Westwood Regional School District - wwrsd.org … · and instructional activities are ... realized through this blend of commitment and ... experiences to reach his/her potential

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Westwood Regional School District

Science Department Curriculum

Grade 7 Science

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Table of Contents

1. Introduction ......................................................................................................................1

2. District Mission, Vision, and Belief Statements ..............................................................3

3. Departmental Philosophy .................................................................................................4

4. Course Summary and Course/Grade-level Goals ............................................................5

5. Unit Plans .........................................................................................................................6

1


Introduction

The most precious resource teachers have is time. Regardless of how much time a course

is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is

imperative that teachers utilize the time they have wisely in order to maximize the

potential for all students to achieve the desired learning.

High quality educational programs are characterized by clearly stated goals for student

learning, teachers who are well-informed and skilled in enabling students to reach those

goals, program designs that allow for continuous growth over the span of years of

instruction, and ways of measuring whether students are achieving program goals.

The Westwood Regional School District Curriculum Format

The Westwood Regional School District will be using a curriculum format that

incorporates aspects of several different curriculum development models. When

reviewing curriculum documents and the district’s curriculum format, aspects of the

“backward-design” model will be found in the way in which unit objectives, assessments,

and instructional activities are designed.

The curriculum design process involves three interrelated stages for developing an entire

curriculum or a single unit of instruction. The relationship from planning to curriculum

design, development, and implementation hinges upon the integration of the following

three stages.

Stage I – Identifying Desired Results: Course goals based upon knowledge and skills

need to be woven into curriculum publications, documents, standards, and scope and

sequence materials. Course goals highlight the big ideas that students will grapple with

during the course of the unit. Unit objectives are more granular and should be reflective

of best practices, containing the following components:

Specific performance (e.g. to write, to name, to compare and contrast, to

debate, to decide, etc.)

Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal

entry, etc.)

Conditions (during a cooperative learning activity, after reading the story

______________)

Criterion or Standard (e.g. correct to the nearest mile, four out of five correct,

list three examples, state two differences, etc.)

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The Westwood Regional School District Curriculum Format (con’t)

Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to

ensure that students demonstrate attainment of desired results. While discrete knowledge

assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized

during an instructional unit, the overall unit assessment should be performance-based and

asks students to demonstrate that they have mastered the desired understandings. Ideally,

these culminating (summative) assessments are authentic tasks that students would likely

encounter in the real-world after they leave school. They allow students to demonstrate

all that they have learned and can do. To demonstrate their understandings students can

explain, interpret, apply, provide critical and insightful points of view, show empathy

and/or evidence self-knowledge. Models of student

performance and clearly defined criteria (i.e. rubrics) are provided to all students in

advance of starting work on the unit task.

Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences

are aligned with stages one and two so that the desired results are obtained based on the

identified evidence or assessment tasks. Instructional activities and strategies are

considered only once stages one and two have been clearly designed. Therefore,

congruence among all three stages can be ensured and teachers can make wise

instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best

practices, shared and sustained inquiry, consensus building, and initiative that involves all

stakeholders. In this design, administrators are instructional leaders who enable the

alignment between the curriculum and other key initiatives in their district or schools.

These leaders demonstrate a clear purpose and direction for the curriculum within their

school or district by providing support for implementation, opportunities for revision

through sustained and consistent professional development, initiating action research

activities, and collecting and evaluating materials to ensure alignment with the desired

results. Intrinsic to the success of curriculum is to show how it aligns with the

overarching goals of the district, how the document relates to district, state, or national

standards, what a high quality educational program looks like, and what excellent

teaching and learning looks like. Within education, success of the educational program is

realized through this blend of commitment and organizational direction.

3


MOTTO

“Excellence in Education”

MISSION STATEMENT

To provide excellence in education through rich and diverse learning opportunities,

enabling students to exercise intelligent control of their future.

VISION STATEMENT

The vision of the Westwood Regional School District, serving the diverse communities

of the Borough of Westwood and the Township of Washington, is to provide a sound and

comprehensive education. This education process will ensure that our students have the

knowledge, skills, and experiences which will enable them to make future life choices. It

is our long-term goal that each student will use this knowledge, these skills and these

experiences to reach his/her potential and thus become an actively contributing,

productive member of the global community.

BELIEF STATEMENTS

Westwood Regional School District Staff believe that:

1. Children are our community’s most valuable asset and we value each

individual child.

2. All students have the right to a safe, positive, learning environment where

diversity and individuality are respected and appreciated.

3. Each student’s individual learning styles and needs shall be addressed.

4. Students shall be empowered to be productive, organized, responsible, and

self-directed individuals.

