Saint Thomas the Apostle School. Grade 7 Life Science. Scope and Sequence. Jennifer Croze

Size: px
Start display at page:

Download "Saint Thomas the Apostle School. Grade 7 Life Science. Scope and Sequence. Jennifer Croze"

Transcription

1 Saint Thomas the Apostle School Grade 7 Life Science Scope and Sequence Jennifer Croze

2 Major Topic Description Standards Addressed Studying Life Living organisms are often MS-ETS1-1 described in terms of MS-ETS1-3 length, mass, or other MS-LS1-8 measurable quantities. Students learn how scientists rely on measurement as an important tool for the study of science. Also, students study and practice efficient experimental design. Finally, they learn that graphs are a type of mathematical model used to represent data collected in an experiment. They learn about the different types and practice using them in various situations. Sample Assessments 2007) Ch1 Lab work: Variables in an Experiment; Wingspan: Measurement and Data Broca s Brain reading and discussion questions on the nature of science Learning About Learning activities (GEM Science) Metric system activities Quarter of Coverage 1 Living Things Students learn about the characteristics of living organisms. One of these qualities is that living organisms use energy. Students discover that energy can be converted and exists in many different forms. Students also learn about the levels of organization of living things from molecules to multicellular organisms. Students learn that homeostasis is crucial to life s survival. MS-LS1-1 MS-LS ) Ch2 Lab work: Brine Shrimp; Plant Growth 1

3 Classifying Living Things Students are introduced to the six kingdoms in which living organisms are classified. Students discover how scientists use taxonomy to group closely related species of organisms. Students learn about dichotomous keys and how they may be used to identify living organisms. MS-LS1-1 MS-LS2-2 MS-LS3-1 MS-LS ) Ch3 Lab work: Classifying Living Things; Dichotomous Keys 1 Physical Science Connections Students discover that atoms, which make up elements, compounds, and molecules, combine and rearrange in numerous ways to form substances that are essential for maintaining life. Students then take an in-depth look at the structure and function of biologically important molecules: carbohydrates, lipids, proteins, and nucleic acids. Students learn about the vital importance of Carbon to life. Finally, students learn how different variables influence living conditions within habitats. MS-LS1-7 MS-LS ) Ch4 Lab work: Carbon Dioxide and Living Things; Variables and Growth 2 Computer modeling of atoms, molecules, etc. Ecosystems Students learn how energy from the Sun is beneficial to ecosystems. Students also learn that ecosystems are related to higher levels of organization, such as populations and the biosphere. Students MS-LS2-1 MS-LS2-2 MS-LS2-3 MS-LS2-4 MS-LS2-5 MS-LS ) Ch5 Lab work: Food Webs; Testing Pollutants 2

4 Biomes identify and differentiate among the living parts of an ecosystem and discuss biotic and abiotic factors. Students learn about food chains and food webs as a means for plants and animals to obtain energy and recycle matter in an ecosystem. Finally students explore relationships that exist between living things: symbiosis, predator/prey, competition. They also study human influence on ecosystems. Students will learn about climates and climate regions called biomes. They will study the amazing variety of physical conditions that can be found across the Earth. These characteristics encourage the growth of certain types of plants and discourage others. Animals have interesting adaptations to suit the biome in which they live MS-LS2-1 MS-LS4.D MS-LS1-5 MS-LS2-5 Project: Food web of an interesting location produced complete with arrows tracing the flow of energy Predator/prey simulations 2007) Ch6 2 Planet Earth videos Project: PPT describing one of the six biomes, how one should prepare to travel there, and finally the life one might encounter that is exclusive to that area Cell Structure and Function Students learn that cells are the basic units of structure and function in living organisms. They discover how the invention of the microscope helped scientists identify and learn more about cells. They learn to identify prokaryotic and eukaryotic MS-LS1-1 MS-LS1-2 MS-LS ) Ch7 Lab work: Microscopes; Examining Onion Tissue; Animal and Plant Cells 3

