7th grade life science pacing guide 2020-2021 life science grade 7...and heredity - virginia science...

Franklin City Public Schools 1 | P a g e

7th Grade Life Science Pacing Guide – 2020-2021 1st Nine Weeks

September 2020 October 2020 November 2020

M T W Th F

1 NW1

2 3 4 LD

7 LD

8

9 10 11

14 15 16 17 18

21 22 23 24 25

28 29 30

M T W Th F

1 TWD

2 PD

5

6

7 8 9

12

13 14 IR1

15 16

19 20 21 22 23

26 27 28 29 30

M T W Th F

2 3 4 NW1

5 NW2

6

9

10

11 12 RC1

13

16

17

18

19

20

23 TB

24 TB

25 TB

26 TB

27 TB

30

Assessment Dates:

Units

Topics

Text

Reference/Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 1

Science Pre-Test

MAP Testing

Success Maker

Science Pre-Test

MAP Testing

Success Maker

3 days

Week 1

Living Things

Photosynthesis

The student will investigate and

understand the basic physical and

chemical processes of

photosynthesis and its importance to

plant and animal life. Key concepts

include:

a) Photosynthesis

Unit 2 – Cells – Lesson 6

Photosynthesis and

Cellular Respiration -

Virginia Science Fusion

Textbook New Energy

for Life Science –

Warm-up: Engage Your

Brain pp. 137;

Cooking with

Chloroplast – (Guided

Reading Activity) pp.

140-141; Complete

Visualize It! – pp. 140

and Infer! pp.141

LS.5a-c 2 day

Week 2

Living Things

Cells

a) Cell Theory; Unit 2 – Cells – Lesson 1

The Characteristics of

Cells - Virginia Science

Fusion Textbook New

Energy for Life Science

–Warm-up: Engage

Your Brain pp. 75;

Guided Reading Cell-

ebrate! pp.76-79

LS.2c 2 days

Week 2

Living Things

Cells

a) Cell Structure and Organelles; Unit 2 – Cells – Lesson 1

- Virginia Science

Fusion Textbook New

Energy for Life Science

- Guided Reading on the

Cellular - pp. 80 – 81.

Project: The student

will label the organelles

of a plant and animal

cell structure. https://www.cellsalive.com/worksheets/AnimalCellModel.pdf ; https://www.cellsalive.com/worksheets/PlantCellModel.pdf

LS.2a 3 days

Week 3

Place Division dates for Benchmark, Universal Screener, Checkpoints, etc.

Professional D. Report Cards Benchmark Assessment

Holiday Start Nine Weeks Interim Report

End of Nine Weeks Early Closings

https://www.cellsalive.com/worksheets/AnimalCellModel.pdf



https://www.cellsalive.com/worksheets/PlantCellModel.pdf




Living Things

Cells

a) Cell Structure and Organelles; “Model of cell structure

and organelles.”

LS.2a 2 days

Week 3

Living Things

Cells

b) Plant vs Animal Cells; Unit 2 – Cell – Lesson

Cell Structure and

Function - Virginia

Science Fusion

Textbook New Energy

for Life Science – Warm

– up: Engage Your

Brain activities 1-2 pp.

95;

Guided Reading pp. 96-

104 – Being Eu-nique Video:

http://studyjams.scholasti

c.com/studyjams/jams/sci

ence/animals/animal-

cells.htm

http://studyjams.scholasti

c.com/studyjams/jams/sci

ence/plants/plant-

cells.htm

LS.2b 3 days

Week 4

Living Things

Cells

b) Plant vs Animal Cells. Project: Students will

create a model of a

plant or an animal cell.

LS.2b 2 days

Week 4

Living Things

Cells

d) Cell Division – Mitosis & Meiosis Unit 3 –Reproduction

and Heredity - Virginia

Science Fusion

Textbook New Energy


Lesson 1 – Mitosis –


Brain pp. 161; Guided

Reading –Splitsville! –

pp. 162-165.

Phasing Out –What are

the phases of mitosis?

pp. 166-167.

Exit Card: pp. 168 –

Visual Summary #14 –

19.

Homework: Lesson

Review pp. 169.

Unit 3 - Reproduction


Science Fusion

Textbook New Energy


Lesson 2 – Meiosis –


Brain pp. 171; Guided

Reading - Number Off!

pp. 172-173;

One Step at a Time pp.

174-176.

Exit Card: pp. 178

Visual Summary # 16-

21.

Homework: Lesson

Review https://www.cellsalive.com/worksheets/Cell_Cycle.pdf ; https://www.cellsalive.com/worksheets/MitosisPhases.pdf ; https://www.cellsalive.com/worksheets/MitosisCellParts.pdf ; https://www.cellsalive.com/worksheets/MeiosisPhases.pdf

LS.2d 3 days

http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-cells.htm




http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-cells.htm




https://www.cellsalive.com/worksheets/Cell_Cycle.pdf


https://www.cellsalive.com/worksheets/MitosisPhases.pdf



https://www.cellsalive.com/worksheets/MitosisCellParts.pdf



https://www.cellsalive.com/worksheets/MeiosisPhases.pdf




Week 5

Living Things

Cells

e) Cellular Transport – Osmosis &

Diffusion

Unit 2 - Homeostasis

and Cell Processes –

Osmosis and Diffusion -

Virginia Science Fusion

Textbook New Energy


Guided Reading - Move

It! pp. 126-127.

LS.2e 3 days

Week 5

Livings Things

Photosynthesis &

Cells

Review for Unit Test on LS.5a and

LS.2a-e

Review Activity on

Photosynthesis and the

cell

LS.5a & LS.2a-e 1 day

Week 5

Livings Things

Photosynthesis &

Cells

Unit Test on LS.5a and LS.2a-e Unit Test

LS.5a & LS.2a-e 1 day

Week 6

Living Things

Cellular Organization

a) Patterns of Cellular Organization

– Cells, Tissues, Organs, and

Systems

Unit 2 – Cells – Levels

of Cellular

Organization - Virginia

Science Fusion

Textbook New Energy



Brain – pp. 109; Guided

Reading – Body

Building pp. 110 – 117;

Exit Card: Visual

Summary pp. 118 - #20

– 24; Homework:

Lesson Review – pp. 119

LS.3a 5 days

Week 7

Living Things

Classification of

Cellular Organisms

b) Life Function – Classification of

Cellular Organisms

Unit 2 – Cells – Levels

of Cellular

Organization - Virginia

Science Fusion

Textbook New Energy




Reading – Body

Building pp. 110 – 117;

Exit Card: Visual

Summary pp. 118 - #20

– 24; Homework:

Lesson Review – pp. 119

LS.3b 3 days

Week 7

Living Things

DNA

a) Structure & Role of DNA Unit 3 - Reproduction


Science Fusion

Textbook New Energy




Reading – Cracking the

Code pp. 218 – 221;

Protein Factory – pp.

224 – 225; Exit Card:

Visual Summary pp.

226 - #17 – 21;

Homework: Lesson

Review – pp. 227

LS.12a 2 days

Week 8

Living Things

DNA

b) Function of Genes &

Chromosomes

https://www.youtube.com/watch?v=IePMXxQ-KWY ;

genes_chromosome

s.pptx

genes_chromosome

s_notes.pdf

LS.12b 5 days

Week 9 Benchmark Review & Benchmark Testing 5 days

https://www.youtube.com/watch?v=IePMXxQ-KWY



SOLs: LS.5 The student will investigate and understand the basic physical and

chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include:

a) energy transfer between sunlight and chlorophyll;

b) transformation of water and carbon dioxide into sugar and oxygen;

c) photosynthesis as the foundation of virtually all food webs

LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts

include:

a) cell structure and organelles;

b) similarities and differences between plant and animal cells;

c) development of cell theory; and

d) cell division.

LS.3 The student will investigate and understand that living things show patterns of cellular organization. Key

concepts include:

a) cells, tissues, organs, and systems; and

b) patterns of cellular organization and their relationship to life processes in living things.

LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to

new generations. Key concepts include:

a) the structure and role of DNA;

b) the function of genes and chromosomes;

c) genotypes and phenotypes;

d) characteristics that can and cannot be inherited;

e) genetic engineering and its applications; and

f) historical contributions and significance of discoveries related to genetics.

Essential Knowledge, Skills and Processes:

LS.5 In order to meet this standard, it is expected that students will:

• describe the process of photosynthesis in terms of raw materials and products generated.

