IDAHO CONTENT STANDARDS GRADE 7 LIFE SCIENCE. Students are expected to know content and apply skills from previous grades.

Transcription

1 IDAHO CONTENT STANDARDS GRADE 7 LIFE SCIENCE Students are expected to know content and apply skills from previous grades. Scientific reasoning and problem solving processes should be incorporated throughout all science standards. Students should use a variety of methods such as the Scientific Method, symbols, diagrams, charts, graphs and models to communicate scientific findings and to explain science reasoning and concepts. McGraw Hill/ Glencoe Science PUBLISHERS: Life Science Copyright 2005, Correlated to Idaho Life Science Content Standards Grade 7. Life Science Idaho Content Standards: Goal 1.2 Obj. 1 ( a) Goal 1.2 Obj. 2 ( b) Goal 1.6 (634.01) Goal 1.6 Obj d Goal 1.6 Obj e Obj f Obj g Standard 3 Biology c ISAT / DWA Understand concepts and processes of evidence, models, and explanations Use observations and data as evidence on which to base scientific explanations and predictions. Use observations to make defendable inferences. Understand scientific inquiry and develop critical thinking skills Analyze data in order to form conclusions. Think critically and logically to accept or reject a hypothesis. Analyze alternative explanations and predictions. Communicate and defend scientific procedures and explanations. Know that biological classifications are based on similarities, which reflect their evolutionary relationship. 7th grade Curriculum Glencoe Text by Chapter CHAPTER 1: Exploring and Classifying Life 1. Apply scientific methods to problem solving. 2. Explain how scientific methods led to the idea of biogenesis 3. Describe how early scientists classified living things. 4. Explain how similarities are used to classify organisms. 5. Explain the system of binomial nomenclature. 3

2 Standard 5 Goal 5.2 Obj a Goal 1.1 Obj. 3 ( b) Standard 3: Biology Goal 3.3 Objs. 2&3 ( b a) Goal 3.3 Obj. 4 ( c c ) Understand the relationship between science and technology and develop the abilities of technological design and application. Know that science and technology are human endeavors interrelated to each other, to society, and to the work. Understand systems, order, and organization. Know the different structural levels of which an organism is comprised: cells, tissues, organs, organ systems, and organisms. Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. Know the parts of plant and animal cells and the functions of the various cell structures. Understand the significance of major scientific milestones. Understand the impact of historical events Know that most cell functions involve chemical reactions. Understand that equilibrium is a physical state of balance in which changes and forces occur in opposite and off setting directions. Understand the cell is the basis of form and function for all living things and how living things carry out their life functions 6. Demonstrate how to use a dichotomous key. Chapter 2 CELLS 1. Compare the differences between the compound light microscope and the electron microscope. 2. Summarize the discoveries that led to the discovery of the cell. 3. Compare tissues, organs, and organ systems. 4. Identify names and functions of each part of a plant and animal cell. 5. Identify the 5 men that contributed their findings of cells. 6. Invention of the microscope/cells Chapter 3 CELL PROCESSES 1. Explain the processes of photosynthesis and respiration store and release energy. 2. Describe how cells get energy from glucose through fermentation. 3. Describe the function of a selectively permeable membrane. 4. Explain how the processes of diffusion and osmosis move molecules in living cells. 5. Explain how passive transport and active transport differ. 6. Describe the function of a semipermiable membrane. 7. List the differences between producers and consumers. Goal 3.3 ( g) Know that the transmission of chromosomal information to offspring occurs through asexual or sexual reproduction. Chapter 4 CELL REPRODUCTION 1. Explain why mitosis is important 2. Examine the steps of mitosis 4

