pg 109

Pages 69 –

74

Pages

713- 719

Revised 2015


- 25 -

Second Nine Weeks

Unit 6: Reproduction and Heredity

Unit 3: Living Organisms

Revised 2015


- 26 -

Unit 6: Reproduction and Heredity

Benchmarks

GLEs


Comprehensive

Curriculum Unit 6

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS–M-B1

Describing the importance

of body cell division

(mitosis) and sex cell

production (meiosis).

SI-M-A2

Designing and conducting

a scientific investigation,

SI-M-A3

Using mathematics and

appropriate tools and

techniques to gather,

analyze, and interpret data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B5

Understanding that

scientific knowledge is

enhanced through peer

review, alternative

explanations, and

constructive criticism

LS 14 – Differentiate between

sexual and asexual reproduction

SI 4 - Design, predict outcomes,

and conduct experiments to

answer guiding questions

SI 5 - Identify independent

variables, dependent variables,

and variables that should be

controlled in designing an

experiment

SI 7 –Record observations using

methods that complement

investigations (e.g., journals,

tables, charts)

SI 20 - Write clear, step-by-step

instructions that others can

follow to carry out procedures or

conduct investigations




investigations




investigation)

Λ SI 1, 9, 12, 23, 32,

►Activity #1

Reproduction

Pg. 59-61

*See Safety Note*

►BLM:

“Self-Awareness

chart”

►BLM:

“Scoring Rubric”

Literacy

Strategy: “Vocabulary”

*See Page 67

Activity Specific

Assessment “VENN

Diagram”


DESCRIBING

LIVING THINGS,

REPRODUCTION ,

CHROMOSOMES

Planet diary; vocab


coach, reading web,

virtual lab

“WHAT IS LIFE?”,

“ANIMAL

REPRODUCTION

AND

FERTILIZATION”

“CHROMOSOMES

AND

INHERITANCE”

worksheets




quiz

Page 85

Launch Lab

Why isn’t

Your Cell

Like Mine?

Page 91 TG

Visual

Literacy

Phases of

Mitosis

Page 93

Mini Lab

How does

Mitosis

Work?

Page 92

Math Skills

Use

Percentages

Ch 5:1

Pg -158-

167

Ch 16:3

Pg 212-

219

Ch 10:4

Pg 386-

394

Pages

84 - 95

Revised 2015


- 27 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 6:

Reproduction and

Heredity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations, and

graphs.

SI-M-A5

Developing models

and predictions.

LS-M-B2

Describing the role

of chromosomes and

genes in heredity.

SI 13 - Identify

patterns in data to

explain natural

events

SI 14 - Develop

models to illustrate

or explain

conclusions reached

through

investigation


explain the

limitations of

models used to


world

LS 16 – Explain

why chromosomes

in body cells exist in

pairs

Λ SI - 28

►Activity #2

Mitosis

Pg. 61-62

*See Safety Note*

Literacy Strategy:

“Learning Log”

*See Page 67

Activity Specific

Assessment “Phases

of Mitosis”


CHROMOSOMES

AND

INHERITANCE,

SEX

CHROMOSOMES,

HUMAN

INHERITANCE

PATTERNS

Planet diary; vocab


coach, reading web,

virtual lab

“PATTERNS OF

INHERITENCE”,

“HUMAN

INHERITANCE”

worksheets




quiz

Page 129

Launch Lab

How do Yeast

Reproduce?

Page 131 TG

Fast Track

>Mitotic Cell

Division

> Budding

Page 133

Mini Lab

What Parts of

Plants Can

Grow?

Ch 10:4

Pg 386-395

Ch 11:1

Pg 412-417

Pages

130 -136

Revised 2015


- 28 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 6:

Reproduction and

Heredity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations, and

graphs.

LS–M-B1

Describing the

importance of body

cell division

(mitosis) and sex

cell production

(meiosis).

LS-M-B2

Describing the role

of chromosomes

and genes in

heredity.

SI 13 - Identify

patterns in data to

explain natural

events

LS 15 – Contrast the

processes of mitosis

and meiosis in

relationship to

growth, repair,

reproduction, and

heredity

LS 16 – Explain why

chromosomes in

body cells exist in

pairs

Λ SI - 28

►Activity #3

Meiosis and Me

Pg. 62-63

►BLM:

“Reciprocal

Teaching”

Literacy

Strategy:

“Reciprocal teaching”

“VENN Diagram”

Graphic Organizer


CHROMOSOMES

AND

INHERITANCE,

SEX

CHROMOSOMES,

HUMAN

INHERITANCE

PATTERNS

Planet diary; vocab


coach, reading web,

virtual lab

“PATTERNS OF

INHERITENCE”,

“HUMAN

INHERITANCE”

worksheets




quiz

Page 119

Mini Lab

How Does One

Cell Produce 4

Cells?

Page 123

Math Skills

Use Proportions

Page 118

Fast Track

Chromosomes of

Selected

Organisms

Page 117

Launch Lab

Why do

Offspring Look

Different?

Page 138 - 139

Inquiry Lab

Mitosis and

Meiosis

Ch 10:4

Pg 386-395

Ch 11:1

Pg 412-417

Pages 117 -125

Revised 2015


- 29 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 6:

Reproduction and

Heredity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-B2

Describing the role

of chromosomes

and genes in

heredity.

LS 18 – Recognize

genetic errors caused

by changes in

chromosomes

Λ SI 11, 15, 17, 36,

40

►Activity #4

DNA Molecule

Pg. 63 – 64

Literacy Strategy:

“self awareness”

*See Page 67

Activity

Specific

Assessment “DNA”


HUMAN

INHERITANCE

PATERNS,

INHERITED

GENETIC

DISORDERS

Planet diary; vocab


coach, reading web,

virtual lab

“HUMAN

INHERITANCE”,

“HUMAN GENETIC

DISORDERS”

worksheets




quiz

Page 159 TG

Fast Track

What Controls

Traits?