5 cells. Students take an indepth look at plant and animal cells. They learn to identify the organelles and describe their function. They explain the differences between plant and animal cells. Modeling construct a plant or animal cell Computer work viewing cells and tracing the history of their discovery Cell Processes The cell membrane performs many functions that are important to a cell s survival. Students will focus on the structure and function of the cell membrane. Students learn how cells use chemical reactions, like photosynthesis and cellular respiration, to get the energy they need to keep organisms functioning. MS-LS1-2 MS-LS ) Ch8 Lab work: Diffusion and Osmosis; Photosynthesis and Color 3 Computer simulations of molecule movement across cell membranes Reproduction Students learn about the cell cycle and its role in how organisms grow and develop. Students identify the various stages of cell division and explain what is happening at the chromosome level. Students learn the difference between asexual and sexual reproduction. Meiosis is studied and modeled. Students discuss MS-LS1-4 MS-LS1-5 MS-LS ) Ch10 Lab work: Observing the Cell Cycle; Modeling Mitosis and Meiosis 3

6 the genetic variety that results from sexual reproduction. Computer simulations of mitosis and meiosis Video/discussions of animal and plant adaptations for successful reproduction (seed dispersal, etc.) Heredity Students are introduced to heredity as they learn about traits. They explore Mendel s classic experiments. They explore the effects of his work and learn the summary statements of laws based on his work. They practice a variety of Punnett squares and determine the probability of traits appearing in offspring. Finally they learn about more complicated patterns of inheritance such as incomplete dominance, codominance, and polygenic traits. MS-LS3-1 MS-LS ) Ch11 Lab work: Observing Human Traits; Crazy Traits Computer simulations with dragon trait inheritance 3-4 The Microscopic World Students learn about a variety of protozoans and focus on their methods of movement and food gathering. Then students learn about bacteria how they are classified, how they move and obtain food, and their importance to maintaining life on Earth. Finally students learn about the structure of viruses and how they attach and harm cells. Students also MS-ETS1-1 MS-LS ) Ch9 Lab work: Discovering Protozoans; Investigating Pond Water 4

7 examine how the immune system responds to an invasion of viruses or other pathogens. Project: Wanted Poster for a disease causing bacterium or virus Evolution Evolution is a process of how organisms acquire adaptations over time. Students analyze cladograms to understand evolutionary relationships and explore evidence of evolution. Students learn about the fossil record and how it provides insight into the historical sequence of life on Earth. Students differentiate artificial and natural selection and extend their understanding of adaptations by analyzing the finches of the Galapagos Islands and the Peppered Moths of England. Students will also learn about extinction and the role humans have played over time. MS-LS4-1 MS-LS4-2 MS-LS4-3 MS-LS4-4 MS-LS4-5 MS-LS ) Ch13 Lab work: Crazy Adaptations; Natural Selection Side Reading: Pope John Paul II writings on evolution and the Catholic Church 4

8 Science and Engineering Practices to be emphasized within Every Unit Scientific practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world. The NRC uses the term practices instead of a term like skills to emphasize that engaging in scientific inquiry requires coordination of both knowledge and skills simultaneously. o Developing and Using Models o Planning and Carrying Out Investigations o Constructing Explanations and Designing Solutions o Engaging in Argument from Evidence o Obtaining, Evaluation, and Communication Information o Using Mathematics and Computational Thinking Connections to Nature of Science All of the course content is covered with special attention paid to what science is as a discipline. o Scientific Knowledge is Based on Empirical Evidence o Scientific Knowledge Assumes an Order and Consistency in Natural Systems o Science Addresses Questions About the Natural and Material World Cross-cutting Concepts The NRC Framework describes crosscutting concepts as those that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. Crosscutting concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world. The Framework also emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world. o Patterns o Cause and Effect o Scale, Proportion, and Quantity o Mechanism and Explanation o Flows, Cycles, and Conservation o Systems and System Models o Energy and Matter o Stability and Change o Structure and Function o Interdependence of Science, Engineering, and Technology

Keystone Biology Exam Information: Module A: Cell and Cell Processes

Keystone Biology Exam Information: Module A: Cell and Cell Processes Keystone Biology Exam Information: Module A: Cell and Cell Processes Basic Biological Principles- Day 1 Describe the characteristics of life shared by prokaryotic and eukaryotic organisms. Compare cellular

More information

CPO Science and the NGSS

CPO Science and the NGSS CPO Science and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot

More information

Grade Stand Sub-Strand Standard Benchmark GRADE 6

Grade Stand Sub-Strand Standard Benchmark GRADE 6 Grade Stand Sub-Strand Standard Benchmark OF OF OF A. Scientific World View B. Scientific Inquiry C. Scientific Enterprise understand that science is a way of knowing about the world that is characterized

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Biology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is used

More information

AP Biology Learning Objective Cards

AP Biology Learning Objective Cards 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings

More information

MS. Structure, Function, and Information Processing

MS. Structure, Function, and Information Processing MIDDLE SCHOOL LIFE SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Life Science,