• identify and describe the cellular organelles involved in the process of photosynthesis.

• explain how organisms utilize the energy stored from the products of photosynthesis.

• compare and contrast the processes of photosynthesis and cellular respiration.

• relate the importance of photosynthesis to the role of producers as the foundation of food webs.

• design an investigation from a testable question related to photosynthesis. The investigation may be a complete

experimental design or may focus on systematic observation, description, measurement, and/or data collection and

analysis.


• distinguish among the following: cell membrane, cytoplasm, nucleus, cell wall, vacuole, mitochondrion,

endoplasmic reticulum, and chloroplast.

• correlate the structures of cell organelles with their functions.

• compare and contrast examples of plant and animal cells, using the light microscope and images obtained from

other microscopes.

• describe and sequence the major points in the development of the cell theory.

• identify the three components of the cell theory. †

• sequence the steps in the cell cycle, including the phases of mitosis.

• differentiate between the purpose of mitosis and meiosis.

• design an investigation from a testable question related to animal and plant cells. The investigation may be a

complete experimental design or may focus on systematic observation, description, measurement, and/or data

collection and analysis. An example of such a question is: “Do onion cells vary in shape or structure depending on

where they are found in the plant?”


• explain the relationship among cells, tissue, organs, and organ systems.

• differentiate between unicellular organisms and multicellular organisms and name common examples of each.


• compare and contrast how unicellular and multicellular organisms perform

various life functions. This includes the application of knowledge about systems

in organisms.

• explain the role that each life function serves for an organism: ingestion, digestion and removal of waste, stimulus

response, growth and repair, gas exchange, and reproduction.

• explain that there is a specific range or continuum of conditions that will meet the needs of organisms.

• model how materials move into and out of cells in the processes of osmosis, diffusion, and selective permeability.

This includes creating and interpreting three-dimensional models and/or illustrations demonstrating the processes

involved. Students should be able to analyze the components of these models and diagrams and communicate their

observations and conclusions.

• create plausible hypotheses about the effects that changes in available materials might have on particular life

processes in plants and in animals.

• conduct basic investigations related to understanding cellular organization, with emphasis on observations of cells

and tissue. This investigation should focus on the skills developed in LS.1.


• recognize the appearance of DNA as double helix in shape.

• explain that DNA contains coded instructions that store and pass on genetic information from one generation to the

next.

• explain the necessity of DNA replication for the continuity of life.

• explain the relationship among genes, chromosomes, and alleles.

• demonstrate variation within a single genetic trait.

• distinguish between dominant and recessive traits.

• distinguish between genotype and phenotype.

• use Punnett squares to predict the possible combinations of inherited factors resulting from single trait crosses.

• differentiate between characteristics that can be inherited and those that cannot be inherited.

• identify aspects of genetic engineering and supply examples of applications. Evaluate the examples for possible

controversial aspects.

• describe the contributions of Mendel, Franklin, Watson, and Crick to our basic understanding of genetics.

Essential Vocabulary:

The students will use the following vocabulary throughout the nine weeks of study to support student learning:

(word/definition)

Week 1 Photosynthesis – plants use energy from sunlight, carbon dioxide, and water to make sugars.

Chloroplast – the organelle of a plant where photosynthesis takes place.

Chlorophyll – green pigment found in plants.

Glucose – is a sugar that stores chemical energy.

Cellular respiration – the process of breaking down food to produce ATP.

Week 2 Cell – smallest functional and structural unit of all living organisms.

Organism – is any living thing.

Cell membrane – is a protective layer that covers a cell’s surface.

Cytoplasm – the region enclosed by the cell membrane that includes the fluid and all of the organelles

of the cell.

Organelle – is small body in a cell’s cytoplasm that is specialized to perform a specific function.

Nucleus – the brain of the cell.

Prokaryote – is a single-celled organism that does not have a nucleus or membrane-bound organelles

Eukaryote – is organism made up of cells that contain their DNA in a nucleus.

Cell theory – All organisms is made up of one or more cells; the cell is the basic unit of all organisms;

and all cells come from existing cells.

Week 2 Nucleus - the brain of the cell.

Nucleolus - produces ribosomes, which move out of the nucleus and take positions on the rough

endoplasmic reticulum where they are critical in protein synthesis.

Cytosol - The cytosol is the "soup" within which all the other cell organelles reside and where most of

the cellular metabolism occurs.

Cytoplasm - the region enclosed by the cell membrane that includes the fluid and all of the organelles

of the cell.

Centrosome - is an area in the cell where microtubules is produced.

Centriole - (animal cells only): Each centriole is a ring of nine groups of fused microtubules. In the

complete animal cell centrosome, the two centrioles is arranged such that one is perpendicular to the

other.

Golgi - is actually a stack of membrane-bound vesicles that are important in packaging

macromolecules for transport elsewhere in the cell.


Lysosome - an organelle in the cytoplasm of eukaryotic cells containing degradative enzymes enclosed

in a membrane. Peroxisome - are membrane-bound packets of oxidative enzymes.

Secretory Vesicle - Cell secretions - e.g. hormones, neurotransmitters - is packaged in secretory

vesicles at the Golgi apparatus. The secretory vesicles is then transported to the cell surface for release.

Week 2 & 3 Cell Membrane - is a protective layer that covers a cell’s surface.

Mitochondria - provide the energy a cell needs to move, divide, produce secretory products, contract -

in short they are the power centers of the cell.

Vacuole - is a membrane-bound sac that plays roles in intracellular digestion and the release of cellular

waste products.

Cell Wall (plant cells only) - a rigid, protective cell wall made up of polysaccharides. In higher plant

cells, that polysaccharide is usually cellulose.

Chloroplast (plant cells only) - are specialized organelles found in all higher plant cells. These

organelles contain the plant cell's chlorophyll responsible for the plant's green color and the ability to

absorb energy from sunlight.

Endoplasmic Reticulum - is a vast network of membrane-bound vesicles and tubules called the

endoplasmic reticulum, or ER for short.

Smooth endoplasmic reticulum breakdown of lipid-soluble toxins in liver cells, and control of

calcium release in muscle cell contraction.

Rough Endoplasmic Reticulum - "pebbled" by electron microscopy due to the presence of numerous

ribosomes on its surface.

Ribosomes - are packets of RNA and protein that play a crucial role in both prokaryotic and eukaryotic

cells. They are the site of protein synthesis.

Cytoskeleton - helps to maintain cell shape and is an organized network of three primary protein

filaments: microtubules; actin filaments (microfilaments); and intermediate fibers.

Week 4 Cell Membrane - is a protective layer that covers a cell’s surface.

Mitochondria - provide the energy a cell needs to move, divide, produce secretory products, contract -

in short, they are the power centers of the cell.

Vacuole - is a membrane-bound sac that plays roles in intracellular digestion and the release of cellular

waste products.

Cell Wall (plant cells only) - a rigid, protective cell wall made up of polysaccharides. In higher plant

cells, that polysaccharide is usually cellulose.

Chloroplast (plant cells only) - are specialized organelles found in all higher plant cells. These

organelles contain the plant cell's chlorophyll responsible for the plant's green color and the ability to

absorb energy from sunlight.

Endoplasmic Reticulum - is a vast network of membrane-bound vesicles and tubules called the

endoplasmic reticulum, or ER for short.

Smooth endoplasmic reticulum breakdown of lipid-soluble toxins in liver cells, and control of

calcium release in muscle cell contraction.

Rough Endoplasmic Reticulum - "pebbled" by electron microscopy due to the presence of numerous

ribosomes on its surface.

Ribosomes - are packets of RNA and protein that play a crucial role in both prokaryotic and eukaryotic

cells. They are the site of protein synthesis.

Cytoskeleton - helps to maintain cell shape and is an organized network of three primary protein

filaments: microtubules; actin filaments (microfilaments); and intermediate fibers.

Week 4 Cell division – is the process by which a parent cell divides into two or more daughter cells. Mitosis – a type of cell division that results in two daughter cells each having the same number and

kind of chromosomes as the parent nucleus, typical of ordinary tissue growth.

Meiosis – is a process where a single cell divides twice to produce four cells containing half the

original amount of genetic information.

Week 5 Cellular Transport – It is the movement of substances across the cell membrane either into or out of

the cell.