Page 170

Launch Lab

How are Codes

Used to Determine

Traits?

Page 171 TG

Fast Track

Four Nucleotide

Shapes

Page 172

Mini Lab

How Can You

Model DNA?

Page 95 TG

Video - DNA

Fingerprinting

Ch 11:1

Pg 412-417

Ch 11:2

Pg 418-423

Page 118

Page 159

Pages 170 –

176

Revised 2015


- 30 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 6:

Reproduction and

Heredity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-B3

Understanding that

mathematics,

technology, and

scientific techniques

used in an

experiment can limit

or enhance the

accuracy of

scientific

knowledge.

LS-M-B2

Describing the role

of chromosomes and

genes in heredity.

LS-M-B3

Describing how

heredity allows

parents to pass

certain traits to

offspring.

SI 32 - Explain the use

of statistical methods to

confirm the significance

of data (e.g., mean,

median, mode, range)

LS 19-Apply the basic

laws of Mendelian

genetics to solve simple

monohybrid crosses,

using a Punnett square

LS 20. - Explain the

differences among the

inheritance of dominant,

recessive, and

incomplete dominant

traits

LS 21 -. Use a Punnett

square to demonstrate

how sex-linked traits are

inherited

LS 17 – Explain the

relationship of genes to

chromosomes and

genotypes to phenotypes

Λ SI 4, 8, 14, 31

►Activity #5

Trendy Traits

Pg. 64 – 65

►BLM:

“Self-

Awareness

chart” &

“Punnett Squares”

Literacy

Strategy:

“Self Awareness”

Venn Diagram

*See Page 67

Activity

Specific

Assessment “Punnett Squares”


MENDEL’S

OBSERVATIONS,

ALLELES AND

INHERITANCE,

PROBABILITY AND

HEREDITY, HUMAN

INHERITANCE

PATERNS,

INHERETED GENETIC

DISORDERS




“ WHAT IS

HEREDITY”

“PROBABILITY AND

HEREDITY”,

“HUMAN

INHERITANCE”

“HUMAN GENETIC

DISORDERS”

worksheets




quiz

Page 159

Launch Lab

What is the

Span of Your

Hand?

Page 158 TG

Make the

Connection

Page 161

Mini Lab

Can You Infer

Genotype?

Page 160 TG

Visual Literacy

Chromosome

Pair

Page 162 TG

Analyzing a

Punnett Square

Page 163 TG

Fast Track

Using Ratios to

Predict

Ch 10-1

Pg 368-373

Ch 10:2

Pg 374-379

Ch 11:1

Pg 412-417

Ch 11:2

Pg 418-423

Pages 158- 166

Revised 2015


- 31 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 6:

Reproduction and

Heredity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-B3

Describing how

heredity allows

parents to pass

certain traits to

offspring.

SI-M-B7

Understanding that

scientific

development /

technology is driven

by societal needs

and funding.

LS 22 – Give

examples of the

importance of

selective breeding

SI 40 - Evaluate the

impact of research

on scientific thought,

society, and the

environment

Λ SI 3, 19, 26,

►Activity #6

Selective Breeding

Pg. 66


ADVANCES IN

GENETICS

Planet diary; vocab


coach, reading web,

virtual lab

“ ADVANCES IN

GENETICS”

worksheets




quiz

Page 163

Visual Literacy

Pedigree

Page 164

Visual Literacy

Types of

Dominance

Page 168

Skill Practice

How can you

Use Punnett

Squares to

Model

Inheritance?

Pages 178-179

Inquiry Lab

Gummy Bear

Genetics

Page 681 TG

A Medical

Breakthrough

Ch 11:3

Pg 424-429

Pages 158 –

166

Revised 2015


- 32 -

Unit 3: Living Organisms

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A3

Observing and

analyzing the

growth and

development of

selected

organisms.

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A5

Developing

models and

predictions.

LS 5 – Compare

complete and

incomplete

metamorphosis in

insects


life cycles of a variety

of organisms including

flowering & non-

flowering plants, birds,

reptiles, amphibians, &

mammals

SI 10 - Identify the

difference between

description and

explanation (SI-M-A4)

SI 16 - Use evidence to

make inferences and

predict trends

Λ SI 18, 21, 23, 24,

28

►Activity #1

Metamorphosis

Observation

Pg. 26-28

*See Safety Note*

►BLM:

“Metamorphosis

Observations”

Literacy Strategy:

“Learning Logs”

“Story Chain”

“Professor-know-it-all”

*See Page 33

Activity Specific

Assessment (label a

drawing of the stages of

metamorphosis)


CELLS, PARTS OF A

CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING


INSIDE CELLS”

worksheets




quiz

Page 471

Visual Summary-

Metamorphosis

Page 352

Visual Literacy

Alternation of

Generations

Page 469

Mini Lab

Is it Possible to

Select which

Animal will have

the Largest

Newborn if You

Know the

Gestation Period?

Ch 4 :1,2

Pg 123-125,

131-138

Pg 17

Page 470

Pages

352 -358

Pages 468 -

470

Revised 2015


- 33 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

Average Honors

LS-M-A3

Observing and

analyzing the

growth and

development of

selected

organisms.

LS-M-A6

Describe how the

human body

changes with age

and listing factors

that affect the

length and quality

of life.


life cycles of a variety

of organisms including

flowering & non-

flowering plants,

birds, reptiles,

amphibians, &

mammals

Λ SI 21, 23, 24, 26,

^ LS 5

►Activity #2

Life Cycle Of

Organisms

Pg. 28-29

*See Page 33

Activity Specific

Assessment (label a

drawing and/or

develop a

presentation with the

correct stages in

order.