More information

Unit I: Introduction To Scientific Processes

Unit I: Introduction To Scientific Processes Unit I: Introduction To Scientific Processes This unit is an introduction to the scientific process. This unit consists of a laboratory exercise where students go through the QPOE2 process step by step

More information

Essentials of Human Anatomy & Physiology 11 th Edition, 2015 Marieb

Essentials of Human Anatomy & Physiology 11 th Edition, 2015 Marieb A Correlation of Essentials of Human Anatomy Marieb To the Next Generation Science Standards Life A Correlation of, HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct an explanation

More information

MCAS Biology. Review Packet

MCAS Biology. Review Packet MCAS Biology Review Packet 1 Name Class Date 1. Define organic. THE CHEMISTRY OF LIFE 2. All living things are made up of 6 essential elements: SPONCH. Name the six elements of life. S N P C O H 3. Elements

More information

Smart Science Lessons and Middle School Next Generation Science Standards

Smart Science Lessons and Middle School Next Generation Science Standards Smart Science Lessons and Middle School Next Generation Science Standards You have chosen the right place to find great science learning and, beyond learning, how to think. The NGSS emphasize thinking

More information

A Correlation of Pearson Miller & Levine Biology 2014 To the Utah Core State Standards for Biology Grades 9-12

A Correlation of Pearson Miller & Levine Biology 2014 To the Utah Core State Standards for Biology Grades 9-12 A Correlation of Pearson To the Utah Core State Standards Resource Title: Publisher: Pearson Education publishing as Prentice Hall ISBN (10 or 13 digit unique identifier is required): SE: 9780133242003

More information

INSTRUCTIONAL MATERIALS ADOPTION Score Sheet I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria

INSTRUCTIONAL MATERIALS ADOPTION Score Sheet I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria GRADE: 9-12 VENDOR: Prentice Hall COURSE: Advanced Biology TITLE: Biology (Miller/Levine) COPYRIGHT DATE: 2006 SE ISBN: 0-13-166255-4 (SE) TE ISBN: 0-13-166288-0 (TE) INSTRUCTIONAL MATERIALS ADOPTION Score

More information

CURRICULUM MAP (Revised 6.15.07)

CURRICULUM MAP (Revised 6.15.07) (Revised 6.15.07) Below is an outline of the Living Environment course that uses the Glencoe NY State Living Environment textbook. Please note that there is more depth in the book than is needed for the

More information

Unit 1 - Fundamental Biology Skills and Knowledge

Unit 1 - Fundamental Biology Skills and Knowledge PREP TM AP* Biology Prep Course Syllabus Foundational Topics Review 10 units that cover fundamental biology topics typically covered in a general biology course. This content is perfect to use as a summer

More information

Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS)

Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS) Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS) 1997 Illinois Learning Standards in Science 2014 Illinois Learning Standards (NGSS) Grouped by grade spans:

More information

AP Biology Essential Knowledge Student Diagnostic

AP Biology Essential Knowledge Student Diagnostic AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in

More information

Guilford County Schools Traditional Schedule Curriculum Guide. Dates Objective Sample Essential Questions

Guilford County Schools Traditional Schedule Curriculum Guide. Dates Objective Sample Essential Questions Guilford County Schools Traditional Schedule Curriculum Guide Instructions for use: Follow the weekly recommendations for teaching the objectives listed on the pacing document. When you need clarification

More information

A Correlation of Miller & Levine Biology 2014

A Correlation of Miller & Levine Biology 2014 A Correlation of Miller & Levine Biology To Ohio s New Learning Standards for Science, 2011 Biology, High School Science Inquiry and Application Course Content A Correlation of, to Introduction This document

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Seventh Grade Science Curriculum Approved July 13, 2006 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the seventh grade

More information

State Performance Indicators

State Performance Indicators Sequences of Seventh Grade Science 2012-2013 *Results must be reported to Principal GLE Imbedded Standards Checking for Understanding State Performance Indicators Resource / Required Lab Projected Dates

More information

Next Generation Science Standards

Next Generation Science Standards The Next Generation Science Standards and the Life Sciences The important features of life science standards for elementary, middle, and high school levels Rodger W. Bybee Publication of the Next Generation

More information

AP Biology Syllabus 2012-2013

AP Biology Syllabus 2012-2013 n AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology Curriculum Framework. he two main goals of AP Biology are to help students develop a conceptual framework