5. Our school shall inspire pride, accomplishment, and growth in all students.

6. Physical and mental well-being contribute to student success.

7. Students shall be encouraged to become life-long learners.

8. A sound and comprehensive education produces literate individuals who are

effective problem solvers, critical thinkers, and users of technology.

9. Our school has a responsibility to instill an awareness and appreciation of the

global community and environment.

10. Education is the shared responsibility of the students, faculty, staff, Board of

Education, family, community, and government.

4


Departmental Philosophy

The pursuit of science has advanced the understanding of the natural world and given rise to the

technologies that make our lives better. The Westwood Regional School District's Science

program is designed to create an exciting learning environment that prepares students to

understand the latest advancements in science. Our department’s fundamental mission is to

advance public understanding and appreciation of science. We would like to foster scientific

habits of mind that improve our societies foundation. Our students will learn to use the scientific

method and engage in hands-on inquiry to acquire an understanding of fundamental concepts in

life, earth, physical, and environmental sciences.

Our teachers will provide current examples and be malleable in the presentation of their lessons.

The curriculum serves as a guideline to understanding modern science. Each lesson teaches

basic principals of science rather than focusing on history or classic science practice. As the

world becomes more connected, classic science subjects have begun to combine into an

uncountable number of new specialties and disciplines that fit as pieces of a puzzle to forward

human understanding. This new globalization of science is leading to an exponential increase in

the advancement of technology. Students must be prepared for this in their lives and careers.

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Curricular Unit Plan

7TH GRADE LIFE SCIENCE CURRICULUM

UNIT 1: What is Life Science?

Aim & Objectives: Instructional Strategies,

Activities, Labs and Process Skills

Applicable CPI Resources, Materials, Web

Sites:

Lesson1-1:

What is an observation? Students will be able to:

Understand the difference between an observation and an

inference

Explain the importance of asking questions in science

Explain how scientific knowledge can change

Interpret the information in

tables and graphs Create graphs

Owl Pellet Lab/video Candle Observation Demo

Graphing activities (RST.6-8.7)

5.1.8.A.3

Use scientific principles and models

to frame and synthesize scientific arguments and pose theories.

Holt: Pages6- 9 Questions 1-4

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1-2 : How do you design a controlled experiment using the scientific method? Students will be able to:

Describe the steps of the

scientific method

Define scientific method, hypothesis, controlled

experiment, variable, theory, technology

Recognize that the results of scientific investigations are

seldom exactly the same and

replication is often necessary Identify questions and make

predictions that can be addressed by conducting

investigations

Design and conduct investigations incorporating the

use of a control

Graphic organizer- scientific

method Simpson Worksheet (control vs.

variable) (RST.6-8.5)

Experiment scenario worksheet Glow Stick Lab

5.1.8.A.3

Use scientific principles and models to frame and synthesize scientific

arguments and pose theories.

5.1.8.C.2

Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models.

Holt section 1-2; 6 vocab words &

3 questions (pages 10-18) Scientific method video

Scientific Method Poster

1-3 A: How do we use a compound light microscope? Distinguish between compound

and electron microscopes

Discover the various parts and functions of the compound

microscope

Calculate total magnification of the microscope

Demonstrate proper use of the microscope

Practice focusing a microscope

Make a wet-mount slide

Lab: Using the microscope/

parts of the microscope

(RST.6-8.3)

Microscope Puzzle Lab: Make a wet mount slide;

letter “d”

5.1.8.D.3

Demonstrate how to safely use

tools, instruments, and supplies.

Holt pages 19-21

Holt: 2 vocab words pages 19-21

http://www.biologycorner.com/microquiz/index.html#

Poster- Microscope Parts

http://www.biologycorner.com/microquiz/index.html

http://www.biologycorner.com/microquiz/index.html

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UNIT 2: Is it Alive?




Sites:

2-1: What are the characteristics of living things? (Holt pages 36-39)

Define cell, stimulus, homeostasis, sexual

reproduction, asexual

reproduction, DNA, hereditary, and metabolism

Recognize that all living things have 6 basic characteristics

Recognize that cells carry out

many functions needed to sustain life

Give examples of how living things respond to changes in

their environment Distinguish between asexual

(genetically identical) and

sexual (blending of characteristics) reproduction

Discuss growth and development

Notes: Characteristics of Living

Things: 8 vocab words Stimulus and Response activity

sheet (pupil of eye responding to light)

5.3.4.A.1

Develop and use evidence-based criteria to determine if an unfamiliar

object is living or nonliving.

5.3.8.D.1

Defend the principle that, through reproduction, genetic traits are

passed from one generation to the next, using evidence collected from

observations of inherited traits.