Osmosis – a process by which molecules of a solvent tend to pass through a semipermeable membrane

from a less concentrated solution into a more concentrated one, thus equalizing the concentrations on

each side of the membrane.

Diffusion - is the movement of molecules from an area of high concentration of the molecules to an

area with a lower concentration.

Week 6 Cells – is the basic structural, functional, and biological unit of all known organisms.

Tissues – any of the distinct types of material of which animals or plants is made, consisting of

specialized cells and their products.

Organs – a group of tissues in a living organism that have been adapted to perform a specific function.

Systems -

Week 7 DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the

information that determines the traits that a living thing inherits needs to live.

Double helix – the structure of DNA is a twisted ladder shape, a two-sided ladder.

Genes – are segments of DNA that relate to a certain trait.

Chromosomes – in eukaryotic cell, one of the structures in the nucleus that are made up of DNA and

protein; in a prokaryotic cell, the main ring of DNA.

Allelles – one of the alternative forms of a gene that governs a characteristic, such as hair color.

Traits – a distinguishing quality or characteristic, typically one belonging to a person.

Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more

specific traits.

Phenotype – an organism’s appearance or other detectable characteristics.

https://www.ck12.org/c/biology/cell-membrane


Punnett square – a graphic used to predict the results of a genetic code.

Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an

individual.

Recessive – describes an allele that will be masked unless the organism is homozygous for the trait.

Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a

heterozygous individual is an intermediate of the phenotype of the two homozygous parents.

Codominance – a condition in which to alleles are expressed such as that the phenotype of a

heterozygous individual is a combination of the phenotypes of the two homozygous parents.

Week 8 DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the

information that determines the traits that a living thing inherits needs to live.





Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more

specific traits.



Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an

individual.


Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a

heterozygous individual is an intermediate of the phenotype of the two homozygous parents.

Codominance – a condition in which to alleles are expressed such as that the phenotype of a

heterozygous individual is a combination of the phenotypes of the two homozygous parents.

Week 9 Benchmark Review & Benchmark Testing

Essential Questions:

Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation

of the content:


The Student Learning Experience:

W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding

and independent application?

I. Assessment Activity: Performance Task for Project Based Learning Component

Week 1 • What is photosynthesis? (Photosynthesis the process of a green plant making their own food

(sugar) using carbon dioxide and water.)

• What is the purpose of photosynthesis? (The purpose of photosynthesis is for a plant to produce

glucose.)

• What is needed for photosynthesis to be carried out? (The following things are needed for

photosynthesis –chlorophyll, sunlight, water and carbon dixode.)

Week 2 • What is the cell theory? (The cell theory is three basic characteristics of all cell and organisms: all

organisms are made up of one or more cells; the cell is the basic unit of all organisms; and all cells

come from existing cells.)

Week 3 • What is the difference between a plant and animal cell? (A plant cell contains a large, singular vacuole

that is used for storage and maintaining the shape of the cell. In contrast, animal cells have many,

smaller vacuoles. Plant cells have a cell wall, as well as a cell membrane. ... Animal cells simply have

a cell membrane, but no cell wall.)

Week 4 • How can science provide answers to your questions about the world around you?

• 2. What characteristics do all living things share?

• 3. What do the structures in a cell do?

• 4. How does cell differentiation lead to the organization within a multicellular organism?

Week 5 • Review week.

Week 6 • What is a group of cells that are alike and work together? What is the dark structure in the middle of the

cell? (A nucleus.)

Week 7 • What is sexual reproduction and why is it beneficial?

• 2. What is the order of the phases of meiosis, and what happens during each phase?

• 3. Why is meiosis important

• 4. Why did Mendel perform crosspollination experiments?

• 5. What did Mendel conclude about inherited traits?

• 6. How do dominant and recessive factors interact?

• 7. What determines the expression of traits?

Week 8 • What is sexual reproduction and why is it beneficial?

• 2. What is the order of the phases of meiosis, and what happens during each phase?

• 3. Why is meiosis important

• 4. Why did Mendel perform crosspollination experiments?

• 5. What did Mendel conclude about inherited traits?

• 6. How do dominant and recessive factors interact?

• 7. What determines the expression of traits?

Week 9 Benchmark Review & Testing

Goal The students will create a model of a plant or animal cell.

Role Create a Model of the Plant or Animal Cell with the correct organelles and labeling.

Audience Teachers, and Students.

Situation Each student must create a model of a Plant or Animal Cell.

Students will take their knowledge of the plant and animal cells and create a 3-dimensional model of it. The

organelles should be in the correct order and be relatively proportioned to each of the other organelles. Everything

should be clearly labeled. This is a project meant to not only see how students view a plant and animal cell, but to

also showcase their creativity. Students are encouraged to use color and to get creative while learning. All projects

are due no later than (Date to be provided – No projects will be accepted late.!!!!!)

All organelles should be included. (Be correct color.)

I would prefer that you not go out and purchase the kit of a plant or animal cell. I would like to see more creativity.

Use your imagination and be creative.

Example of materials that can be used:

Cardboard, Candy, Christmas Ornaments, Cake, Fruit, Fabric, Paper Mache, Rubber Balls, Tape, Wood, Plastics,

Clay, Play Dough (when this dries it cracks, really bad)

And various other materials.

All organelles must be labeled with:

1. Name of the organelle.


2. The organelle should be mounted in place.

3. Use a variety of items to create your cell.

4. You MUST know the function of the organelles and cell parts.

Product Final Product/ Presentation

Standard/Criteria

for success

Rubrics –

Name: Date: Period:

Rubric—Plant or Animal Cell Project In this project, you will make a model of a plant or animal cell. You can represent it using any of the following

ways listed below. You must include labels for each of the parts.

This can be in any form (2-dimensional or 3-dimensional) and may be made with any materials you choose.

You MUST include the organelles for your plant or animal cell:

Name of the organelle or part

Function of the organelles.

Name: Date: Period:

Rubric—Plant or Animal Cell Project This rubric will be used as a guideline to grade your project. Make sure you have covered each area on your project to earn the best grade possible.

Category Awesome 15 points (ea.)

Good 10 points (ea.)

Okay 8 points (ea.)

Needs Improvement 5 points (ea.)

Unacceptable 0 points (ea.)

Organelles

All organelles are represented and labeled in the plant or animal model.

1-2 organelles or labels are missing.

What happened? Missing labels and organelles.

Only three to two organelles labeled; or four or more missed labeled.

No organelles are labeled.

Correct Color of Organelle

All organelles are color coded correctly.

1-2 organelles color codes of not correct.

3-5 organelles color codes are not correct.

6-7 organelles color codes are not correct.

No organelles are color code correctly.

Function of the organelle

Correct function for all organelles.

1-2 organelle function is off.



None of the organelle functions is correct.

Size of organelle relative to the size of the cell

All objects is sized correctly.

1-2 objects is sized incorrectly.




Facts about Your cell

Includes all facts your cell.

Includes 6-7 facts about your cell.




Presentation

Includes two important facts, materials used to produce, and two facts learned about your cell. (Plant or Animal)

Includes one important facts, materials used to produce, and two facts learned about your cell. (Plant or Animal)

Includes one important facts, materials used to produce, and one facts learned about your cell. (Plant or Animal)

Includes materials used to produce your cell only. (Plant or Animal)

Includes random information not asked your cell. (Plant or Animal)

Possible Points: 100 Student Score: . Teacher Score: .


Project Scoring Rubric: (See above Rubric)

Resources:

Week 1 Virginia Science Fusion Textbook – Unit 2 Cells – Lesson 6 Photosynthesis and Cellular Respiration; page

137 Engage Your Brain; Cooking with Chloroplast page 140-141; Photosynthesis video:

https://www.youtube.com/watch?v=qYv3tbyquWk;

https://www.liveworksheets.com/worksheets/en/Natural_Science/Photosynthesis/Video-

worksheet_PHOTOSYNTHESiS_yg26456ea;

Week 1, 2 Virginia Science Fusion Textbook -Unit 2 Cells Lesson 1 The Characteristics of Cells page 75-79.

Photosynthesis ans

Cellular Respiration PP (1).pptx

Week 3 Virginia Science Fusion Textbook – Unit 2 Cells Lesson 1 The Characteristics of Cells pages 80-81. https://www.cellsalive.com/worksheets/AnimalCellModel.pdf ; https://www.cellsalive.com/worksheets/PlantCellModel.pdf

Week 3

cells notes.ppt Review for cell quiz

#2.doc

Week 3 Virginia Science Fusion Textbook – Unit 2 Cells Lesson 1 The Characteristics of Cells pages 95-104.