More information

STRANDS BENCHMARKS GRADE-LEVEL EXPECTATIONS. Biology EOC Assessment Guide

STRANDS BENCHMARKS GRADE-LEVEL EXPECTATIONS. Biology EOC Assessment Guide Biology EOC Assessment Guide The Biology End-of-Course test (EOC) continues to assess Biology grade-level expectations (GLEs). The design of the test remains the same as in previous administrations. The

More information

Middle School Life Science

Middle School Life Science Middle School Life Science Students in middle school develop understanding of key concepts to help them make sense of life science. The ideas build upon students science understanding from earlier grades

More information

Illinois School for the Deaf Course Curriculum. Craft and Structure RL.6.4. RL.6.5. RL.6.6. Integration of Knowledge and Ideas RL.6.7. RL.6.8. RL.6.9.

Illinois School for the Deaf Course Curriculum. Craft and Structure RL.6.4. RL.6.5. RL.6.6. Integration of Knowledge and Ideas RL.6.7. RL.6.8. RL.6.9. Illinois School for the Deaf Course Curriculum Course Title: Science Grades 6-8 Cycle: Year 3 (Physical Science) Course Agenda: Topic Length of Unit Characteristics of Matter 3 weeks MS-PS1-1., MS-PS1-3.,

More information

Biology. EL indicates a goal that supports the Maryland Environmental Literacy Standards.

Biology. EL indicates a goal that supports the Maryland Environmental Literacy Standards. Biology Students must pass the High School Assessment in Biology to earn a high school diploma in Maryland. The HCPSS curriculum in Biology is aligned to the Maryland State Curriculum in Biology. Special

More information

CHEMISTRY. c. What is the relationship between mass and volume? d. How is density related to buoyancy? (Why do things float or sink?

CHEMISTRY. c. What is the relationship between mass and volume? d. How is density related to buoyancy? (Why do things float or sink? OGT questions by topic PHYSICAL SCIENCE CHEMISTRY 1. Properties of Matter a. What are mass, volume, and density? b. How are they measured? c. What is the relationship between mass and volume? d. How is

More information

General Biology. Course Description and Philosophy

General Biology. Course Description and Philosophy General Biology Course Description and Philosophy Biology is the study of life on the planet Earth. This is a standard college preparatory life science course. Among the concepts covered in the course

More information

Mississippi SATP Biology I Student Review Guide

Mississippi SATP Biology I Student Review Guide Mississippi Student Review Guide Author: Cecilia L. Boles Published by Enrichment Plus, LLC PO Box 2755 Acworth, GA 30102 Toll Free: 1-800-745-4706 Fax 678-445-6702 Web site: www.enrichmentplus.com Mississippi

More information

Seventh Grade Science Content Standards and Objectives

Seventh Grade Science Content Standards and Objectives Seventh Grade Science Content Standards and Objectives Standard 2: Nature of Science Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge. SC.S.7.1

More information

Fair Lawn. Public Schools. Biology CP & Academic. Science Department. Fair Lawn, NJ. August. Biology Ac & CP 1

Fair Lawn. Public Schools. Biology CP & Academic. Science Department. Fair Lawn, NJ. August. Biology Ac & CP 1 1 Fair Lawn Public Schools Fair Lawn, NJ Biology CP & Academic August 2015 Updated August 2015 Developed July 2011 is a high school science class developed by the Fair Lawn Schools high school science

More information

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions Science Processes - Inquiry Process S.IP..1 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

More information

(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190

(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190 NEVADA Life Science Content Standards for Grade 8 Life s Structure and Function A From Bacteria to Plants B Animal Diversity C Human Body Systems D OBJECTIVES Content Standard 6.0: Structure and Function

More information

Middle School Life Sciences

Middle School Life Sciences Middle School Life Sciences Students in middle school develop understanding of key concepts to help them make sense of the life sciences. These ideas build upon students science understanding from earlier

More information

High School Science Course Correlations between Ohio s 2010 Course Syllabi and the First Draft of the High School NGSS

High School Science Course Correlations between Ohio s 2010 Course Syllabi and the First Draft of the High School NGSS High School Science Course Correlations between Ohio s 2010 Course Syllabi and the First Draft of the High School NGSS This document correlates the content in Ohio s course syllabi with the performance

More information

Sciences Experiences and outcomes

Sciences Experiences and outcomes Sciences Experiences and outcomes The sciences framework provides a range of different contexts for learning which draw on important aspects of everyday life and work. Learning in the sciences will enable