Demos: living vs. nonliving

Video clips: living vs. nonliving Holt pages 36-39: Questions 1-4

2-2: What do all living things need in order to survive? Define producer, consumer, and

decomposer Recognize that living things have

basic needs in order to carry out

life processes Discuss how living things obtain

what they need to live

Notes: needs of Living Things &

3 vocab words Creature Feature

5.3.8.B.2

Analyze the components of a consumer’s diet and trace them

back to plants and plant products.

Holt pages 40-41; Questions 1-2

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2-3 A: What types of molecules are present in living things? (Holt pages 42-45)

Define protein, carbohydrate, lipid, phospholipids, nucleic

acid, and ATP

Recognize the four major groups of molecules

Discuss ATP's role in the body

Food labels in the classroom

Stayin' Alive Macromolecule Notes- Use

guided reading sheet (RST.6-8.6)

Worksheet- Building Blocks It’s Alive- vocab review sheet

5.3.8.B.1

Relate the energy and nutritional needs of organisms in a variety of

life stages and situations, including stages of development and periods

of maintenance.

Holt 2-3; 6 vocab words, Q 1-3

2-3 B: How does starch break down in the human body? Recognize that starch breaks

down into individual sugars

Mouth (saliva) contains amylase

Lab: Going Crackers

5.3.8.B.1

Relate the energy and nutritional

needs of organisms in a variety of life stages and situations, including

stages of development and periods of maintenance.

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UNIT 3: What are the basic units of life?




Sites:

3-1: How is life organized? Define tissue, organ, organ

system, organism, unicellular,

multicellular, population, community, and ecosystem

Explain how life is organized,

from a single cell to an ecosystem

Activity: 5 pictures to put in

order (RST.6-8.7)

Cells R Us 3-1 Notes: cell to ecosystem

5.3.8.A.2

Relate the structures of cells, tissues, organs, and systems to

their functions in supporting life.

Holt 3-1; 9 vocab words &

questions 1-3

Transparency: Cell to organism

3-1 PowerPoint

3-2 A: What are cells? Define cell membrane,

organelles, cytoplasm, nucleus, prokaryotic, eukaryotic, and

bacteria State the parts of the cell theory

Describe how cells were

discovered List the characteristics that all

cells share Explain the difference between

prokaryotic and eukaryotic

3-2 Notes Redi activity

5.3.6.A.2 Model and explain ways in which

organelles work together to meet the cell’s needs.

(Holt pages 61-63 &66-67)) Holt 3-2; 7 vocab & questions 1-4

Transparency: Red- Spontaneous Generation

3-2 B: What limits cell size?

Explain why cells are so small Calculate a cell’s surface-to-

volume ratio

List the advantages of being multicellular

Activity: surface to volume cube

5.3.8.A.1 Compare the benefits and

limitations of existing as a single-celled organism and as a

multicellular organism.

(Holt pages 64-65)

Transparency: Surface to

volume ratio

Surface to volume activity and

worksheet

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3-3 A: How do cells work?

Define cell wall, ribosome, endoplasmic reticulum,

mitochondria, chloroplast, golgi complex, vesicle, vacuole, and

lysosome

Explain the function of each part of a eukaryotic cell

Notes: color code Cell labels &

functions

5.3.6.A.2

Model and explain ways in which organelles work together to meet

the cell’s needs.

(Holt pages 68-75)

Holt 3-3: 9 vocab & Questions 1-3 Movie: Inside a Cell with study

guide questions (RST.6-8.9)

3-3 B: How are plant cells different than animal cells?

Recognize plant cells contain

different organelles than animal cells

Cheek cell/ Elodea lab Cell model

5.3.6.A.2 Model and explain ways in which

organelles work together to meet

the cell’s needs.

(Holt page 75) Organelle review sheet

Organelle riddle sheet

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UNIT 4: What are some of the processes that take place in a Cell?




Sites:

4-1A: How do particles move into and out of a cell? Explain that the process of

diffusion is how particles move from high to low concentration

Describe how osmosis occurs

across a cell membrane Compare passive transport with

active transport Recognize that osmosis and

passive transports are forms of

diffusion Describe why active transport

needs ATP

Demo: Place a few drops of dye

in a beaker of water and watch the dye diffuse

Demo: Spray perfume and see how smells diffuse

Demo: Have students stand in

corner of room and “diffuse” Demo: Oiled paper bag-

waterproof like the cell membrane

Egg demo: Egg in water and

corn syrup

5.3.6.A.2 Model and explain ways in

which organelles work together to meet the cell’s needs.

4-1 Notes sheet

Diffusion worksheet Reinforcement worksheet-p.13

Transparency: Passive and Active Transport

4-1B: How do very large particles move into and out of a cell? Explain endocytosis and

exocytosis

Demo: It's in the Bag!


which organelles work together to

meet the cell’s needs.