Week 4 Plant or Animal Cell Project and Presentation

Virginia Science Fusion Textbook – Reproduction and Heredity Lesson 1 Mitosis page 161-169 & Lesson 2

Meiosis pages 171-178.

https://www.youtube.com/watch?v=zrKdz93WlVk&vl=en;

Mitosis vs Meiosis

Student Cloze Notes.docx

Mitosis vs

meiosis.ppt

https://www.cellsalive.com/worksheets/Cell_Cycle.pdf ; https://www.cellsalive.com/worksheets/MitosisPhases.pdf ; https://www.cellsalive.com/worksheets/MitosisCellParts.pdf ; https://www.cellsalive.com/worksheets/MeiosisPhases.pdf

Week 5

Virginia Science Fusion Textbook Unit 2 – Homeostasis and Cell Processes – Osmosis and Diffusion pages

126-127.

Cell Transport

Review Worksheets.doc

CellSummativeRevie

w-ANSWERS (1).doc

Week 6 Unit Test for LS.5a & LS.2a-e;

Week 7

Virginia Science Fusion Textbook Unit 2 - Cells – Levels of Cellular Organization pages 109-119.

Virginia Science Fusion Textbook Unit 3 – Reproduction and Heredity pages 217-227.

https://www.youtube.com/watch?v=oID1h-zL-uw;

https://virginia.pbslearningmedia.org/resource/tdc02.sci.life.repro.lp_dnastructure/modeling-dna-

structure/

https://www.teachengineering.org/activities/view/cub_biomed_lesson09_activity2

Week 8


genes_chromosome

s.pptx

genes_chromosome

s_notes.pdf

Week 9 Benchmark Testing

Technology: (be specific- list actual website)

Week 1 https://www.youtube.com/watch?v=qYv3tbyquWk;

https://www.liveworksheets.com/worksheets/en/Natural_Science/Photosynthesis/Video-

worksheet_PHOTOSYNTHESiS_yg26456ea; Week 2

Photosynthesis ans

Cellular Respiration PP (1).pptx

Week 3 https://www.cellsalive.com/worksheets/AnimalCellModel.pdf ; https://www.cellsalive.com/worksheets/PlantCellModel.pdf

Week 4 https://www.youtube.com/watch?v=zrKdz93WlVk&vl=en;

Mitosis vs Meiosis

Student Cloze Notes.docx

Mitosis vs

meiosis.ppt

https://www.cellsalive.com/worksheets/Cell_Cycle.pdf ; https://www.cellsalive.com/worksheets/MitosisPhases.pdf ; https://www.cellsalive.com/worksheets/MitosisCellParts.pdf ; https://www.cellsalive.com/worksheets/MeiosisPhases.pdf

https://www.youtube.com/watch?v=qYv3tbyquWk

https://www.liveworksheets.com/worksheets/en/Natural_Science/Photosynthesis/Video-worksheet_PHOTOSYNTHESiS_yg26456ea






https://www.youtube.com/watch?v=zrKdz93WlVk&vl=en





https://www.youtube.com/watch?v=oID1h-zL-uw

https://virginia.pbslearningmedia.org/resource/tdc02.sci.life.repro.lp_dnastructure/modeling-dna-structure/




https://www.youtube.com/watch?v=qYv3tbyquWk





https://www.youtube.com/watch?v=zrKdz93WlVk&vl=en






Week 5

Cell Transport

Review Worksheets.doc

CellSummativeRevie

w-ANSWERS (1).doc

Week 6 None - Review

Week 7 https://www.youtube.com/watch?v=oID1h-zL-uw;



Week 8


genes_chromosome

s.pptx

genes_chromosome

s_notes.pdf

Week 5 Benchmark Review Week

II. Resources: (what materials will be needed to support the project)

Students will be responsible for the materials need for the project, including 25 sheet of

Construction Paper, Glue Sticks (3) ***NOTE: The Solar System Books will be completed

during class time.

https://www.youtube.com/watch?v=oID1h-zL-uw





7th Grade Life Science Pacing Guide – 2020-2021

2nd Nine Weeks

November 2020 December 2020 January 2021

M T W Th F

2 3 4 NW1

5 NW2

6

9 NW2

10

11 12 RC1

13

16

17

18

19

20

23 TB

24 TB

25 TB

26 TB

27 TB

30

M T W Th F

1 2 3 4

7 8 9 10 11

14

15

16

17 IR2

18

21 WB

22 WB

23 WB

24 WB

25 WB

28 WB

29 WB

30 WB

31 WB

M T W Th F

1 WB

4 5 6 7 8

11

12

13 14 15

18 MLK

19 20 21

22

25

26

27

28 NW2

29 TWD

Assessment Dates:

Units Topics Text Reference/Chapter Standards of

Learning

Time Frame

# of blocks/days

Week 1 (10) Living Things

c) Genotypes and

phenotypes;

Grade 7 Virginia Science

Fusion Textbook – Unit 3 –

Reproduction and Heredity

Lesson 4 – Heredity – Guided

Reading – pp. 196 – 202.

Complete activities #8 – 16, 18-

23;

Homework: Complete Lesson

Review pg. 203 - #1 – 11.

LS.12c 4 days

Living Things d) Characteristics that cannot

be inherited;

Students will read attached

assignment – Offspring Traits

– Hey, where did you come

from?

Complete the 10 questions that

follow to demonstrate

understanding. Submit

LS.12d 1 day

Week 2 (11)

Living Things d) Genetics; Grade 7 Virginia Science


Reproduction and Heredity –

Lesson 4 – Heredity.

Engage Your Brain – pg. 193 -

# 1 – 3.

Complete Vocabulary

Foldable - terms pg. 193 –

Identify: definition, example,

and sentence for each term. https://www.amnh.org/explore/ology?channel=genetics#

LS.12e 3 days

Living Things e) Engineering &

Applications




Lesson 7 – Biotechnology – pp

231 – 239.

Engage Your Brain – pg. 231 -

# 1-4.

Guided Reading Biotechnology

– pp. 232 – 238. Complete

activities throughout reading -

#6 – 16.

Homework: Complete Lesson

Review – pg. – 239 - #1 – 8.

LS.12f 2 days

Week 3 (12)


Checkpoint Assessment Benchmark Assessment Start Nine Weeks Holiday

End Nine Weeks Interim Report

Report Cards

https://www.amnh.org/explore/ology?channel=genetics



Living Things The student will investigate

and understand that

populations of organisms

change over time. Key

concepts include:

a) The relationship of

mutation, adaptation,

natural selection, and

extinction;


Fusion Textbook - Unit 3 –


Lesson 6 – DNA Structure and

Function – pg. 223 Mutation,

Natural Selection: pg. 268 –

Genetic Variation, pg. 268 -

Natural Selection, pg. 269 -

270 – Adaptation; pg. 271 –

Extinction. Read and take

notes. https://www.amnh.org/explore/ology?channel=genetics#

LS.13a 3 days

b) Evidence of evolution of

different species in the

fossil record.



Life Over Time, Lesson 3 -

Evidence of Evolution: Engage

Your Brain – pg. 277 - #1-4

Look at the video on Evolution

(take notes): https://www.khanacademy.org/science/high-school-biology/hs-evolution/hs-evidence-of-evolution/v/evidence-for-evolution

LS.13b 2 days

Week 4 (13)

b) Evidence of evolution of

different species in the

fossil record.



Life Over time, Lesson 3 –

Evidence of Evolution: Guided

Reading pp. 278 – 284.

Homework: Lesson Review pg.

285.

LS.13b 2 days

Living Things

c) How environmental

influences, as well as

genetic variation, can lead

to diversity of organisms.

https://www.khanacademy.org/science/biology/biodiversity-and-conservation/levels-of-biodiversity/v/genes-and-biodiversity

LS.13c 3 days

Week 5 (14)

Living Things

The student will investigate

and understand that organisms

within an ecosystem are

dependent on one another and

on nonliving components of

the environment. Key

concepts include:

a) The carbon, water, and

nitrogen cycles;


Fusion Textbook – Unit 7

Earth’s Biomes and Ecosystem

– Lesson 3 Energy and Matter

in Ecosystems: Engage Your

Brain – pg. 507 # 1-3. Guided


Complete questions as you

read - #12 – 16.