3 Goal d Goal 3.3 Obj e Goal f Goal 3.3 ( c) Know that genes and chromosomes carry the information for traits. Know that traits are inherited, including dominant and recessive traits Know that genetic information is replicated and passed on to new cells Develop and/or use models to explain or demonstrate a concept. 3. Compare mitosis in plant and animal cells. 4. List two examples of asexual reproduction. 5. Describe the stages of meiosis and how sex cells are produced. 6. Explain why meiosis is needed for sexual reproduction. 7. Name the cells that are involved in fertilization. 8. Explain how fertilization occurs in sexual reproduction. 9. Identify the parts of a DNA molecule and its structure. 10. Explain how DNA copies itself. 11. Describe the structure and function of each kind of RNA. Chapter 5 HEREDITY 1. Explain how traits are inherited. 2. Explain how traits are inherited by incomplete dominance 3. Compare multiple alleles and polygenic inheritance, and give examples of each. 4. describe two human genetic disorders and how they are inherited 5. Explain how sex-linked traits are passed to offspring. 6. Compare and contrast the difference between an individual s genotype and phenotype. 7. Use a Punnett square to predict the results of crosses. Standard 5 Goal 5.2 (640.01) Understand the relationship between science and technology and develop the abilities of technological design and application. 8. Identify Mendel s role in the history of genetics. 9. Evaluate the importance of advances in genetics 10. Sequence the steps in making genetically engineered organisms. Standard 1: Nature of Science Goal 1.4 (633.04) Understand the theory that evolution is a process that relates to the gradual changes in the universe and of equilibrium as a physical state Chapter 6 ADAPTATIONS OVER TIME 5

4 Goal 1.4 ( a) Goal 1.4 ( b) Understand the relationships of past, present, and future. Understand that evolution refers to the biological, geological, or astronomical change over time. 1. Identify the importance of fossils as evidence of evolution 2. Explain how relative and radiometric dating are used to estimate the age of fossils. 3. List examples of five types of evidence for evolution Standard 3: Biology Goal 3.1 Obj. 1 ( a) Understand the theory of biological evolution. Know that species change over time when random variations in individuals enhance their survival and reproductive success in a particular environment 4. Describe Lamarck s hypothesis of acquired characteristics and Darwin s theory of natural selection. 5. Identify why variations in organisms are important. 6. Compare and contrast gradualism and punctuated equilibrium g b Understand scientific theories of origin and subsequent changes in the universe and earth systems. Know methods used to estimate geologic time (observing rock sequences, using fossils to correlate the sequences at various locations.) Understand the theory of biological evolution Know that species may become extinct when the environment changes and their adaptive characteristics are insufficient to allow their survival 7. Describe the differences among living animals 8. Identify the adaptations of animals. 9. Discuss the evolutionary history of modern organism. Identify the characteristic No Idaho Content Standards listed for these Chapters. CHAPTER 7: BACTERIA 1. What are bacteria? 2. Bacteria in your life. Chapter 8 Protists and Fungi 1. Protists 2. Fungi 6

5 Chapter 9 Plants 1. An Overview of Plants 2. Seedless Plants 3. Seed Plants Chapter 10 Plant Reproduction 1. Introduction to Plant Reproduction 2. Seedless Reproduction 3. Seed Reproduction Chapter 11 Plant Processes 1. Photosynthesis and Respiration 2. Plant Responses Chapter 12 Introduction to Animals 1. Is it an Animal? 2. Sponges and Cnidarians 3. Flatworms and Roundworms Chapter 13 Mollusks, Worms, Arthropods and Echinoderms 1. Mollusks 2. Segmented Worms 3. Arthropods 4. Echinoderms Chapter 14 Fish, Amphibians and Reptiles 1. Chordates and Vertebrates 2. Fish 3. Amphibians 4. Echinoderms Chapter 15 Birds and Mammals 1. Birds 2. Mammals Chapter 16 Animal Behavior 1. Types of Behavior 2. Behavioral Interactions No Idaho Content Standards listed for these Chapters. Chapter 17 Structure and Movement 1. The Skeletal System 2. The Muscular System 3. The Skin Chapter 18 Nutrients and Digestion 1. Nutrition 2. The Digestive System Chapter 19 Respiration & Excretion 1. The Respiratory System 2. The Excretory System 7