Holt 4-1 Questions 1-3

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4-2: How are the processes of Photosynthesis and Cellular Respiration related?

Describe how plants perform photosynthesis using the sun's

energy

Describe cellular respiration as the process of breaking down

food in the presence of oxygen to release energy

Define Fermentation as not needing oxygen

Recognize that the products of

respiration and photosynthesis are recycled

Photosynthesis and Cellular

Respiration notes sheet (color pics)

Yeast balloons

5.3.6.B.1

Describe the sources of the reactants of photosynthesis and

trace the pathway to the products.

(Holt pages 88-91)

Transparency: Photosynthesis and Cellular Respiration (Cycle)

Transparency: 4-2 Notes Worksheet: Photosynthesis vs.

Cellular Respiration

Worksheet: Reinforcement Cycle Worksheet: with clip art

Holt 4-2; 3 vocab words & questions 1-4

4-3A: How do cells divide? (Holt pages 92-95)

Describe the 3 steps of the cell cycle: Interphase, Mitosis, and

Cytokinesis Recognize humans have 46

chromosomes or 23 pairs of

homologous chromosomes Define: chromosome, binary

fission, chromatids, centromere

Cell Cycle Notes

5.3.6.A.2 Model and explain ways in which organelles work together to

meet the cell’s needs.

5.3.8.D.1 Defend the principle that,

through reproduction, genetic traits are passed from one generation to

the next, using evidence collected

from observations of inherited traits.

Cell division video

4-3B: What are the stages of mitosis? Describe what happens in each

of the 4 stages of mitosis: Prophase, Metaphase,

Anaphase, & Telophase

Show PMAT with hands

Yarn/Chalk Activity (Modeling Mitosis)

Onion Slides showing stages of mitosis


which organelles work together to meet the cell’s needs.

5.3.8.D.1 Defend the principle that, through reproduction, genetic traits

are passed from one generation to

the next, using evidence collected from observations of inherited traits.

overhead of various stages of

mitosis Brain Pop videos

PowerPoint Holt 4-3; 8 vocab & questions

1-4

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UNIT 5: What is Genetics?


Activities, Labs and Process

Skills


Sites:

5-1A: Why do organisms resemble their parents?

Define the following terms: heredity, genetics, genes,

alleles, genotype, phenotype,

dominant, recessive, punnett square, probability, Mendel,

true-breeding

Describe Mendel’s experiments

5-1 PowerPoint

5.3.6.D.1 Predict the long-term effect of interference with normal

patterns of reproduction.

5.3.6.D.2 Explain how knowledge

of inherited variations within and between generations is applied to

farming and animal breeding.

5.3.6.D.3 Distinguish between inherited and acquired

traits/characteristics.

5.3.8.D.1 Defend the principle that,

through reproduction, genetic traits are passed from one generation to

the next, using evidence collected

from observations of inherited traits.

5.3.8.D.2 Explain the source of variation among siblings.

5.3.8.D.3 Describe the environmental conditions or factors

that may lead to a change in a cell’s genetic information or to an

organism’s development, and how these changes are passed on.

(Holt page 106) Holt 5-1 questions 1-3

5-1 Notes sheet (vocab) Poster: Human Genetic

Disorders

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5-1B: How can we predict the traits of offspring? Be able to use the punnett

square to predict the outcomes of crosses

Recognize that some traits show

incomplete dominance

Lab- Investigating Inherited

Traits (RST.6-8.3)

5.3.6.D.1 Predict the long-term

effect of interference with normal patterns of reproduction.

5.3.6.D.2 Explain how knowledge of inherited variations within and

between generations is applied to

farming and animal breeding.

5.3.6.D.3 Distinguish between

inherited and acquired traits/characteristics.





5.3.8.D.3 Describe the

environmental conditions or factors that may lead to a change in a cell’s

genetic information or to an organism’s development, and

(Holt pages 111-112)

Worksheets: Practicing Punnett Squares, Dimples and DNA ,

practice problems Video-Bill Nye- Genes

Video- Clone

5-1 Quiz

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5-2: How are sex cells created? Explain the difference between

mitosis and meiosis

Understand that meiosis creates sex cells (sperm and egg) which

have half the number of

ordinary body cells Recognize that meiosis

produces 4 cells from 1 single cell

Recognize that the sex chromosomes determine the

sex of an offspring and are

designated x and y

5-2 PowerPoint

Reebop Lab

5.3.6.D.3 Distinguish between

inherited and acquired traits/characteristics.





Holt 5-2 Q 1-3

5-2 Guided notes sheet Vocab garden review sheet

Chapter 5 jeopardy game Chapter 5 test

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UNIT 7: How Does Evolution Happen?