Create a Diagram of one of the

Cycles: carbon, water, or

nitrogen. Label and provide a

brief explanation for each of

the steps/phases.

LS.6a 5 days

Week 6 (15) Living Things Review & Test Notes and resources from the

first five weeks.

LS.12a-f;

LS.13a-c; and

LS.6a

2 days

Living Things b) Interactions resulting in a

flow of energy and matter

throughout the system;


Fusion Textbook - Unit 7

Earth’s Biomes and Ecosystem

– Lesson 3 Energy and Matter

in Ecosystems: Guided


Complete questions #7 - 11

LS6.b 1 day

Ecosystems c) Complex relationships

within terrestrial,

freshwater, and marine

ecosystems;

View the video: https://www.youtube.com/watch?v=SexLZIyo_FA



Earth’s Biomes and

Ecosystems – Lesson 2 –

Aquatic Ecosystems – Guided

Reading – pp.495 – 498.

Freshwater Ecosystems

LS.6c 2 days

Week 7 (16)



https://www.khanacademy.org/science/high-school-biology/hs-evolution/hs-evidence-of-evolution/v/evidence-for-evolution










SOLs:

LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information

to new generations. Key concepts include:

a) the structure and role of DNA;

b) the function of genes and chromosomes;

c) genotypes and phenotypes;

d) characteristics that can and cannot be inherited;

e) genetic engineering and its applications; and

f) historical contributions and significance of discoveries related to genetics.

LS.13 The student will investigate and understand that populations of organisms change over time. Key

concepts include:

a) the relationships of mutation, adaptation, natural selection, and extinction;

b) evidence of evolution of different species in the fossil record; and

c) how environmental influences, as well as genetic variation, can lead to diversity of organisms.

LS.6 The student will investigate and understand that organisms within an ecosystem are dependent on one

another and on nonliving components of the environment. Key concepts include:

a) the carbon, water, and nitrogen cycles;

b) interactions resulting in a flow of energy and matter throughout the system;

c) complex relationships within terrestrial, freshwater, and marine ecosystems; and

d) energy flow in food webs and energy pyramids.

LS.8 The student will investigate and understand interactions among populations in a biological community.

Key concepts include:

a) the relationships among producers, consumers, and decomposers in food webs;

Ecosystems d) Complex relationships

within terrestrial,

freshwater, and marine

ecosystems;


Fusion Textbook - Unit 7 –


Ecosystems – Lesson 2 –

Aquatic Ecosystems – Guided

Reading – pp.498 – 501.

Complete questions # 13, 17, &

18. – Marine ecosystems. https://www.youtube.com/watch?v=EKihcc_AdyA ; https://www.youtube.com/watch?v=4fMemcd-VXw ;

Terrestrial Ecosystems – https://www.youtube.com/watch?v=4gaVnWhsk0s ; Fill in your chart information on the varies Biomes.

LS.6c 2 days

Ecosystems e) Energy flow in food webs

and energy pyramids.

https://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-energy-and-matter-through-ecosystems ;

LS.6d 3 days

Week 8 (17)

Ecosystems The student will investigate

and understand interactions

among populations in a

biological community. Key

concepts:

a) The relationships among

producers, consumers, and

decomposers in food

webs;



Interactions of Living Things –

Lesson 2 – Roles of Energy

Transfer – Engage your Brain

– pg. 437 # 1 – 3.

Guided Reading – pp. 438 –

440 Complete # 5-9.

Producers

Consumers Decomposers.ppt

LS.8a 3 days

Ecosystems b) The relationship between

predators and prey;



Interactions of Living Things –

Lesson 4 Interactions in

Communities Guided Reading

pp. 462 – 463. https://www.youtube.com/watch?v=RXq67cfL9Kc

predator-prey-relati

onships.ppt

LS.8b 2 days

Week 9 (18) Benchmark Review & Test

https://www.youtube.com/watch?v=EKihcc_AdyA

https://www.youtube.com/watch?v=EKihcc_AdyA

https://www.youtube.com/watch?v=4fMemcd-VXw

https://www.youtube.com/watch?v=4fMemcd-VXw

https://www.youtube.com/watch?v=4gaVnWhsk0s

https://www.youtube.com/watch?v=4gaVnWhsk0s

https://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-energy-and-matter-through-ecosystems





https://www.youtube.com/watch?v=RXq67cfL9Kc

https://www.youtube.com/watch?v=RXq67cfL9Kc


b) the relationship between predators and prey;

c) competition and cooperation;

d) symbiotic relationships; and

e) niches.



• recognize the appearance of DNA as double helix in shape.

• explain that DNA contains coded instructions that store and pass on genetic information from one generation to the

next.

• explain the necessity of DNA replication for the continuity of life.

• explain the relationship among genes, chromosomes, and alleles.

• demonstrate variation within a single genetic trait.

• distinguish between dominant and recessive traits.

• distinguish between genotype and phenotype.

• use Punnett squares to predict the possible combinations of inherited factors resulting from single trait crosses.

• differentiate between characteristics that can be inherited and those that cannot be inherited.

• identify aspects of genetic engineering and supply examples of applications. Evaluate the examples for possible

controversial aspects.

• describe the contributions of Mendel, Franklin, Watson, and Crick to our basic understanding of genetics.


• interpret data from simulations that demonstrate selection for a trait belonging to species in various environments.

• describe how changes in the environment can bring about changes in a species (adaptation, extinction) through

natural selection.

• describe and explain how fossils are records of organisms and events in Earth’s history.

• explain the evidence for evolution from a variety of sources of scientific data.

• explain how genetic variations in offspring, which lead to variations in successive generations, can result from the

same two parents.

• analyze and evaluate data from investigations on variations within a local population.

• explain how environmental influences, as well as genetic variation, can lead to diversity of organisms.


• differentiate among key processes in the water, carbon, and nitrogen cycles and relate how organisms, from bacteria

and fungi to third-order consumers, function in these cycles.

• observe and identify common organisms in ecosystems and collect, record, and chart data concerning the

interactions of these organisms (from observations and print and electronic resources).

• classify organisms found in local ecosystems as producers or first-, second-, or third-order consumers. Design and

construct models of food webs with these organisms.

• observe local ecosystems and identify, measure, and classify the living and nonliving components.

• identify examples of interdependence in terrestrial, freshwater, and marine ecosystems.

• determine the relationship between a population’s position in a food web and its size.

• apply the concepts of food chains, food webs, and energy pyramids to analyze how energy and matter flow through

an ecosystem.

• design an investigation from a testable question related to food webs. The investigation may be a complete

experimental design or may focus on systematic observation, description, measurement, and/or data collection and

analysis.

• analyze and critique the experimental design of basic investigations related to food webs.


• identify the populations of producers, consumers, and decomposers and describe the roles they play in their

communities.


• interpret, analyze, and evaluate data from systematic studies and experiments

concerning the interactions of populations in an ecosystem.

• predict the effect of population changes on the food web of a community.

• generate predictions based on graphically represented data of predator-prey populations.

• generate predictions based on graphically represented data of competition and cooperation between populations.

• differentiate between the types of symbiosis and explain examples of each.

• infer the niche of organisms from their physical characteristics.

• design an investigation from a testable question related to interactions among populations. The investigation may

be a complete experimental design or may focus on systematic observation, description, measurement, and/or data

collection and analysis.



(word/definition)

Week 1 (10) DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the information that

determines the traits that a living thing inherits needs to live.





Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more specific

traits.



Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an individual.


Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a heterozygous

individual is an intermediate of the phenotype of the two homozygous parents.

Codominance – a condition in which to alleles are expressed such as that the phenotype of a heterozygous

individual is a combination of the phenotypes of the two homozygous parents.

Week 2 (11) DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the information that

determines the traits that a living thing inherits needs to live.





Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more specific

traits.



Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an individual.


Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a heterozygous

individual is an intermediate of the phenotype of the two homozygous parents.

Codominance – a condition in which to alleles are expressed such as that the phenotype of a heterozygous

individual is a combination of the phenotypes of the two homozygous parents.