CELLS, PARTS OF A

CELL

Planet diary; vocab


coach, reading web,

virtual lab

“DISCOVERING


INSIDE CELLS”

worksheets




quiz

Page 129- Inquiry

Lab

How do Yeast

Reproduce?

Page 470

Visual Literacy

Ladybug Life Cycle

Page 389

Fast Track

Infancy

Page 691

Mini Lab

How do Life Stages

After Birth Differ?

Page 692

Inquiry Lab

Educating

Extraterrestrials

about Human

Development

Ch 4 :1,2

Pg 123-125,

131-138

Pg 17

Pages 352-

358

Pages 468 –

470

Pages

130 – 131

Pages

286 – 287

Pages

689 – 692

Revised 2015


- 34 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A5

Investigating

human body

systems and their

functions

(including

circulatory,

digestive, skeletal,

& respiratory)

LS 9 – Relate

structural features of

organs to their

functions in major

systems

LS 10 – Describe the

way major organ

systems in the human

body interact to sustain

life

Λ SI 10, 16, 19

►Activity #3

Organs and Organ

Systems

Pg. 29-30

Literacy

Strategy:

“Learning

Logs”

“Professor-know-

it-all”


BODY ORGANIZATION




“BODY

ORGANIZATION”

worksheets




Page 103 Mini

Lab

How do Cells

Work Together

to Make an

Organism?

Page 420

Launch lab

Which System

is Faster?

Page 429

Launch Lab

What does it

Eat?

What does it Eat?

Ch 7:1

Pg 243-257

Pages

102-103

Pages

422-425

Pages

430-434

Pages

487-490

Revised 2015


- 35 -

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A3 Using mathematics

and appropriate

tools and

techniques to

gather, analyze,

and interpret data

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

LS-M-A5

Investigating

human body

systems and their

functions

(including

circulatory,

digestive, skeletal,

& respiratory


using methods that

complement investigations

(e.g., journals, tables,

charts)








plots, symbols





LS 9 – Relate structural

features of organs to their

functions in major systems

Λ SI 16, 22, 23

►Activity # 4

Plant Tissues

Pg. 30-31

*See Safety Note

Literacy

Strategy:

“Learning

Logs”


BODY

ORGANIZATION

Planet diary; vocab


coach, reading web,

virtual lab

“BODY

ORGANIZATION”

worksheets




quiz

Page 497

Launch lab

Can You Control

Your Muscles?

Page 496

Fast Track

How Can She do

That?

Page 493

Extended

A Biotic Arm

Ch 7:1

Pg 243-257

Pages

497-500

Revised 2015


- 36 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C1

Constructing and

using different

classification

systems based on

the structure of

organisms.

LS 23 – Classify

organisms based on

structural

characteristics, using a

dichotomous key

Λ SI 19, 20

►Activity #5

Classification

Pg. 31

*See Page 33

Activity Specific

Assessment (use a

dichotomous key to

identify leaves)


CLASSIFYING

ORGANISMS

Planet diary; vocab


coach, reading web,

virtual lab

“CLASSIFYING

LIFE” worksheets




quiz

Page 23

Mini Lab

How Would You

Name an

Unknown

Organism?

Page 25

Skill Practice

How Can You

Identify a

Beetle?

Page 32 Lab

Constructing a

Dichotomous

Key

Page 377

Mini Lab

What is this

Animal?

Ch 5

Pg 169-174

Pages 22 – 23

Page 376 – 379

Revised 2015


- 37 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C1

Constructing and

using different

classification

systems based on

the structure of

organisms.

SI-M-A1

Identifying

questions that can

be used to design a

scientific

investigation.

LS 23 – Classify

organisms based on

structural

characteristics, using

a dichotomous Key

SI 3 - Use a variety

of sources to answer

questions

Λ SI 7

►Activity #6

Kingdom and Phyla

Pg. 31 - 32

►BLM:

“Biological

Classification”

Literacy Strategy:

“Split-Page Note

Taking”


CLASSIFYING

ORGANISMS

Planet diary; vocab


coach, reading web,

virtual lab

“CLASSIFYING

LIFE” worksheets




quiz

Page 377

Visual Literacy

Animal

Symmetry

Page 379

Visual Literacy

Kingdom

Animalia

Page 378

Visual Literacy

Molecular

Biology

Page 381

Extended-

Reading

A Family Tree

for Bats

Page 381- link to

American

Museum of

Natural History

Online

Soar with Bats

Ch 5

Pg 169-174

Pages 376 - 379

Revised 2015


- 38 -

Third Nine Weeks

Unit 7: Health and Diseases

Unit 4: Ecology

Unit 5: Balance within Ecosystems

Revised 2015


- 39 -

Unit 7: Health and Diseases

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 7:

Health and Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A6

Describe how the

human body changes

with age and listing

factors that affect the

length and quality of

life.

SI-M-A6

Comparing

alternative

explanations and

predictions.

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

LS 12 – Explain how

external factors and

genetics can influence

the quality and length

of human life (e.g.,

nutrition, smoking,

drug use, exercise)

SI 18 – Identify

faulty reasoning and

statements that

misinterpret or are

not supported by the

evidence

SI 19 - Communicate

ideas in a variety of

ways (e.g., symbols,



concept maps, oral

and written reports,

equations)

Λ SI 40

►Activity #1

Diet, By Popular

Demand

Pg. 70-71

Literacy

Strategy:

“Professor

know-it-all”


GOOD NUTRITION

Planet diary; vocab


coach, reading web,

virtual lab

“ TAKING CARE OF

YOUR BODY”

worksheets




quiz

Page 682 TG

Fast Track

When is my Birthday?

Page 683

Launch Lab

How Does a Fetus

Develop in the Uterus?

Page 686 TG

From Zygote to Embryo

Page 689 TG

Fast Track

Visual Literacy

Childhood

Page 690

Mini Lab

How Do Life Stages

After Birth Differ?