Sites:

7-1A: How are fossils formed and how does the fossil record give us proof that evolution took place? Define fossil, imprint, mold, cast

Create a fossil of a sea shell

Recognize that scientist need to make inferences based on

indirect evidences Describe how the fossil record

shows evidence of evolution

Fossil Lab

(RST.6-8.3)

Ancient Puzzle Activity (RST.6-8.4)

5.3.6.E.1 Describe the impact on

the survival of species during specific times in geologic history

when environmental conditions changed.

7-1B: Who was Charles Darwin and what is evolution? Define adaptation, species,

evolution, fossil, fossil record,

vestigial structure Recognize that scientific

theories: develop over time, depend on the contributions of

many people, and reflect the

social and political climate of their time

Discuss how evolution is supported by evidence including

comparative anatomy, comparative embryology,

comparative cytology, and

comparative biochemistry

Geologic Time Scale Activity 5.3.8.E.2 Compare the anatomical

structures of a living species with fossil records to derive a line of

descent.

Bill Nye “Evolution”

7-1 PowerPoint Holt 7-1

Darwin Video

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7-2: How can evolution be explained? Define trait, selective breeding,

natural selection, mutation Discuss Darwin's Theory of

Natural Selection

Observe variation within two species (finches)

Observe individuals born with certain traits

Bergen County Zoo presentation

“Amazing Adaptations” Capturing Food Activity

(Woolybooger Lab)

5.3.6.E.1 Describe the impact on

the survival of species during specific times in geologic history

when environmental conditions changed.

5.3.8.E.2 Compare the anatomical

structures of a living species with fossil records to derive a line of

descent.

Holt 7-2

7-2 PowerPoint

7-3: How do new species arise? Define generation time,

speciation

Describe that changes in environmental conditions

can affect the survival of

individual organisms with a particular trait

Discuss Darwin's finches Discuss more recent

examples of evolution such as industrial melanism in

peppered moths, antibiotic

resistant bacteria, and pesticide resistant insects

Moth Activity 5.3.8.E.1 Organize and present

evidence to show how the extinction of a species is related to an inability

to adapt to changing environmental conditions using quantitative and

qualitative data.

Holt 7-3

7-3 PowerPoint Chapter 7 Jeopardy

Chapter 7 Test

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UNIT 9: How are Living Things Classified?




Sites:

9-1 A: Why is it necessary to

classify living things? List the 7 levels of classification

Define classification, kingdom, phylum, class, order, family,

genus, species, taxonomy, and

dichotomous key Note that organisms are

grouped together based on similar characteristics

Kingdom of Shoes lab activity

(Holt pages 202- 203)

Shape Classification worksheet

KPCOFGS notes sheet with questions

9-1 B: How are organisms

named? (Holt pages 204-207) Explain the importance of

having scientific names for species

Explain how scientific names are

written (binomial nomenclature) Describe how dichotomous keys

help in identifying organisms Understand how to use a

dichotomous key

Lab: Using a Dichotomous

Key

Cat classification overhead

Dichotomous Key overhead Holt 9-1; questions 1-4 & 6

vocab words Worksheet- Classification

table

Worksheet- fun with fictitious animals

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LIFE SCIENCE CURRICULUM

UNIT 10: Bacteria and Viruses



Skills


Sites:

10-1: What are the characteristics of bacteria? Describe the major

characteristics of a prokaryotic cell

Describe reproduction in

bacteria- binary fission Describe the different shapes

of bacteria (cocci, bacilli, spirilla)

Compare and contrast

eubacteria and archaebacteria Define endospore

Worksheet: Shapes of Bacteria

Bacteria Bonanza worksheet as notes

5.3.8.A.1 All organisms are

composed of cell(s). In multicellular organisms, specialized cells

perform specialized functions.

5.3.8.D.1 Some organisms

reproduce asexually. In these

organisms, all genetic information comes from a single parent

Holt 10-1; 2 vocab & questions

1-4 8 minute Moneran video

Binary Fission overhead Shapes of Bacteria

Overhead

10-2: Where can we find bacteria?

Understand that bacteria are all around us

Explain why life on Earth depends on bacteria

Describe helpful and harmful

aspects of bacteria Define decomposer,

bioremediation, antibiotic, pathogenic,& parasitic

Bacterial Culture/Nutrient Agar

Plates (*do 2-3 days in

advance) Bacteria Wanted Posters

(RST.6-8.7)

Microviewer Labs “Harmful

Bacteria” & “Helpful Bacteria”


composed of cell(s). In multicellular

organisms, specialized cells perform specialized functions.