Week 3 (12) Genetics: the study of how traits are passed from one generation to the next. Reproduction: a process that produces a new generation of offspring. Gregor Mendel: the “father of genetics”; he discovered most of principles of heredity while studying pea plants. Trait: an observable characteristic – like hair color, presence of scales, or height - that is passed from one

generation to the next. Heredity: the passing of traits from parent generations to offspring generations. Chromosome: a thread-like structure in the nucleus of a cell that controls heredity. Chromosomes are made up of

DNA, which makes the code for various genes. Homologous Chromosomes: These are chromosome pairs that contain genes for the same characteristics. An

organism gets one of these chromosomes from its mother and the other from its father. Humans have 23

chromosome pairs. 22 of these pairs are homologous chromosomes. The last chromosome pair is made up of the

sex chromosomes, (either xx or xy) which determines the gender of the person.

Gene: A piece of DNA that carries the genetic information to control one trait. Each gene has a specific location

on a specific pair of chromosomes. Allele: A version of a gene; each gene may have more than one version. For example, for height of pea plants

there is a tall gene and a short gene. Tall and short are the alleles for height. Each parent gives their offspring one

allele for each gene. Deoxyribonucleic Acid or DNA: the chemical in chromosomes that contains the genetic code for heredity. It is

shaped like a double helix (a twisted ladder shape). The structure of DNA was discovered by James Watson,

Francis Crick, Maurice Wilkins, and Rosiland Franklin. Nucleus: a cell organelle that stores chromosomes. Genotype: The specific genes that an organism has for a given trait. When writing out genotypes, Alleles are

represented by individual letters. A capital letter is used to represent a dominant gene, and a lower-cased letter is

used to represent a recessive gene. Ex: If a pea plant had a genotype of Tt for height, it would have one dominant gene (tall)


and one recessive gene (short) for height. Phenotype: The physical appearance of an organism (how they look) for a given trait.

Ex: Curly hair or having a widows peak Dominant gene : It will show up in an offspring that gets that gene; a gene that is able to “cover up” a recessive

gene so that the dominant gene shows up in an organism’s phenotype when the organism is heterozygous for a

trait. It is represented by a capital letter. Recessive gene : A gene that can be “covered up” by a dominant gene. It will get masked in a heterozygous /

hybrid offspring with that gene. The only way that a recessive gene will show up in an organism’s phenotype is: a) If the organism has 2 copies of the recessive gene b) If the organism inherited one copy of the gene, but there is no dominant gene present to

“cover up” the recessive gene. Recessive genes are represented by a lower-case letter.

Week 4 (13) Fossil - preserved part of animals, plants, and other organisms from the distant past.

fossil record - complete set of fossils that has been discovered, and the order in which the fossils appear.

Paleontologist - scientist who studies fossils to learn about life in the past.

radiometric dating - procedure used to determine the age of rocks or fossils by measuring how much of the

radioactive materials in each sample were broken down.

Week 5 (14) Water Cycle – also called hydrologic cycle, cycle that involves the continuous circulation of water in

the Earth-atmosphere system. Of the many processes involved in the water cycle, the most important

are evaporation, transpiration, condensation, precipitation, and runoff. Although the total amount of water

within the cycle remains essentially constant, its distribution among the various processes is continually changing.

Carbon Cycle – in biology, circulation of carbon in various forms through nature. Carbon is a constituent of

all organic compounds, many of which are essential to life on Earth. The source of the carbon found in living

matter is carbon dioxide (CO2) in the air or dissolved in water. Algae and terrestrial green plants (producers)

are the chief agents of carbon dioxide fixation through the process of photosynthesis, through which carbon

dioxide and water are converted into simple carbohydrates.

Nitrogen Cycle - circulation of nitrogen in various forms through nature. Nitrogen, a component

of proteins and nucleic acids, is essential to life on Earth. Although 78 percent by volume of the atmosphere is

nitrogen gas, this abundant reservoir exists in a form unusable by most organisms. Through a series of

microbial transformations, however, nitrogen is made available to plants, which in turn ultimately sustain

all animal life. The steps, which are not altogether sequential, fall into the following classifications: nitrogen

fixation, nitrogen assimilation, ammonification, nitrification, and denitrification. Week 15 No Vocabulary

Week 16 http://www.vocabsupport.com/seventh-grade-life-science.html


Week 18 Benchmark Review



of the content:

Week 10 1. How are traits passed from parents to offspring?

2. How can we determine the possible traits from a genetic cross of two organisms?

3. How do cells produce sex cells?

4. What role does DNA play in the study of genetics?

Week 11 • 1. What is an inherited trait? ...

2. Why are we interested in inheritance?

Week 12 1. What types of questions are addressed by natural selection? What types of questions are not? • Natural Selection

answers… o How have organisms ________________ over time? o How are organisms ________________ related?

• Natural Selection does not answer... o ________________ created us? o How did life ________________? o What

is the ________________ and ________________ of life?

Week 13 What is evolution?

What are the 4 major categories of evidence for evolution?

What type of evidence of evolution is provided by fossil records?

How does the fossil record show evidence that species have changed over time?

Week 14 If the water, carbon, or nitrogen cycle is disrupted by human activity in an ecosystem, how does this

disruption affect the organisms in the ecosystem?

2) If the water, carbon, or nitrogen cycle is disrupted by human activity in the ecosystem where you live,

how does this disruption affect you?

3) What problems arise as a result of human activity disrupting the water, carbon, or nitrogen cycle?

4) What actions would you recommend to a concerned citizen, to bring awareness to the problems, find

solutions to the problems, or actively work to reverse the effects of the problems?

https://www.britannica.com/science/water

https://www.britannica.com/place/Earth

https://www.britannica.com/science/atmosphere

https://www.britannica.com/science/evaporation

https://www.britannica.com/science/transpiration

https://www.britannica.com/science/condensation-phase-change

https://www.britannica.com/science/precipitation

https://www.britannica.com/science/runoff

https://www.merriam-webster.com/dictionary/constituent

https://www.merriam-webster.com/dictionary/compounds


https://www.britannica.com/science/carbon-dioxide

https://www.britannica.com/science/producer-biology

https://www.britannica.com/science/photosynthesis

https://www.britannica.com/science/nitrogen

https://www.britannica.com/science/protein

https://www.britannica.com/science/nucleic-acid

https://www.britannica.com/science/life


https://www.britannica.com/science/atmosphere

https://www.britannica.com/science/gas-state-of-matter

https://www.britannica.com/plant/plant

https://www.britannica.com/animal/animal

https://www.britannica.com/science/nitrogen-fixation

https://www.britannica.com/science/nitrogen-fixation

https://www.britannica.com/science/denitrification

http://www.vocabsupport.com/seventh-grade-life-science.html



Week 19 How and why do organisms interact with their environment and what are the effects of these interactions?





Week 16 How are terrestrial and aquatic ecosystems connected?

What are 3 abiotic factors that affect marine ecosystems?

What are 3 main ways that organisms in ecosystems

Week 17 What is a consumer?

What is a producer?

What is a decomposer?

Week 18 What is a predator?

What is a prey?

Goal The student will create and discuss the characteristics of the tiny particles that make up all

matter known as atoms and elements. For this mini-project the student will need to illustrate the

atom and a specific element, its parts, and any other applicable information.

Role

Audience Teacher & students

Situation

Product A Drawing, A Song, A Poem, A Children’s Book, 3-D Model, or An Autobiography and a

Atom T-Shirt

Standard/Criteria

for success

Component Exceptional

(10-9 Points)

Acceptable

(8-7 Points)

Marginal

(6-5 Points)

Points

Neatness Extremely neat

and meticulously

constructed;

project appears

to have taken a

lot of time and

effort.

Neatly put

together, but

does have the

potential to be

neater.

Messy project

that appears to

have been

completed at the

last minute.

Creativity Was extremely

clever and

composed with

originality;

uniquely made

project.

Added a few

original touches

to enhance the

project.

Little creative

energy used

during this

project.

Accuracy Atoms and all of

their components

are accurately

and clearly

illustrated within

the project.

Atoms and their

components are

partially accurate

within the

project and/or

some

components are

missing.

Atoms and many

of their

components are

missing and/or

inaccurate.

Presentation Project was

presented in an

enthusiastic,

informative, and

thorough

manner.

Project was

presented in an

informative

manner.

Project was

presented in a

lackluster and

non-informative

manner.

Comments

Out of 40


Project Scoring Rubric: The rubric is found above.