Pages 692 – 693

Inquiry Lab

Educating

Extraterrestrials

Ch 7:5

Pg 268-273

Pages

683 – 686

Pages

688 – 690

Revised 2015


- 40 -

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 7:

Health and Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B5

Understanding that


is enhanced through

peer review,

alternative

explanations, and

constructive

criticism

LS-M-A6

Describe how the

human body changes

with age and listing

factors that affect the

length and quality of

life.




graphs, charts spreadsheets,



SI 34 -Recognize the

importance of

communication among

scientists about

investigations

in progress and the work of

others


external factors and

genetics can influence

the quality and length of

human life (e.g., nutrition,

smoking, drug use,

exercise)

Λ SI 37, 38, 40

►Activity #2

Diet – Related

Illnesses

Pg. 71-72

►BLM:

“Diet Related

Illnesses”

Literacy

Strategy:

“GISTing

Activity”


GOOD NUTRITION

Planet diary; vocab


coach, reading web,

virtual lab

“ TAKING CARE OF

YOUR BODY”

worksheets




quiz

Page 492 TG

Bone Injuries

and Diseases

Page 500

Mini lab

How Strong are

Hand Muscles?

Page 526

Mini Lab

What Nutrients

are in Foods?

Page 572

Mini Lab

How Can you

Model

Atherosclerosis?

Ch 7:5

Pg 268-273

Pages

492 – 493

Page 501

Pages

508 – 510

Pages

523 – 526

Page 563

Revised 2015


- 41 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 7:

Health and

Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

LS-M-A6

Describe how the

human body

changes with age

and listing factors

that affect the length

and quality of life.

SI 11 - Construct,

use, and


graphical

representations to

collect, record,

and report data (e.g.,

tables, charts, circle

graphs, bar and line

graphs, diagrams,

scatter plots,

symbols


information

gathered

to develop an

explanation

of experimental

results

LS 12 – Explain

how external factors

and genetics can

influence the quality

and length of human

life (e.g., nutrition,

smoking, drug use,

exercise)

SI 19, 37

►Activity #3

Healthy Menu

Pg. 72-73

►BLM:

“Healthy Menu

Opinionnaire”

Literacy Strategy:

“Opinionnaire”

*See Page 78

Activity Specific

Assessment “Diet/Non-

diet Related Illnesses”


GOOD NUTRITION

Planet diary; vocab


coach, reading web,

virtual lab

“ TAKING CARE OF

YOUR BODY”

worksheets




quiz

Page 575

Skill Practice

How Strong is

Your Heart?

Page 590

Inquiry Lab

Using a Blood

Count to

Evaluate Health

Page 601

Launch Lab

Which Well is

Contaminated?

Page 604

How Does an

Infectious

Disease Spread

Through a

Population

page 623

Mini Lab

How Clean are

Hands?

Ch 7:5

Pg 268-273

Pages

572 – 573

Pages

602 – 607

Page

621 – 624

Revised 2015


- 42 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 7:

Health and Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-B7

Understanding that

scientific

development /

technology is driven

by societal needs

and funding.

LS-M-A5

Investigating human

body systems and

their functions.

LS-M-A6

Describe how the

human body

changes with age

and listing factors

that affect the length

and quality of life.

SI 40 – Evaluate the

impact of research on

scientific thought,

society, and the

environment


way major organ


body interact to

sustain life

LS 12 – Explain

how external factors

and genetics can

influence the quality

and length of human

life (e.g., nutrition,

smoking, drug use,

exercise)

SI 18, 19

►Activity #4

Smoke Signals

Pg. 73-74


GOOD NUTRITION,

SKIN AS A BARRIER,

RESPONSES TO

PATHOGENS




“ TAKING CARE OF

YOUR BODY”

“THE BODY’S

DEFENSES”

worksheets




Page 505

Launch Lab

How Does

Your Skin

Protect Your

Body?

Page 506

Mini Lab

Why are You

Sweating?

Page 537 TG

Large Intestine,

Bacteria and

Digestion

Page 539

Are Digestive

Bacteria

Related to

Obesity?

Ch 12:2

Pg 452-459

Ch 7:5

Pg 268-273

Pages

505 -510

Pages

530 – 537

Pages

541 – 546

Pages

560 – 563

Pages

585 - 588

Revised 2015


- 43 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 7:

Health and Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A5

Investigating human

body systems and

their functions.


way major organ


body interact to

sustain life

Λ SI 11, 19, 40

►Activity #5

Drug Bust

Pg. 74-75

►BLM:

“Drug Fact Card”

Literacy

Strategy:

“Split-Page Note

Taking”

*See Page 78

Activity Specific

Assessment “Drug Health Risk”


BODY MOVEMENT,

MOVING

MATERIALS IN

YOUR BODY




“ SYSTEM

INTERACTIONS”

worksheets




quiz

Page 611

Launch Lab

Escape the Pox?

Page 612

Mini Lab

How do Layers of

the Skin Protect

Body?

Page 626

Can One Bad Apple

Spoil the Bunch?

Page 645

Skill Practice

How Does the

Nervous System

Respond to Stimuli?

Page 657

Launch Lab

What Makes Hearts

Race?

Page 662

Inquiry Lab

Modeling Negative

Feedback Cycle

Ch 7:2

Pg 268-255

Pages

611 – 617

Pages

636 – 645

Pages

656 - 660

Revised 2015


- 44 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 7:

Health and Diseases

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

LS-M-A7

Describing

communicable and

noncommunicable

diseases.