5.3.8.D.1 Some organisms reproduce asexually. In these

organisms, all genetic information

comes from a single parent

Holt 10-2; 3 vocab & questions

1-4

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10-3: Are viruses living? Recognize viruses have some

characteristics of living things

but are not alive Recognize viruses, although

not alive, can reproduce in a

host and cause a variety of illnesses

Know the structure of a bactieriophage virus

Describe the steps of the lytic cycle

Define virus and host

Notes: Lytic cycle steps

Create bacteriophage models and pictures

(RST.6-8.7) Viral Replication Lab

Microviewer Lab Activity: Virus

5.3.6.C.3 All organisms cause

changes in the ecosystem in which they live. If this change reduces

another organism’s access to resources, that organism may

move to another location or die.

5.3.8.C.1 Symbiotic interactions

among organisms of different species can be classified as:

Producer/consumer

Predator/prey

Parasite/host

Scavenger/prey

Decomposer/prey

Holt 10-3

Virus Video Reinforcement worksheets

Worksheet: Alive or Not Virus bingo

Chapter 10 test

23


UNIT 11: Protist and Fungi



Applicable CPI Resources, Materials,

Web Sites:

11-1 A: What are the characteristics of Plantlike

Protists? Discuss organelles of the

Euglena

Recognize that euglenas perform photosynthesis

Describe the function of the contractile vacuole

Observe how the euglena

moves Describe the function of the

eyespots

Live protist lab part A: Euglena (RST.6-8.3)

5.3.8.A.1 All organisms are composed of cell(s). In multicellular



reproduce asexually. In these organisms, all genetic information


(Holt pages 244-254) eugena overhead

Video scope with euglena United streaming- euglena

video clip

Protist powerpoint/notes

11-1 B: What are the

characteristics of the Amoeba?

Locate the nucleus, cell membrane, cytoplasm

Describe the functions of pseudopods

Observe cytoplasmic streaming

Live protist lab part B: Amoeba

(RST.6-8.3)


composed of cell(s). In multicellular



organisms, all genetic information


amoeba overhead

Video scope with amoeba

United streaming- amoeba video clip


11-1 C: What are the

characteristics of Paramecium? Describe the functions of cilia

and oral groove

Observe a paramecium moving and eating

Live protist lab:Paramecium

(RST.6-8.3)






paramecium overhead

Video scope with paramecium United streaming- paramecium

video clip


24


11-1 D: What are protists?

Describe the characteristics of all protists

Explain how protists reproduce

Describe spore forming

protists Describe the life cycle of

Plasmodium vivax

Protist powerpoint / notes

(RST.6-8.7)







Plasmodium vivax life cycle

overhead Holt 11-1; questions 1-4

Protists on Parade worksheet Vocab chapter review sheet

11-2: What do fungi look like? Describe the major

characteristics of unicellular and multicellular fungi

Distinguish between the 4 main groups of fungi

Recognize structural and

reproductive features (hyphae, mycelium, buds, spores) and

their function Describe how fungi can be

helpful or harmful Define fungus, hyphae,

mycelium, spore, mold, lichen

Fungus notes sheet

Spreading spores demo

Yeast Balloon Demo Fungus worksheet with

graphing & 3 types (RST.6-8.7)

Identify Fungi lab: mushrooms,

yeast, mold







Movie “Fungi- The Rotten World

Around Us”

Holt 11-2; 6 vocab words Fungus PowerPoint

25


UNIT 15: What are Invertebrates?




Sites:

15-1A : What are the major characteristics of simple invertebrates? Describe the difference between

radial and bilateral symmetry

Define invertebrate, bilateral

symmetry, radial symmetry, asymmetrical, ganglia, gut, and

coelom

Symmetry worksheets

Holt 15-1; 7 vocab words

15-1B: How are sponges different from other animals? Describe major characteristics

of animals from the phyla

porifera Describe how a sponge takes in

food and oxygen

Lab: Comparing Natural and Synthetic Sponges

(RST.6-8.3)

5.3.6.B2 Illustrate the flow of energy

(food) through a community

5.3.6.A1 Model the interdependence of

the human body’s major systems in

regulating its internal environment

5.3.8.A2 Relate the structures of cells,

tissues, organs, and systems to their

functions in supporting life

Holt pages 346-347 Porifera Invertebrate Booklet

Page Facts about sponges worksheet

Sponge samples

15-1C: What is a Cnidarian? Describe the function of

tentacles and nematocysts

Describe the difference between a polyp and a medusa

List examples from the phylum cnidaria

Describe how a cnidarian takes

in food Describe the nervous system of

a cnidarian

Lab: Hydra and daphnia

(RST.6-8.3)









