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