SI 11 - Construct,

use, and interpret

appropriate graphical

representations to

collect, record, and

report data (e.g.,

tables, charts, circle

graphs, bar and line

graphs, diagrams,

scatter plots, symbols

LS 13 – Identify and

describe common

communicable and

noncommunicable

diseases and the

methods by which

they are transmitted,

treated, and

prevented

Λ SI 26, 34, 37, 38,

39

►Activity #6

To Share or

Not To Share

Pg. 75-77

Literacy

Strategy:

“SPAWN

writing assignment”

*See Page 78

Activity Specific

Assessment “Communicable

/ non-communicable

diseases ”


PATHOGEN AND

DISEASE,

TYPES OF

PATHOGENS

Planet diary; vocab


coach, reading web,

virtual lab

“ INFECTIOUS

DISEASE”

worksheets




quiz

Page 619

Science and Society

The Victory Over

Chicken Pox

Page 245

Skill Practice

How do Lab

Techniques Affect an

Investigation?

Page 252

Mini Lab

How do Antibiotics

Work?

Page 602 TG

Fast Track

Connecting Disease

with the Source

Page 609

Skill Practice

How Would Work

Areas be Prepared for

Aseptic Techniques?

Ch 12:1

Pg 444-451

Pages

242 – 243

Pages

246 – 253

Pages

272 – 273

Page 283

Pages

604 - 607

Revised 2015


- 45 -

Unit 4: Ecology

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C3

Investigating major

ecosystems and

recognizing

physical properties

and organisms

within each.

LS 25 – Locate and

describe the major

biomes of the world

Λ SI 3, 13, 14, 15,

33

►Activity #1

Biome Field Trip

Simulation

Pg. 36-37

►BLM:

“Biome Field Trip”

Literacy Strategy:

“Split-Page Note taking”

*See Page 41

Activity Specific

Assessment “Identify

Biomes”


BIOME, HABITAT

Planet diary; vocab


coach, reading web,

virtual lab

“BIOMES” “LIVING

THINGS IN THE

ENVIRONMENT”

worksheets




quiz

Page 777

Fast Track

Plant or Animal

Page 777

Launch Lab

What is the

Climate in

China?

Page 778

Mini Lab

How Hot is

Sand?

Visual Literacy

Pages 781, 782,

783

Page 785

Skill Practice

Which Biome is

it?

Ch 8:3

Pg.296-305

Ch 8:1

Pg 284-289

Pages

774 – 783

Pages

786 - 792

Revised 2015


- 46 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C4

Explaining the

interaction and

interdependence of

nonliving and living

components within

ecosystem.

LS 28 – Differentiate

between ecosystem

components of

habitat and niche

Λ SI 2, 14, 26, 27,

28, 34, 37

►Activity #2

Panda Bears In

Louisiana

Pg. 37-38


BIOME, HABITAT

Planet diary; vocab


coach, reading web,

virtual lab

“BIOMES” “LIVING

THINGS IN THE

ENVIRONMENT”

worksheets




quiz

Page 759

Launch Lab

What are the

Roles in your

School

Community?

Bellringer

Transparency

Welcome

Comparisons

eTeacherEdition

page 760

Mini Lab

How can you

Model a Food

Web?

Ch 8:3

Pg.296-305

Ch 8:1

Pg 284-289

Page 759

Pages

760 - 764

Revised 2015


- 47 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C4

Explaining the

interaction and

interdependence of


components within

ecosystems.

LS 28 –

Differentiate

between ecosystem

components of

habitat and niche

Λ SI 1, 19

►Activity #3

My Niche

Pg. 38


HABITAT

Planet diary; vocab


coach, reading web,

virtual lab

“LIVING THINGS IN

THE

ENVIRONMENT”

worksheets




quiz

Page 766

Inquiry Lab

How can You

Model a

Symbiotic

Relationship?

Page 767

Inquiry

Extension

Interaction in a

Ecosystem

Ch 8:1

Pg 284-289

Pages

707 - 709

Revised 2015


- 48 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C3

Investigating major

ecosystems and

recognizing

physical properties

and organisms

within each.

LS 26 – Describe

and compare the

levels of organization

of living things

within an ecosystem

Λ LS 28

SI 11, 19

►Activity #4

What’s The Connection?

Pg. 38 - 39

►BLM:

“What’s The

Connection?”

Literacy Strategy:

“Graphic Organizer”

*See Page 41

Activity Specific

Assessment “Arrange in

hierarchy”


CLASSIFYING

ORGANISMS

Planet diary; vocab


coach, reading web,

virtual lab

“CLASSIFYING

LIFE” worksheets




quiz

Page 707

Launch Lab

Is It Living or

Nonliving?

Brain POP- video

Ecosystems

Bellringer

Transparency

Shifting Ground

eTeacherEdition

Ch 5:2

Pg 168-173

Revised 2015


- 49 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C4

Explaining the

interaction and

interdependence of


components within

ecosystems.

LS 27 – Identify the

various relationships

among plants and

animals (e.g.,

Mutualistic,

Parasitic, Producer,

Consumer)

Λ SI 3, 11, 19, 22

►Activity #5

I Depend On You

Pg. 39 & 40

►BLM:

“Symbiotic

Relationships”

Literacy Strategy:

“Brainstorm”

Literacy Strategy:

“RAFT – Writing

Assignment”

R= Role of Writer

A= Audience

F= Form of Writing

T=Topic of Writing

(to a tropical fish

company)

*See Page 41

Activity Specific

Assessment “Symbiotic

Relationships”


COMPETITION AND

PREDATION,

ENERGY ROLES IN

ECOSYSTEMS

Planet diary; vocab


coach, reading web,

virtual lab

“INTERACTIONS

AMONG LIVING

THINGS” “ENERGY

FLOW IN

ORGANISMS”

worksheets




quiz

Page 711

Science &

Society

Transforming

Mars

Page 723

Launch Lab

How Does

Energy Change

Forms?

Bellringer

Transparency

Food For All

eTeacherEdition

Page 725

Mini Lab

How can you

Classify

Organisms?

Ch 8:2

Pg 290-95

Ch 13:1

Pg 488-495

Pages

723 - 728

Revised 2015


- 50 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 4:

ECOLOGY

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-C4

Explaining the

interaction and

interdependence of


components within

ecosystems.