Cnidaria Invertebrate Booklet

Page Holt pages 348-349

Video- Cnidaria with quiz

26


15-1D: What is a flatworm? Recognize the major

characteristics of the phyla Observe a planaria eating,

moving, responding to light, and regenerating

Planaria lab

(RST.6-8.3)









Holt pages 350-351 Invertebrate Booklet Page Platyhelminthes info sheet with

picture of planaria

15-2A: What is an annelid? Recognize the major

characteristics of the phyla

Dissect the earthworm to study the external and internal

anatomy Locate the organs of the closed

circulatory system, tubelike digestive system, and nervous

system

Define segment

Lab: Earthworm dissection (RST.6-8.3)

5.3.6.B2 Illustrate the flow of energy (food) through a community

5.3.6.A1 Model the interdependence

of the human body’s major systems in regulating its internal

environment

5.3.8.A2 Relate the structures of

cells, tissues, organs, and systems to their functions in supporting life

Website: Yuckiest Site on the Internet- Worm World

Earthworm PowerPoint

Annelid worksheet Video- Annelid

15-2B: What is the meaning of the word mollusk? Compare and contrast the

methods of movement, eating, and defense of all three mollusk

classes Describe the body parts of a

mollusk

Define open and closed circulatory system

Clam lab

(RST.6-8.3) Squid lab

Menu Project Mollusk Bingo

Notes Chart comparing gastropods, bivalves, and

cephalopods

5.3.6.B2 Illustrate the flow of

energy (food) through a community



environment


cells, tissues, organs, and systems

to their functions in supporting life

Holt pages 352-354

Videos- “A Multitude of Mollusks” & “Cephalopods-Incredible

Suckers” Mollusk Booklet Page

27


15-3A: What are arthropods? Identify 4 main characteristics

of arthropods

Identify different classes of arthropods

Describe different body parts of

the 4 kinds of arthropods Describe Insect metamorphosis

(2 types) Define exoskeleton, compound

eye, antennae, mandible, and metamorpohosis

Six-Legged Thermometer

Arthropod Notes sheet





environment

5.3.8.A2 Relate the structures of cells, tissues, organs, and systems


Holt pages 357-365

Arthropod Booklet Page PowerPoint

Worksheets: riddles/ insect or arachnid

15-3B: What are echinoderms? Describe the main

characteristics of echinoderms Describe the water vascular

system Define endoskeleton

Notes sheet




of the human body’s major systems

in regulating its internal environment



PowerPoint Echinoderm Booklet Page

28


UNIT 16: Cold-Blooded Vertebrates



Applicable CPI Resources, Materials, Web Sites:

16-2: What are fish? (Holt pages 377-381) Distinguish between the three

classes of fish and their characteristics

Describe the function of a swim bladder and an oily liver

Explain the difference between internal and external fertilization

Define

Guided Notes


5.3.6.A1 Model the interdependence of the human body’s major systems

in regulating its internal

environment



Holt 16-2; Questions 1-4 Fish PowerPoint Bill Nye “Fish”

16-3 A: How do tadpoles become adult frogs? Describe Frog metamorphosis Explain how amphibians

breathe List common characteristics of

amphibians Distinguish between types of

amphibians Define

Poster Project guided notes

5.3.6.B2

Illustrate the flow of energy (food) through a community

5.3.6.A1

Model the interdependence of the

human body’s major systems in regulating its internal environment

5.3.8.A2

Relate the structures of cells,

tissues, organs, and systems to their functions in supporting life

Holt 16-3 Amphibian PowerPoint National Geographic: Amphibians and Reptiles

29


16-3 B: What body systems can be identified in a frog? Demonstrate proper use of

dissecting tools Identify organisms based on

internal and external characteristics

Recognize structural features and function of a frog

Frog dissection lab


energy (food) through a community 5.3.6.A1 Model the interdependence


environment



Froguts website Dissection PowerPoint (Holt pages 382-386)

16-4: How are reptiles adapted to life on land? List major characteristics of

reptiles Relate the structure and

function of reptiles to their success on land

Describe the characteristics of an amniotic egg

Name the 3 orders of modern reptiles

Define

Venn diagram (compare fish, amphibians, and reptiles)

Guided notes


energy (food) through a community 5.3.6.A1 Model the interdependence

of the human body’s major systems




(Holt pages 387-391) Reptile PowerPoint Holt 16-4; Questions 1-3 & 2 vocab Bill Nye “Reptiles” Chapter 18 Crossword Chapter 18 Review Game- “I Have… Who Has” Chapter 16 Quiz

30


UNIT 17: Birds and Mammals




Sites:

17-1A: What characteristics do all birds share? Name 2 characteristics that

birds share with reptiles List the characteristics of

perching birds, birds of prey, water-birds, and flightless birds

List some advantages of

migration

Bird lab- comparing beaks and

feet





environment




Chapter 17 PowerPoint

Video: Eyewitness Bird Holt 17-1 Part 1 Questions 1-4

17-1B: How are birds adapted to their lifestyles?