More information

This is JEOPARDY!!!! 7 TH Grade Life Science

This is JEOPARDY!!!! 7 TH Grade Life Science This is JEOPARDY!!!! 7 TH Grade Life Science Blind Me with Science Questions about the Nature of Science They Might Be Giant Cells Questions about Cells, Molecules, and Atoms Head, Shoulders, Knees and

More information

Prentice Hall Biology (Miller/Levine) 2008 Correlated to: Colorado Science Standards and Benchmarks (Grades 9-12)

Prentice Hall Biology (Miller/Levine) 2008 Correlated to: Colorado Science Standards and Benchmarks (Grades 9-12) 1. ask questions and state hypotheses using prior scientific knowledge to help design and guide their development and implementation of a scientific investigation STANDARD 1: Students apply the processes

More information

Understanding by Design. Title: BIOLOGY/LAB. Established Goal(s) / Content Standard(s): Essential Question(s) Understanding(s):

Understanding by Design. Title: BIOLOGY/LAB. Established Goal(s) / Content Standard(s): Essential Question(s) Understanding(s): Understanding by Design Title: BIOLOGY/LAB Standard: EVOLUTION and BIODIVERSITY Grade(s):9/10/11/12 Established Goal(s) / Content Standard(s): 5. Evolution and Biodiversity Central Concepts: Evolution

More information

Utah Science Core Curriculum Biology

Utah Science Core Curriculum Biology Utah Science Core Curriculum Biology Introduction Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. The Science Core Curriculum places emphasis on understanding

More information

Scope and Sequence Interactive Science grades 6-8

Scope and Sequence Interactive Science grades 6-8 Science and Technology Chapter 1. What Is Science? 1. Science and the Natural World 2.Thinking Like a Scientist 3. Scientific Inquiry Scope and Sequence Interactive Science grades 6-8 Chapter 2. Science,

More information

GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.

GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world. GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students

More information

AP Biology. The four big ideas are:

AP Biology. The four big ideas are: AP Biology Course Overview: This course is an intensive study in biological concepts that emphasizes inquiry based learning. It is structured around the four Big Ideas and the Enduring Understandings that

More information

Given these characteristics of life, which of the following objects is considered a living organism? W. X. Y. Z.

Given these characteristics of life, which of the following objects is considered a living organism? W. X. Y. Z. Cell Structure and Organization 1. All living things must possess certain characteristics. They are all composed of one or more cells. They can grow, reproduce, and pass their genes on to their offspring.

More information

Australian Curriculum: Science

Australian Curriculum: Science Australian Curriculum: Science Scope and Sequence by Strands (-10) This document presents scope and sequence documents arranged by the Strands of Science as a Human Endeavour, Science Inquiry Skills and

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Science 7 th Grade. Core Concepts:

Science 7 th Grade. Core Concepts: Core Concepts: 1) All living things share common characteristics and are classified based upon similarities and differences of major physical characteristics. 2) The Earth itself and the life forms on

More information

Complete tests for CO 2 and H 2 Link observations of acid reactions to species

Complete tests for CO 2 and H 2 Link observations of acid reactions to species Acids and Bases 1. Name common acids and bases found at home and at school 2. Use formulae for common acids and bases 3. Give examples of the uses of acids and bases 4. State that all solutions are acidic,

More information

2.3: Eukaryotic Evolution and Diversity pg. 67. For about 1.5 billion years Prokaryotes were on the only living organism on Earth.

2.3: Eukaryotic Evolution and Diversity pg. 67. For about 1.5 billion years Prokaryotes were on the only living organism on Earth. 2.3: Eukaryotic Evolution and Diversity pg. 67 For about 1.5 billion years Prokaryotes were on the only living organism on Earth. 3.5 to 2 billion years ago Prokaryotes thrive in many different environments.

More information

Keystone Review Practice Test Module A Cells and Cell Processes. 1. Which characteristic is shared by all prokaryotes and eukaryotes?

Keystone Review Practice Test Module A Cells and Cell Processes. 1. Which characteristic is shared by all prokaryotes and eukaryotes? Keystone Review Practice Test Module A Cells and Cell Processes 1. Which characteristic is shared by all prokaryotes and eukaryotes? a. Ability to store hereditary information b. Use of organelles to control

More information

Honors Biology Course Summary Department: Science

Honors Biology Course Summary Department: Science Honors Biology Course Summary Department: Science Semester 1 Learning Objective #1 - Ecology Students will understand how organisms interact with each other and the environment. Target(s) to Meet Learning

More information

AP Biology Unit I: Ecological Interactions

AP Biology Unit I: Ecological Interactions AP Biology Unit I: Ecological Interactions Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth s history. Species extinction rates are rapid at times of ecological stress.