LS 29 – Predict the

impact changes in a

species’ population

have on an ecosystem

Λ SI 11, 19, 38, 39,

40

►Activity #6- Parachuting

Cats Into Borneo

Pg. 40 & 41

Page 730

Inquiry Lab

How Does Soil

Type Affect Plant

Growth?

Ch 1

Pg 36-37

Revised 2015


- 51 -

Unit 5: Balance within Ecosystems

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A3 Using mathematics

and appropriate

tools and techniques

to gather, analyze,

and interpret data

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.

SI 7 - Record

observations using

methods that complement



SI 11 - Construct, use,

and interpret appropriate

graphical representations

to collect, record, and

report data (e.g., tables,

charts, circle graphs, bar

and line graphs,

diagrams, scatter plots,

symbols

LS 33 – Illustrate how

variations in individual

organisms within a

population determine the

success of the population


environmental factors

impact survival of a

population

Λ SI 12, 16, 32

►Activity #1

Bird Beak

Adaptations

Pg. 46

Literacy

Strategy:

“Learning Logs”


HABITAT, VALUE

OF BIODIVERSITY

Planet diary; vocab


coach, reading web,

virtual lab

“ADAPTATIONS

AND VARIATIONS”

“BIODIVERSITY”

worksheets




quiz

Page 195

Mini Lab

How do species

change over

time?

Page 201 TG

Darwin’s Theory

Page 205

Mini Lab

Who Survives?

Page 707

Launch Lab

Is It Living or

Nonliving?

Ch 9:2

Pg 328-333

Ch 9:5

Pg 348-357

Pages

194- 195

Pages

201 – 205

Pages

707- 709

Pages

750 – 751

Revised 2015


- 52 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D1

Describing the

importance of plant

and animal

adaptation,

including local

examples.

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.


between structural and

behavioral adaptations

in a variety of

organisms


environmental factors

impact survival of a

population

Λ SI 3, 10, 11, 13,

19

►Activity #2

Adaptations

Pg. 46-47

►BLM:

“Adaptations”

Literacy Strategy: “Vocabulary Self-

Awareness”


VALUE OF

BIODIVERSITY,

ADAPTATIONS FOR

SURVIVAL

Planet diary; vocab


coach, reading web,

virtual lab

“ADAPTATIONS

FOR SURVIVAL”,

“BIODIVERSITY”

worksheets




quiz

Page 203

Fast Track

Visual Literacy

Natural Selection

Page 205

Mini Lab

Who Survives?

Carriers in

Science

Page 207

Peter and

Rosemary Grant

Page 753

Mini Lab

How Does

Migration Affect

Population Size?

Ch 9:2

Pg 328-331

Ch9:5

Pg 348-357

Pages

124 – 125

Pages

202 – 205

Revised 2015


- 53 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D1

Describing the

importance of plant

and animal

adaptation,

including local

examples.


between structural and

behavioral adaptations

in a variety of

organisms

Λ SI 7, 19, 22, 23,

37

►Activity #3

Seeing Is Believing

Pg. 47-48

*See Safety Note*

►BLM:

“Seed Dispersal”

Literacy Strategy: “Graphic Organizer”

“Learning Logs”


VALUE OF

BIODIVERSITY,

ADAPTATIONS FOR

SURVIVAL

Planet diary; vocab


coach, reading web,

virtual lab

“ADAPTATIONS

FOR SURVIVAL”,

“BIODIVERSITY”

worksheets




quiz

Pages

216- 217

Inquiry Lab

Model

Adaptation in an

Organism.

Page 297

Launch Lab

What is a Plant?

Page 299

Mini Lab

How Does

Water Loss

From a Leaf

Relate to the

Thickness of the

Cuticle?

Ch 9:2

Pg 328-331

Ch9:5

Pg 348-357

Pages

298 – 301

Revised 2015


- 54 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D1

Describing the

importance of plant

and animal

adaptation,

including local

examples.

LS 31 -Describe and

evaluate the impact

of introducing

nonnative species

into an ecosystem

Λ SI 1, 13, 19, 22

SE 39, 43

►Activity #4

Natural and man-made

changes in an ecosystem

Pg. 48 – 49

►BLM:

“Ecosystem

Vocabulary Cards”

Literacy Strategy:

“Vocabulary”

*See Page 55

Activity Specific

Assessment

“Creative Presentation”


HUMAN RESOURCE

USE, VALUE OF

BIODIVERSITY

Planet diary; vocab


coach, reading web,

virtual lab

“HUMANS AND

THE

ENVIRONMENT”,

“BIODIVERSITY”

worksheets




quiz

Extended

Page 305

Trees in the Sea

Page 307

Launch Lab

Which Holds

more Water?

Page 311

Skill Practice

How do

Differences in

Plant Structures

Reflect Their

Environments?

Page 345

Mini Lab

When will

Plants Flower?

Ch 9:4-5

Pg 343-344,

354-357

Pages 306 –

309

Revised 2015


- 55 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.

LS 32 – Describe

changes that occur in

various ecosystems

and relate the

changes to the ability

of an organism to

survive

Λ SE 35

SI 3, 18, 19

►Activity #5

Wetland Wonders

Pg. 49-50

►BLM:

“Ecosystem

Cards”

Literacy Strategy:

“Vocabulary”

*See Page 55

Activity Specific

Assessment “Resources

to Wetlands”


POPULTION,

SUCCESSION

Planet diary; vocab


coach, reading web,

virtual lab

“POPULATIONS”,

“CHANGING

ECOSYSTEMS”

worksheets




quiz

Page 195

Mini Lab

How do

Species

Change Over

Time?

Page 199

Launch Lab

What are the

Variations

Within Your

Class?

Video

What’s Science

Got to do with

It?

Killer Bees

Ch 9:1

Pg 320-325

Ch 9:3

Pg 334-339

Pages

199 - 204

Revised 2015


- 56 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.