Describe the adaptations for flight

Recognize that structure is related to function

Define down feather, contour

feather, preening, lift, brooding, endothermic

Bird lab- comparing beaks and

feet



5.3.6.A1 Model the interdependence of the human body’s major systems





Holt 17-1 Part 2 Questions 1-3

17-2A: What are the major characteristics of mammals?


Describe the unique attributes of mammals

Hair Lab Lab: The Most Intelligent

Mammal




environment 5.3.8.A2 Relate the structures of



Chapter 17 PowerPoint Holt 410-413 Questions 1-3

31


17-2B: What are the three major groups of mammals? Distinguish between

monotremes, marsupials, and placental mammals

Overhead of baby inside mother

(placental) Mammal Graphic Organizer





environment



Review Sheets 63-64

Holt 416-423Questions 1-4

32


UNIT 18-21: Ecology



Skills


Sites:

18-1: How are living things organized in nature? (Holt 18-

1;pages 435-437) Distinguish between the biotic

and abiotic environment

Explain how populations, communities, ecosystems, and

the biosphere are related Explain how the abiotic

environment relates to communities

Define ecology, biotic, abiotic,

population, community, ecosystem, biosphere

Students place pictures of the different levels in order and

observe each in order to define the relevant vocabulary

5.3.4.C.1 Predict the biotic and abiotic characteristics of an

unfamiliar organism’s habitat.

5.3.6.C.2 Predict the impact that

altering biotic and abiotic factors

has on an ecosystem.

18-1 Notes Chapter 18 PowerPoint

Holt 18-1 Questions 1-4

18-2: How do organisms obtain

energy? Describe the functions of

producers, consumers, and decomposers in an ecosystem

Distinguish between a food

chain and a food web Explain how energy flows

through a food web Distinguish between an

organism’s habitat and its niche Define herbivore, carnivore,

scavenger, food chain, food

web, energy pyramid, habitat, niche

Food Web/Food Chain Activity

Carrying Capacity Graphing Activity

Carrying Capacity outdoor activity

5.3.6.B.2 Illustrate the flow of

energy (food) through a community.

5.3.6.C.3 Describe how one

population of organisms may affect other plants and/or animals in an

ecosystem.

(Holt 18-2; pages 438-443)

Chapter 18 PowerPoint BrainPop video/activity

Holt 18-2; Define 9 vocab words

33


18-3: What kind of relationships do organisms share with each other? (Holt 18-3) Define symbiosis,

mutualism, commensalism, parasitism

Analyze sample relationships and identify which relationship applies

Determine Predator/Prey relationships

Define carrying capacity Define coevolution, and

give an example

Activity: Symbiosis

5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem.

Read 18-3; questions 1-3 Chapter 18 PowerPoint Page 66 Reinforcement worksheet (symbiotic relationships) Pages 66-67 vocab review sheets Chapter 18 Quiz

19-1: How does matter cycle in nature? (Holt 19-1) Identify the main

components of the water cycle, nitrogen cycle, carbon cycle

Recognize that matter is not destroyed nor created just put into different forms

Define precipitation, evaporation, ground water, decomposition, combustion

Cycle Notes Cycle Concept Map

5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).

Holt: Read 19-1; Questons 1-3 Video: The Science of Life: Ecosystems: The role of Abiotic Factors

34


19-2: How do ecosystems change over time? (Holt 19-2) Explain the reasons for

succession Contrast primary and

secondary succession Define succession, pioneer

species

Succession Notes sheet Do Now: Sample NJASK8

Question Primary Succession Activity

5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).

Holt 19-2 Questions 1-3 P 71 Vocab Review Sheet Chapter 19 PowerPoint Jeopardy Review Ch 19 Quiz

21-1: How are humans harming our planet?

Describe the major types of pollution

Distinguish between renewable and nonrenewable resources

Explain how habitat destruction affects organisms

Explain the impact of human population growth

Pollution worksheets Acid Rain Lab Chapter 21 Notes Sheets

5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments. 5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem.

Chapter 21 PowerPoint Holt 21-1

35


21-2: How can we become more “green”?

Explain the importance of conservation

Describe the three R’s and their importance

Explain how habitats can be protected

List ways you can help protect the Earth

Chapter 21 Notes Cleaner Lab Video: The 3 R’s Do Now- Practice NJASK8

Question

5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.

Chapter 21 PowerPoint Holt 21-2 Vocabulary Review Sheet Chapter 21 Quiz

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