More information

Essential Vocabulary for Biology STAAR

Essential Vocabulary for Biology STAAR Essential Vocabulary for Biology STAAR 1. Science 2. Hypothesis 3. Theory Use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through

More information

Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering

Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering Course Description: Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering In this course participants will experience introductory explorations of

More information

Common Course Topics Biology 1406: Cell and Molecular Biology

Common Course Topics Biology 1406: Cell and Molecular Biology Common Course Topics Biology 1406: Cell and Molecular Biology 1. Introduction to biology --the scientific study of organisms --properties of life --assumptions, methods and limitations of science --underlying

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical

More information

Bio EOC Topics for Ecology, Evolution and Natural Selection:

Bio EOC Topics for Ecology, Evolution and Natural Selection: Bio EOC Topics for Ecology, Evolution and Natural Selection: UEvolutionU Difference between macroevolution and microevolution Sexual reproduction and natural selection are mechanisms of microevolution

More information

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE. BIOL 101 Introduction to Biology

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE. BIOL 101 Introduction to Biology STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE BIOL 101 Introduction to Biology Prepared By: W. David Barnes SCHOOL OF SCIENCE, HEALTH & PROFESSIONAL STUDIES SCIENCE

More information

Which of the following can be determined based on this model? The atmosphere is the only reservoir on Earth that can store carbon in any form. A.

Which of the following can be determined based on this model? The atmosphere is the only reservoir on Earth that can store carbon in any form. A. Earth s Cycles 1. Models are often used to explain scientific knowledge or experimental results. A model of the carbon cycle is shown below. Which of the following can be determined based on this model?

More information

Lesson Plan: The Building Blocks of Photosynthesis

Lesson Plan: The Building Blocks of Photosynthesis Lesson Plan: The Building Blocks of Photosynthesis Summary In this lesson, students will use colored blocks to represent the elements in photosynthesis and illustrate how they are broken down and reassembled

More information

Basic Biological Principles Module A Anchor 1

Basic Biological Principles Module A Anchor 1 Basic Biological Principles Module A Anchor 1 Key Concepts: - Living things are made of units called cells, are based on a universal genetic code, obtain and use materials and energy, grow and develop,

More information

Sunshine State Standard Benchmarks

Sunshine State Standard Benchmarks National Science Education Standards (9-12) Physical Science - Structure of atoms - Structure and properties of matter - Chemical reactions - Motions and forces - Conversation of energy and increase in

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the

More information

Table of Contents. North Carolina Essential Standards Correlation Chart... 6

Table of Contents. North Carolina Essential Standards Correlation Chart... 6 Table of Contents North Carolina Essential Standards Correlation Chart........ 6 Objectives Chapter 1 Cell Biology................................. 9 Lesson 1 Cell Structure...............................

More information

CELL PROCESSES AND ENERGY

CELL PROCESSES AND ENERGY CHAPTER 5 CELL PROCESSES AND ENERGY SECTION 5 1 The Cell in Its Environment (pages 158-162) This section tells how things move into and out of cells. The Cell Membrane as Gatekeeper (page 158) 1. The cell

More information

The Research- Driven Solution to Raise the Quality of High School Core Courses. Biology. ACT Course Standards

The Research- Driven Solution to Raise the Quality of High School Core Courses. Biology. ACT Course Standards The Research- Driven Solution to Raise the Quality of High School Core Courses Biology ACT Course Standards ACT Course Standards Biology A set of empirically derived course standards is the heart of each

More information

Campbell Biology Concepts & Connections 8 th Edition, 2015

Campbell Biology Concepts & Connections 8 th Edition, 2015 A Correlation of Campbell Biology Concepts & Connections To the Next Generation Science Standards A Correlation of, HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct an explanation

More information

Student Text and E-Book ISBN: 0-8053-6624-5

Student Text and E-Book ISBN: 0-8053-6624-5 Course Syllabus Advanced Biology A Syllabus Required Student Text: Campbell Biology (6 th edition) Student Text and E-Book ISBN: 0-8053-6624-5 Developer: Judith S. Nuno Email: jdenuno@mhs-la.org Course

More information

National 5 Biology Course Specification (C707 75)