SI-M-A1

Identifying

questions that can

be used to design a

scientific

investigation.

LS 32 – Describe

changes that occur in

various ecosystems

and relate the

changes to the ability

of an organism to

survive

SI 1 -Generate

testable questions

about objects,

organisms, and

events that can be

answered through

scientific

investigation

SI 2 - Identify

problems, factors,

and questions that

must be considered

in a scientific

investigation

Λ SI 5, 6, 7, 8, 9,

20,23, 24, 37

►Activity #6

Temporary Wetlands

Pg. 50 – 51

*See Safety Note*

►BLM:

“Temporary Wetlands”

Literacy Strategy:

“KWL chart”

“Learning Logs”


POPULTION,

SUCCESSION

Planet diary; vocab


coach, reading web,

virtual lab

“POPULATIONS”,

“CHANGING

ECOSYSTEMS”

worksheets




quiz

Page 205

Mini Lab

Who Survives?

Page 209

Launch Lab

How is the

Structure of a

Spoon Related

to its Function?

Page 213

Mini Lab

How Related

are Organisms?

Ch 9:1

Pg 320-325

Ch 9:3

Pg 334-339

Pages

199 - 204

Revised 2015


- 57 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.

LS 33 – Illustrate

how variations in

individual organisms

within a population

determine the

success of the

population

LS 32

SI 1, 3, 11, 19, 22

►Activity #7

Alligators and Such!

Pg. 51-52


POPULTION,

SUCCESSION

Planet diary; vocab


coach, reading web,

virtual lab

“POPULATIONS”,

“CHANGING

ECOSYSTEMS”

worksheets




quiz

Page 452

Mini Lab

How do Young

Birds

Recognize

Predators?

CH 9:2 Pages

447 - 452

Revised 2015


- 58 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SE-M-A1

Demonstrating

knowledge that an

ecosystem include

living an nonliving

factors and that

humans are an

integral part of

ecosystems.

SE 36 – Distinguish

the essential roles

played by biotic and

abiotic components

in various

ecosystems

SI 7, 19

►Activity #8:

Relationships between

Biotic and Abiotic

Factors P. 52


DESCRIBING

LIVING THINGS,

HABITAT,HUMAN

RESOURCE USE

Planet diary; vocab


coach, reading web,

virtual lab

“WHAT IS LIFE?”,

“LIVING THINGS

AND THE

ENVIRONMENT”

“HUMAN

RESOURCE USE”

worksheets




quiz

Ch 5:1

Pg 158-167

Ch 8:1

Pg 284- 289

Ch 9:4

Pg 340-347

Pages

706- 709

Pages

787 -793

Revised 2015


- 59 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SE-M-A2

Demonstrating an

understanding of

how carrying

capacity and

limiting factors

affect plant and

animal populations.

SE 37 – Identify and

describe the effects of

limiting factors on a

given population

SE 38 - Evaluate the

carrying capacity of

an ecosystem

SE 36

SI 2, 4, 5, 6, 9, 12, 20,

26, 33,

►Activity # 9

Factors that limit plant

and animal populations

Pg. 42 – 43

Literacy Strategy: “Learning Logs”


POPULATION SIZE

Planet diary; vocab


coach, reading web,

virtual lab

“POPULATIONS”,

“CHANGING

ECOSYSTEMS”

worksheets




quiz

Page 749

Launch Lab

What Events

Can Change a

Population?

Ch 9:1

Pg 320-327

Page 743

Page 745

Revised 2015


- 60 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 5:

Balance Within

Ecosystems

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SE-M-A4

Understanding that

human actions can

create risks and

consequences in the

environment.

SE 39 - Analyze the

consequences of

human activities

on ecosystems

SI 3, 12, 13, 16, 19,

30, 38

LS 34

►Activity #10

Exploring the

Environment

Pg. 53 – 54

*See Page 55

Activity Specific

Assessment

“Carrying Capacity”


POPULTIONS,

VALUE OF

BIODIVERSITY

Planet diary; vocab


coach, reading web,

virtual lab

“POPULATIONS”,

“BIODIVERSITY”

worksheets




quiz

Page 787

Launch Lab

What Happens

When rivers and

Oceans Mix?

Page 788 TG

Visual Literacy

Human Impact

Page 791 TG

Fast Track

Biodiversity-

Human Impact

Ch 9 :4

Pg 340-347

Ch 9:5

Pg 348-357

Pages

787 – 793

Pages

799 -800

Pages

823 – 827

Pages

831 – 836

Revised 2015


- 61 -

Fourth Nine Weeks

Unit 8: Food Webs and Cycles

Body System Review / Frog Dissection

Sex Education (Curriculum in separate document)

Revised 2015


- 62 -

Unit 8: Food Webs and Cycles

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 8:

Food Webs and Cycles

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A4

Developing

descriptions,

explanations,

and graphs using

data

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B5

Understanding that


is enhanced through

peer review,

alternative

explanations, and

constructive criticism

SE-M-A5

Tracing the flow of

energy through an

ecosystem with a

knowledge of the

roles of producers,

consumers, and

decomposers.








plots, symbols




graphs, charts,

spreadsheets, concept

maps, oral and written

reports, equations)




investigation)

SE 40 – Construct or draw

food webs for various

ecosystems

Λ LS 24

►Activity #1

Food Webs

Pg. 80-81

►BLM:

“Feeding

Relationships”

Literacy

Strategy:

“Learning

Logs”

*See Page 86

Activity

Specific

Assessment “Food Web”


ENERGY FLOW IN

ECOSYSTEMS

Planet diary; vocab


coach, reading web,

virtual lab

“ ENERGY FLOW IN

ECOSYSTEM”

worksheets




quiz

Page 728 TG

Fast Track

Energy

Pyramids

Page 761 TG

Energy Flow

Page 761 TG

Toolbox

Your Energy

Role

Page 523

Launch Lab

How Much

Energy is in an

Almond?