Resources:

Week 1 (10) Virginia Science Fusion Textbook – Unit 3 – Reproduction and Heredity Lesson 4 – Heredity – Guided Reading

– pp. 196 – 202. Complete activities #8 – 16, 18-23;

Week 2 (11) https://www.amnh.org/explore/ology?channel=genetics#

Week 3 (12)

Week 4 (13)

Week 5 (14)

Week 6 (15)

Week 7 (16)

Week 8 (17)

Week 9 (18) Benchmark Testing

Technology: (be specific- list actual website)

Week 1 (10)

Week 2 (11)

Week 3 (12)

Week 4 (13)

Week 5 (14)

Week 6 (15)

Week 7 (16)

Week 8 (17)

Week 9 (18) Benchmark Testing




7th Grade Life Science Pacing Guide– 2020-2021 3rd Nine Weeks

Units Topics Text Reference/

Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 1 (19) Ecosystems

c) Competition and cooperation; Grade 7 Virginia Science

Fusion Textbook Unit 6

Interactions of Living

Things Lesson 4

Interactions in

Communities – Guided

Reading – Let the Games

Begin! pg. 466

Unit 6 Interactions of

Living Things Lesson 3

Population Dynamics –

pg. 457

LS.8c 5 days

Week 2 (20) Ecosystems

d) Symbiotic relationships; Grade 7 Virginia Science



Things Lesson 4

Interactions in

Communities – Living

Together pp. 464 -465

LS.8d 3 days

Ecosystems e) Niches; Grade 7 Virginia Science



Things Lesson 1

Introduction to Ecology –

Home Sweet Home pg.

430.

LS.8e 2 days

Week 3 (21) Ecosystems

f) The student will investigate and

understand interactions among

populations in a biological

community.

All Resources LS.8c-e 1 day

Environment The student will investigate and

understand that interactions exist

among members of a population.

Key concepts include:

a) Competition, cooperation,

social hierarchy. Territorial

imperative, and




Things Lesson 3


pp. 456.

Unit 5 Earth’s

Organisms Lesson 6

Animal Behavior – Social

Structure pg. 407.

Unit 5 Earth’s

Organisms Lesson 6

Animal Behavior –

LS.7a 4 days

February 2021 March 2021 April 2021

M T W Th F

1 NW3

2 3 4 5

8

9

10 11 RC2

12

15 16 17 18 19

22

23 24 25 26

M T W Th F

1 2 3 4 5

8

9 10

11 12 IR3

15 16 17 18 19

22 23 24 25 26

29 30 31

M T W Th F

1 2

5 SB

6 SB

7 SB

8 SB

9 SB

12 NW3

13 NW4

14

15

16

19

20 RC3

21

22 23

26 27 28 29 30

Assessment Dates:


Holiday Checkpoint Assessment Benchmark Assessment Beginning/End of Nine Weeks


Survival Skills – pg. 402

Week 4 (22) Environment b) Influence of behavior on a

population.


Fusion Textbook –

LS.7b 1 day

Ecosystems The student will investigate and

understand how organisms adapt to

biotic and abiotic factors in an

ecosystem. Key concepts include:

a) Differences between

ecosystems and biomes




Ecosystems Lesson 1

Land Biomes Engage

Brain pg. 481 #1-3. Home

Sweet Biome – pp 482 -

489. Visual Summary –

pg. 490 #17-20.

Homework: Lesson

Review pg. 491 #1-10. http://www.mbgnet.net/sets/index.htm https://blueplanetbiomes.org/index.php

LS.9a 4 days

Week 5 (23) Ecosystems b) Characteristics of land,

marine, and freshwater

ecosystems; and




Ecosystems Lesson 2

Aquatic Ecosystems –

Engage Your Brain pg.

493 #1-3. Guided

Reading - Splish Splash

– pp. 494-501. Visual

Summary pg. 502.

Homework Lesson

Review pg. 503 #1-8.

LS.9b 2.5 days

Ecosystems c) Adaptations that enable

organisms to survive within

a specific ecosystem.




Ecosystems Lesson 1

Land Biomes pg. 483

LS.9c 2.5 days

Week 6 (24)

Organisms


understand that ecosystems,

communities, populations, and

organisms are dynamic, change over

time, and respond to daily, seasonal,

and long-term changes in their

environment. Key concepts include:

a) Phototropism, hibernation,

and dormancy;



Earth’s Organisms

Lesson 4 Plant Processes

Action, Reaction – pp.

376 – 378. Unit 5 Earth’s

Organisms Lesson 6

Animal Behavior pg. 405.

LS.10a 3 Days

Organisms b) Factors that increase or

decrease population size;

and



Interaction of Living

Things Lesson 3


Engage Your Brain pg.

449 #1-3; Guided

Reading – Moving Out

pp 450-451.

LS.10b 1 day

Organisms c) Eutrophication, climate

changes, and catastrophic

disturbances




Ecosystems Lesson 4

Changing in Ecosystems

pg. 520

LS.10c 1 day

Week 7 (25)

Population


understand the relationships

between ecosystem dynamics and

human activity. Key concepts

include:

a) Food production and

harvest;


Fusion Textbook Unit

LS.11a 2 days

http://www.mbgnet.net/sets/index.htm

http://www.mbgnet.net/sets/index.htm

https://blueplanetbiomes.org/index.php

https://blueplanetbiomes.org/index.php


Population b) Change in habitat size,

quality, or structure;



Interaction of Living

Things Lesson 1

Introduction to Ecology

pg. 430.

LS.11b 2 days

Population c) Change in species

competition;




Things Lesson 3


pp. 456.

Unit 5 Earth’s

Organisms Lesson 6

Animal Behavior – Social

Structure pg. 407.

Unit 5 Earth’s

Organisms Lesson 6

Animal Behavior –

Survival Skills – pg. 402

LS.11c 1 day

Week 8 (26)

Population d) Population disturbances and

factors that threaten or

enhance species survival;

and




Things Lesson 3


pg. 454.

LS.11d 2 days

Population

e) Environmental issues Grade 7 Virginia Science

Fusion Textbook Unit 7 –


Ecosystems Lesson 5 –

Human Activity and

Ecosystems Engage Your

Brain pg. 533 #1-3.

Guided Reading -

Growing Pains pp. 534-

545. Visual Summary pg.

546 #24-27. Homework:

Lesson Review pg. 547

#1- 11.

LS.11e 3 days

Week 9 (27) Benchmark Review & Test

SOLs:

LS.8 The student will investigate and understand interactions among populations in a biological community.

Key concepts include: a) the relationships among producers, consumers, and decomposers in food webs;

b) the relationship between predators and prey;

c) competition and cooperation;

d) symbiotic relationships; and

e) niches.

LS.7 The student will investigate and understand that interactions exist among members of a population. Key

concepts include: a) competition, cooperation, social hierarchy, territorial imperative; and

b) influence of behavior on a population.

LS.9 The student will investigate and understand how organisms adapt to biotic and abiotic factors in an

ecosystem. Key concepts include: a) differences between ecosystems and biomes;

b) characteristics of land, marine, and freshwater ecosystems; and

c) adaptations that enable organisms to survive within a specific ecosystem.

LS.10 The student will investigate and understand that ecosystems, communities, populations, and organisms

are dynamic, change over time, and respond to daily, seasonal, and long-term changes in their

environment. Key concepts include: a) phototropism, hibernation, and dormancy;

b) factors that increase or decrease population size; and

c) eutrophication, climate changes, and catastrophic disturbances.


LS.11 The student will investigate and understand the relationships between

ecosystem dynamics and human activity. Key concepts include: a) food production and harvest;

b) change in habitat size, quality, or structure;

c) change in species competition;

d) population disturbances and factors that threaten or enhance species survival; and

e) environmental issues.



• identify the populations of producers, consumers, and decomposers and describe the roles they play in their communities.

• interpret, analyze, and evaluate data from systematic studies and experiments concerning the interactions of populations in an

ecosystem.

• predict the effect of population changes on the food web of a community.

• generate predictions based on graphically represented data of predator-prey populations.

• generate predictions based on graphically represented data of competition and cooperation between populations.

• differentiate between the types of symbiosis and explain examples of each.

• infer the niche of organisms from their physical characteristics.

• design an investigation from a testable question related to interactions among populations. The investigation may be a complete

experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis.


• differentiate between ecosystems and biomes.

• recognize and give examples of major biomes: desert, forest, grassland, and tundra.

• compare and contrast the biotic and abiotic characteristics of land, marine, and freshwater ecosystems.

• analyze and describe how specific adaptations enable organisms to survive in a particular ecosystem.