National 5 Biology Course Specification (C707 75) National 5 Biology Course Specification (C707 75) Valid from August 2013 First edition: April 2012 Revised: June 2013, version 1.1 This specification may be reproduced in whole or in part for educational

More information

PLANT AND ANIMAL CELL ORGANELLES

PLANT AND ANIMAL CELL ORGANELLES reflect The heart is an example of an organ. Think for a minute about your body. It s organized into parts that perform specific functions. For example, your heart functions to help transport materials

More information

Interactive Science Grade 5 2012

Interactive Science Grade 5 2012 A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for

More information

Education & Training Plan Life Sciences Specialist Certificate Program with Externship

Education & Training Plan Life Sciences Specialist Certificate Program with Externship University of Texas at El Paso Professional and Public Programs 500 W. University Kelly Hall Ste. 212 & 214 El Paso, TX 79968 http://www.ppp.utep.edu/ Contact: Sylvia Monsisvais 915-747-7578 samonsisvais@utep.edu

More information

APPENDIX E Progressions Within the Next Generation Science Standards

APPENDIX E Progressions Within the Next Generation Science Standards APPENDIX E Progressions Within the Next Generation Science Standards Following the vision of A Framework for K-12 Science Education, the NGSS are intended to increase coherence in K-12 science education.

More information

The Nature of Biology

The Nature of Biology The Nature of Science Science is an ongoing, human, cultural activity which involves the efforts of many people to describe the world in mutually acceptable terms. Scientific knowledge is the cumulative

More information

Ecosystems and Food Webs

Ecosystems and Food Webs Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,

More information

COURSE SYLLABUS BIOL 1010 Introduction to Biology I (4)

COURSE SYLLABUS BIOL 1010 Introduction to Biology I (4) COURSE SYLLABUS BIOL 1010 Introduction to Biology I (4) COURSE DESCRIPTION: An introduction to the biological sciences with an emphasis on basic concepts of the building blocks of life at the molecular

More information

HASPI Medical Life Science Summary; Revised June 2015 1

HASPI Medical Life Science Summary; Revised June 2015 1 HASPI Medical Life Science Core Labs Summary As funding is available, many of the supplies needed to implement the following labs will available for purchase through HASPI. Visit www.haspi.org for updates,

More information

Chapter 3 Cell Processes and Energy

Chapter 3 Cell Processes and Energy Chapter 3 Cell Processes and Energy 1 Chapter 3 Objectives Section 1: Chemical Compounds in Cells 1. Define elements and compounds 2. Explain how water is important to the function of cells 3. Identify

More information

Biology: Foundation Edition Miller/Levine 2010

Biology: Foundation Edition Miller/Levine 2010 A Correlation of Biology: Foundation Edition Miller/Levine 2010 to the IDAHO CONTENT STANDARDS Science - Biology Grades 9-10 INTRODUCTION This document demonstrates how Prentice Hall s Biology: Foundation

More information

XII. Biology, Grade 10

XII. Biology, Grade 10 XII. Biology, Grade 10 Grade 10 Biology Pilot Test The spring 2004 Grade 10 MCAS Biology Test was based on learning standards in the Biology content strand of the Massachusetts Science and Technology/Engineering

More information

Academic Standards for Science and Technology and Engineering Education

Academic Standards for Science and Technology and Engineering Education Academic Standards for Science and Technology and Engineering Education January 29, 2010 -- FINAL DRAFT Secondary Standards (Biology, Chemistry, and Physics) Pennsylvania Department of Education These

More information

Miller & Levine Biology

Miller & Levine Biology A Correlation of Miller & Levine Biology Alabama Content Standards for Biology INTRODUCTION This document demonstrates how meets the Alabama Content Standards for Biology, grades 9-12. Correlation page

More information

CELL PROCESSES AND ENERGY

CELL PROCESSES AND ENERGY CHAPTER 5 CELL PROCESSES AND ENERGY SECTION 5 1 The Cell in Its Environment (pages 158-162) This section tells how things move into and out of cells. The Cell Membrane as Gatekeeper (page 158) 1. The cell

More information

Biology Model Science Unit 1: Matter and Energy Transformations in Ecosystems

Biology Model Science Unit 1: Matter and Energy Transformations in Ecosystems Unit Summary How do matter and energy cycle through ecosystems? In this unit of study, students construct explanations for the role of energy in the cycling of matter in organisms and ecosystems. They

More information

Cells (ScienceGHSGT1) 1. Which part of the cell provides energy through the process of cellular respiration?