Page 704 H

Energy

Pyramids

Ch 13:1

Pg 488-493

Pages

723 -728

Page 761

Revised 2015


- 63 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 8:

Food Webs and

Cycles

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SE-M-A1

Demonstrating

knowledge that an

ecosystem includes

living and nonliving

factors and that

humans are an

integral part of

ecosystems

LS-M-C2

Modeling and

interpreting food

chains and food

webs

LS-M-D2

Explaining how

some members of a

species survive

under changed

environmental

conditions.

SE 35 - Identify

resources humans

derive from

ecosystems

LS 24 - Analyze

food webs to

determine energy

transfer among

organisms

LS 34 – Explain

how environmental

factors impact

survival of a

population

Λ SI 11, 19, SE

40

Activity #2

Energy Transfer

Pg. 81-82

Literacy

Strategy:

“Learning Logs”

*See Page 86

Activity

Specific

Assessment

“Energy

Pyramid”


HUMAN RESOURCE

USE, ENERGY

ROLES IN

ECOSYSTEMS,

ENERGY FLOW IN

ECOSYSTEM

Planet diary; vocab


coach, reading web,

virtual lab

“ HUMANS AND

THE

ENVIRONMENT” ,

“ENERGY FLOW IN

ECOSYSTEMS”

worksheets




quiz

Page 761

Teacher Toolbox

Transparency

Focus on Content:

Food Web

Page 760

Mini Lab

How can you Model

a Food Web?

Page 15 TG

Fast Track

Visual Literacy

Energy Use

Page 704 TG

Big Idea

How do living and

Nonliving Parts of

the Environment

Interact?

Page 707

Launch Lab

Is It Living or

Nonliving?

Ch 9:4

Pg 340-347

Ch 13:1

Pg 488-495

Page 14

Pages

708 - 709

Pages

723 – 726

Page 761

Revised 2015


- 64 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 8:

Food Webs and

Cycles

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

LS-M-A4

Describing the basic

processes of

photosynthesis

and respiration

and their importance

to life.

SE-M-A7

Demonstrating

knowledge of the

natural cycles,

such as the

carbon cycle,

nitrogen cycle,

water cycle, and

oxygen cycle.

LS 7 - Construct a

word equation that

illustrates the processes

of photosynthesis and

respiration

SE 41 - Describe the

nitrogen cycle and

explain why it is

important for the

survival of organisms

SE 42 - Describe how

photosynthesis and

respiration relate to the

carbon cycle

Λ SI 11, 19

►Activity #3

Cycles

Pg. 82-84

►BLM:

“Cycles and

More”

Literacy

Strategy:

“Split-Page Note

Taking”

“Learning Logs”

*See Page 86

Activity

Specific

Assessment

“Carbon Cycle”


ENERGY FOR LIVING

THINGS,

PHOTOSYNTHESIS,

ENERGY FLOW IN

THE ECOSYSTEM,

CARBON AND

OXYGEN CYCLE,

NITROGEN CYCLE




“ PHOTOSYNTHESIS”

,

“CYCLES OF

MATTER”

worksheets




quiz

Page 713

Launch Lab

How can You Model

Raindrops?

Page 714 TG

Evaporation,

condensation,

Precipitation

Page 717

Fast Track

Visual Literacy

The Oxygen Cycle

Page 723

Launch Lab

How Does Energy

Change Forms?

Page 336

Can You Observe

Plant Processes?

Ch 3:3

Pg 100-105

Ch 13:2

Pg 496-503

Pages

712 – 719

Pages

334 - 336

Revised 2015


- 65 -

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 8:

Food Webs and Cycles

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Pearson Glencoe

Readings

From

Textbook

Pearson Glencoe

SI-M-A1


that can be used to

design a scientific

investigation.

SI-M-A4

Developing

descriptions,

explanations, and graphs

using data

SE-M-A1

Demonstrating

knowledge that an

ecosystem includes

living and nonliving

factors and that humans

are an integral part of

ecosystems

SE-M-A4

Understanding that

human actions can

create risks and

consequences in the

environment.

SI 3 - Use a variety

of sources to answer

questions

SI 11 - Construct, use,

and interpret appropriate

graphical representations

to collect, record, and

report data (e.g., tables,

charts, circle graphs, ba

and line graphs,

diagrams, scatter plots,

symbols

SE 35 - Identify

resources humans derive

from ecosystems

SE 39 – Analyze the

consequences of human

activities on ecosystems

SI 16, 19

►Activity #4

Let It Rain On

The Sparta

Pg. 84-85

►BLM:

“Importance of

H2O”

“Water Source

Cards”

“What is an

Aquifer?”

Literacy

Strategy:

“Graphic

Organizer”


HUMAN RESOURCE

USE,

HUMAN EFFECTS

ON ECOSYSTEMS

Planet diary; vocab


coach, reading web,

virtual lab

“ ENERGY FLOW IN

ECOSYSTEM” ,

“HUMANS AND

THE

ENVIRONMENT”

worksheets




quiz

Page 811 TG

What do you

think?

Page 813

Where does it

Come From?

Page 817

Mini Lab

How Clean is

Water?

Page 821 TG

Clean Energy

From Underground

Page 829

Skill Practice

How can you

communicate

about Pollution?

Page 838

Inquiry Lab

How can you

conserve a Natural

Resource?

Ch 9:4

Pg 340-347

Pages

812 – 819

Pages 824 -

827

Pages 831 -

836

Documents

JEFFERSON PARISH PUBLIC SCHOOL SYSTEMjpschools.org/wp-content/uploads/2015/10/7th-Grade-JPPSS... · JEFFERSON PARISH PUBLIC SCHOOL SYSTEM GRADE 7 SCIENCE 2015 ... Seventh Grade: Life