6 Chapter 20 Circulation 1. The Circulatory System 2. Blood 3. The Lymphatic System Chapter 21 Regulation and Reproduction 1. The Endocrine System 2. The Reproductive System 3. Human Life Stages Chapter 22 Control and Coordination 1. The Nervous System 2. The Senses Chapter 23 Immunity and Disease 1. The Immune System 2. Infectious Diseases 3. Noninfectious Diseases Ecology Standard 3: Biology Goal 3.2 ( b a) Ecology Goal 3.2 Obj c Understand the structure and function of living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and the diversity and adaptations of organisms. Understand that behavior of organisms, individually and collectively, is influenced by physiological and environmental factors. Explain the processes of energy for life Understand the relationship between matter, energy, and organization to trace matter as it cycles and energy as it flows through living systems and between living systems and the environment Chapter 24 INTERACTIONS OF LIFE 1. Identify places where life is found on Earth. 2. Define ecology 3. Observe how the environment influences life. 4. Identify methods for estimating population sizes 5. Explain how competition limits population growth. 6. List factors that influence changes in population size. 7. Explain how organisms interact. 8. Recognize that every organism occupies a niche. 9. Describe how organisms obtain energy for life. Chapter 25 The Non-Living Environment 1. Identify abiotic factors in most ecosystems. 2. List the components of air that are needed for life. 3. Explain how climate influences life in an ecosystem. 4. Explain the importance of Earth s water cycle. 5. Diagram the carbon cycle. 8

7 Standard 1: Nature Of Science Goal 1.3 Obj a Goal 3.2 Obj d Goal 3.2 Obj. 2 ( b) Goal 3.2 Obj. 4 ( d) Ecology Understand constancy, change and measurement Identify concepts in science that do not change with time Trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. Understand that the distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy Analyze changes that occur in and among systems Understand common environmental quality issues 6. Recognize the role of nitrogen in life on Earth. 7. Explain how organisms produce energy-rich compounds. 8. Describe how energy flows through ecosystems. 9. Recognize how much energy is available in a food chain. Chapter 26 Ecosystems How Ecosystems Change 1. Explain how ecosystems change over time. 2. Describe how new communities begin due to availability of resources. 3. Compare pioneer communities and climax communities. Chapter 27 Conserving Resources 1. Compare renewable and nonrenewable resources. 2. List uses of fossil fuels. 3. Identify alternatives to fossil fuel use. 4. Describe types of air pollution 5. Identify causes of water pollution. 6. Explain methods that can be used to prevent erosion 7. Recognize ways you can reduce your use of natural resources. 8. Explain how you can reuse resources to promote conservation. 9. Describe how many materials can be recycled. 9

8 Performing an Experiment using the Scientific Method Standard 1 Goal 1.6 (634.01) ISAT / DWA Understand scientific inquiry and develop critical thinking skills RMMS 7th grade Curriculum How can we prove that Osmosis occurs in cells? Goal 1.6 Obj. 1 ( b) Goal 1.6 Obj. 2 ( c) Goal 1.6 Obj d Goal 1.6 Obj e Goal 1.6 Obj f Goal 1.6 Obj g Design and conduct scientific investigations using controls and variables when appropriate Select and use appropriate tools and techniques to gather and display the data. Analyze data in order to form conclusions. Think critically and logically to accept or reject a hypothesis. Analyze alternative explanations and predictions. Communicate and defend scientific procedures and explanations Students will follow instructions as to the proper set-up for the Great Potato Experiment. Control: A slice of potato set out in the air. Variable: Salt water vs. Distilled water Students will have all supplies available to them to conduct the experiment. Students must use data from their experiment to determine whether or not osmosis did occur in the potato cells. If the potato sample gained or lost weight determines which way the water was moving due to osmosis. What if the potato sample s weight remained the same? Students will be required to write a scientific paper using all the steps of the scientific method as a template. 10