• design an investigation from a testable question related to how specific adaptations of organisms allow them to survive in the presence

of the biotic and abiotic factors in an ecosystem. The investigation may be a complete experimental design or may focus on systematic

observation, description, measurement, and/or data collection and analysis.


• relate the responses of organisms to daily, seasonal, or long-term events.

• differentiate between ecosystems, communities, populations, and organisms.

• predict the effect of climate change on ecosystems, communities, populations, and organisms.

• predict the effect of eutrophication on ecosystems, communities, populations, and organisms.

• compare and contrast the factors that increase or decrease population size.

• classify the various types of changes that occur over time in ecosystems, communities, populations, and organisms, as long term, short

term, or seasonal.

• design an investigation from a testable question related to change over time in ecosystems, communities, populations, or organisms.

The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or

data collection and analysis.

• analyze and critique the experimental design of basic investigations related to change over time in ecosystems, communities,

populations, and organisms.



(word/definition)
















Week 27 Benchmark



of the content:

Week 19 • What is competition?

• What is cooperation?

Week 20 • What is symbiosis?

• What are symbiotic relationships?

• What is commensalism? Give an example.

• What is parasitism? Give an example.

• What is mutualism? Give an example.

Week 21 • What is social Hierarchy?

Week 22 1. How do Earth’s biomes differ?

2. How do humans impact land biomes?

3. How do Earth’s aquatic ecosystems differ?

4. How do humans impact aquatic ecosystems?

5. How do land ecosystems change over time?

6. How do aquatic ecosystems change over time?

7. What are natural resources?

8. How do the three types of natural resources differ?

9. How does pollution affect air resources?

10. How does pollution affect water resources?

• 11. How does pollution affect land resources?

Week 23 • How can bacteria affect the environment?

• 2. How can bacteria affect health?

• 3. How do viruses affect human health?

• 4. What are the different types of protists and how do they compare?

• 5. How are protists beneficial?

• 6. What are the different types of fungi and how do they compare?

• 7. Why are fungi important?

• 8. What are lichens?

Week 24 • What are the nonliving parts of the environment?

• How does matter move in ecosystems?

• How does energy move in ecosystems?

• How is the movement of energy in an ecosystem modeled?

• What defines a population?

Week 25 • How does food production and harvesting affect an ecosystem?

Week 26 • What factors affect the size of a population?

• How do populations change?

• Why do human populations change?

• What defines a community?

• How do the populations in a community interact?

Week 27 •

Week 28 Benchmark








Project Scoring Rubric: (See website in the Standard/Criteria for success section for copy of rubric.


III. Technology: (be specific- list actual website)

7TH Grade Life Science Pacing Guide – 2020-2021

4th Nine Weeks

Goal

Role

Audience Teacher & Students

Situation

Product

Standard/Criteria

for success


7TH Grade Life Science Pacing Guide – 2020-2021

4th Nine Weeks

April 2021 May 2021 June 2021

M T W Th F

1 2 SB

5 SB

6 SB

7 SB

8 SB

9 SB

12 NW3

13 NW4

14

15

16

19

20 RC3

21

22 23

26 27 28 29 30

M T W Th F

3 4 5 6 7

10 11 12 13 14

17 18 19 20 21 IR4

24 25 26 27 28

31 MD

M T W Th F

1 2 3 4

7

8 9 10 11

14 NW4

15 TWD

16 TWd

17

18

21

22

23 24 25

28 29 30

Assessment Dates:

Holiday Checkpoint Assessment Benchmark Assessment Beginning/End of Nine Weeks

its Topics Text Reference/Chapter Standards

of

Learning

Time Frame

# of blocks/days

Week 1 (28) Organisms


understand how organisms can be

classified. Key concepts include:

a) The distinguishing characteristics

of domains of organisms;

Grade 7 Virginia Science Fusion

Textbook – Unit 4 Life Over Time

Lesson 5 Classification of Living

Things – Triple Play pp. 306-307.

https://www.youtube.com/watch?v=

BnDRJAt-4aM

Frayer Model for vocabulary:

https://www.worksheetworks.com/

miscellanea/graphic-

organizers/frayer.html

LS.4 a 2 Days

Organisms b) The distinguishing characteristics

of kingdoms of organisms;


Textbook Unit 4 Life Over Time

Lesson 5 Classification of Living

Things – My Kingdom for

Eukaryote pp. 308-309.

https://study.com/academy/lesson/c

arolus-linnaeus-classification-

taxonomy-contributions-to-

biology.html

LS.4b 2 Days

Organisms c) The distinguishing characteristics

of major animal phyla and plant

divisions;


Textbook Unit 5 Earth’s Organisms

Lesson % Introduction to Animals

– Engage Your Brain – pg. 387 #1-3.

Guided Reading - You Are an

Animal pp. 388 – 395. Visual

Summary pg. 396 #17-21.

Homework Lesson Review pg. 397

#1-10.

LS.4c 1 Day

Week 2 (29) Organisms c) The distinguishing characteristics

of major animal phyla and plant

divisions;


Textbook Unit 5 Earth’s Organisms

Lesson % Introduction to Animals

– Engage Your Brain – pg. 387 #1-3.

Guided Reading - You Are an

Animal pp. 388 – 395. Visual

Summary pg. 396 #17-21.

Homework Lesson Review pg. 397

#1-10.

LS.4c 2.5 days

Organisms d) The characteristics that define a

species.


Textbook Unit5 Earth’s Organisms

Lesson 6 Animal Behavior – Engage

Your Brain #1-3. How Stimulating

pp. 400 – 407. Visual Summary pg.

408 #18-21. Lesson Review pg. 409

#1-11.

LS.4d 2.5 days

Week 30 - 40

SOL Walk-Up

Review

8th Grade SOL Walk-Up Review

Week

Grade 6 & 7 Virginia Science

Fusion Textbook; SOL 6.1 –

6.9

5 Days

Science 6 Review – SOL Testing and

Post Test Science 6

Grade 6 & 7 Virginia Science

Fusion Textbook; SOL 6.1 –

6.9

25 Days


Holiday Mock SOL Assessment Benchmark Assessments Last Day of School

Beginning/Ending of Nine Weeks SOL Assessments

https://www.youtube.com/watch?v=BnDRJAt-4aM

https://www.youtube.com/watch?v=BnDRJAt-4aM

https://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html



https://study.com/academy/lesson/carolus-linnaeus-classification-taxonomy-contributions-to-biology.html






In order to meet this standard, it is expected that students will:

• classify organisms based on a comparison of key physical features and activities.

• arrange organisms in a hierarchy according to similarities and differences in features.

• categorize examples of organisms as representative of the three domains (Archaea, Bacteria and Eukarya) and recognize that the

number of domains is subject to change as new data are collected.

• categorize examples of organisms as representative of the kingdoms and recognize that the number of kingdoms is subject to change as

new data are collected.

• recognize examples of major animal phyla.

• recognize examples of major plant divisions.

• recognize scientific names as part of a binomial nomenclature.



(word/definition)





Week 5 Review Vocabulary from 6th Grade Science




Week 9 Science 6 - Post Test



of the content:

SOLs: LS.4 The student will investigate and understand how organisms can be classified. Key concepts include:

a) the distinguishing characteristics of domains of organisms;

b) the distinguishing characteristics of kingdoms of organisms;

c) the distinguishing characteristics of major animal phyla and plant divisions; and

d) the characteristics that define a species.

Week 1 • 1. What characteristics do all animals have?

• 2. How are animals classified?

• 3. What are the characteristics of invertebrates?

• 4. How do the invertebrate phyla differ?

• 5. What are the characteristics of all chordates?

• 6. What are the characteristics of all vertebrates?

• 7. How do the classes of vertebrates differ?

Week 2 • 1. What characteristics do all animals have?







Week 3 & 4 • 1. What characteristics do all animals have?











Project Scoring Rubric:


III. Technology: (be specific- list actual website)






Week 4 Review and Testing – TEI Questions and Test Taking Strategies



Week 7 Review and SOL Testing – TEI Questions and Test Taking Strategies

Week 8 Review and SOL Testing – TEI Questions and Test Taking Strategies

Week 9 Grade 6 Post Test

Goal

Role

Audience Teacher & Students

Situation

Product

Standard/Criteria

for success

Completed Teacher Answer Sheet and Rubric

7th grade life science pacing guide 2020-2021 life science grade 7...and heredity - virginia science...

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