Cells (ScienceGHSGT1) 1. Which part of the cell provides energy through the process of cellular respiration? Name: Date: 1. Which part of the cell provides energy through the process of cellular respiration? A. cell wall B. cytoplasm C. mitochondrion D. cell membrane 2. All cells must have a A. cell membrane.

More information

Viruses and Prokaryotes

Viruses and Prokaryotes Viruses and Prokaryotes Cellular Basis of Life Q: Are all microbes that make us sick made of living cells? 20.1 What is a virus? WHAT I KNOW SAMPLE ANSWER: A virus is a tiny particle that can make people

More information

BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015

BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015 BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015 Course Description Instructor Biology 101 is the first of a two-semester introductory course sequence designed primarily for science majors. It covers some central

More information

7th Grade Science Curriculum Overview

7th Grade Science Curriculum Overview 7th Grade Science Curriculum Overview Philosophy and Common Beliefs Science Curriculum Philosophy Statement Northbrook/Glenview District 30 utilizes a rigorous science curriculum built on essential questions,

More information

(K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking).

(K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking). FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading,

More information

NEBRASKA SCIENCE STANDARDS

NEBRASKA SCIENCE STANDARDS 301 Centennial Mall South Lincoln, Nebraska 68509-4987 NEBRASKA SCIENCE STANDARDS Grades K-12 Adopted by the Nebraska State Board of Education October 6, 2010 SC K-12.1 Comprehensive Science Standard Inquiry,

More information

Let s get started. So, what is science?

Let s get started. So, what is science? Let s get started So, what is science? Well Science Science is the observation of phenomena and the theoretical explanation of it. Simply, it is the state of knowing. Biology Biology is the study of life.

More information

Cellular Energy. 1. Photosynthesis is carried out by which of the following?

Cellular Energy. 1. Photosynthesis is carried out by which of the following? Cellular Energy 1. Photosynthesis is carried out by which of the following? A. plants, but not animals B. animals, but not plants C. bacteria, but neither animals nor plants D. all living organisms 2.

More information

2. Which type of macromolecule contains high-energy bonds and is used for long-term energy storage?

2. Which type of macromolecule contains high-energy bonds and is used for long-term energy storage? Energy Transport Study Island 1. During the process of photosynthesis, plants use energy from the Sun to convert carbon dioxide and water into glucose and oxygen. These products are, in turn, used by the

More information

College Biology Course Syllabus

College Biology Course Syllabus College Biology Course Syllabus Mrs. Boghos-Frangie Room Textbook: Campbell Biology 7 th Edition www.myteacherpages.com/webpages/pboghos boghosp@nd-bg.org Welcome to College Biology! This is a hard but

More information

7.1 What Are Cells? You are made of cells. A cell is the basic unit of structure and function in a living thing. CHAPTER 7

7.1 What Are Cells? You are made of cells. A cell is the basic unit of structure and function in a living thing. CHAPTER 7 CELL STRUCTURE AND FUNCTION 7.1 What Are Cells? Look closely at the skin on your arm. Can you see that it is made of cells? Of course not! Your skin cells are much too small to see with your eyes. Now

More information

Endocrine System: Practice Questions #1

Endocrine System: Practice Questions #1 Endocrine System: Practice Questions #1 1. Removing part of gland D would most likely result in A. a decrease in the secretions of other glands B. a decrease in the blood calcium level C. an increase in

More information

Respiration By Cindy Grigg

Respiration By Cindy Grigg By Cindy Grigg 1 Did you know there are two kinds of respiration? One kind of respiration is when we breathe air in and out of our lungs. The other kind happens in both plant and animal cells, including

More information

Bozeman Public Schools Science Curriculum 6 th Grade

Bozeman Public Schools Science Curriculum 6 th Grade Bozeman Public Schools Science Curriculum 6 th Grade Essential Question(s): What is science and why is it important? What does learning, practicing, understanding and applying science mean to you and the

More information

AP BIOLOGY SUMMER WORK 2016

AP BIOLOGY SUMMER WORK 2016 AP BIOLOGY SUMMER WORK 2016 Welcome to AP Biology! AP Biology is a rigorous course designed to be equivalent to a first year biology course at a university. This summer work was designed to get you started

More information

Cell Processes. Chapter Review

Cell Processes. Chapter Review Name Date Class Chapter Review Cell Processes Part A. Vocabulary Review Directions: Select the term from the following list that matches each description. active transport energy enzyme inorganic compound

More information