7th GRADE SPECIAL EDUCATION

SCIENCE Course of Study

Findlay City Schools 2005

BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7th: Life/Characteristics & Structure of Life Time Line: Indicator (# 1): Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. Indicator (#2): Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. Indicator (#3): Identify how plant cells differ from animal cells, (e.g., cell wall, chloroplasts).

KNOW

• Cell theory (pg. 62) • Cell structures and functions • Differences between plant and

animal cells • How life is organized from a

single cell to an ecosystem

DO

• Label organelles on drawings • Explain the cell theory • Describe the functions of

organelles • Explain at least 2 major

differences between plant and animal cells: cell wall and chloroplast

• Diagram how life is organized: cell, tissue, organ, organ system, organism, population, communities, and ecosystem

PRE-ASSESSMENT: Pre-test - Label parts of plant/animal cells Discuss cells and their importance Blow soap bubbles and have students explain how bubbles are like a cell membrane. (text. pg. 84)

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY: Venn diagram comparing plant/animal cells Series of Events diagram – how life is organized from cell to ecosystem

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Explain the similarities and differences between plant and animal cells.

BEST PRACTICES: Anticipation guide Two-column notes PQR2ST+ (Review, Questions, Read, Remember, Scan, Touch-up, Study Notes Again) (Forget, pg. 31)

RESOURCES: http://school.discovery.com/lesson plans/programs/electronmicroscope/ (virtual microscope) www.cellsalive.com/cells/index.htm (interactive; plant/animal cells) Inside the Cell video

TESTING VOCABULARY: Tissue Organ Organ system Organism Unicellular Multicellular Population Community Ecosystem

HISTORICAL/MODERN LINK: How does our study of cells improve our ability to deal with diseases? Article on Photodynamic Therapy treating Cancer (text pg. 80)

Cell Membrane Organelles Cytoplasm Nucleus Cell Wall Chloroplast

BENCHMARK: Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. TOPIC/UNIT: 7th Life/Characteristics and Structure of Life Time Line: Indicator (# 4): Investigate the great variety of body plans and internal structures found in multicellular organisms. Indicator (# 18): Investigate the great diversity among organisms. Indicator (# 19): Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment.

KNOW Classification

• The six kingdoms and examples of organisms that belong to each kingdom.

• Characteristics of each kingdom. Bacteria & Viruses

• What is bacteria? • How bacteria reproduce. • The advantages and

disadvantages that bacteria pose for people.

• What is a virus? • How virus reproduce.

Plants • The functions of roots, stems

and leaves. • The parts of a flower and their

functions. • How plants adapt to

temperature changes. Animals

DO Classification

Bacteria & Viruses • Create a chart that shows

characteristics, advantages, and disadvantages of bacteria and virus.

Plants • Be able to drawn and label a

picture of a flowering plant (flower parts, leaf, stem, root, et cetera).

• Create a chart that shows the response of the four main groups of plants to temperature.

• The differences between vertebrates and invertebrates.

• The characteristics of animals. • The differences between

learned and innate behavior. • What is hibernation? • Animal social behaviors

(communication, living in groups, mating patterns).

Vertebrates -Fish, Amphibians, Reptiles

• The characteristics of vertebrates.

• The characteristics of amphibians.

Animals • Choose an animal and create

a poster that depicts its characteristics, habitat, learned and innate behaviors, social behaviors.

Vertebrates -Fish, Amphibians, Reptiles

• Create a graphic organizer that compares and contrasts vertebrates and amphibians.

PRE-ASSESSMENT: Explain what it means to classify things.

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY: Dichotomous key

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: Use of dichotomous key.

BEST PRACTICES: Design a dichotomous key.

RESOURCES: http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/sciber/intro.htm “Classifying Matter” Middle school science.com/life

TESTING VOCABULARY: Classification Pistil Kingdom Ovary Dichotomous key Virus Sepal Vertebrates Invertebrate Innate behavior Learned behavior Hibernation Social Behavior

HISTORICAL/MODERN LINK:

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (#5): Describe how organisms may interact with one another. Indicator (# 6): Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalisms). Indicator (#8): Investigate how overpopulation impacts an ecosystem.

KNOW • The functions of producers,

consumers, and decomposers in an ecosystem

• Know what a food chain is • Know what a food web is • Know what a habitat is • Several limiting factors • Examples of predators and prey • Overpopulation and survival

DO • Give an example of a

producer, consumer and decomposer

• Create a food chain and a food web

• Identify factors that limit a community’s growth

• List 3 types of prey and possible predators

• Define overpopulation in a community

• Explain a habitat of an organism

PRE-ASSESSMENT: Does the Earth have a carrying capacity for humans? Explain your answer. How does squashing a spider affect the food chain?

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: How are producers, consumers (herbivores, carnivores and scavengers), and decomposers linked in a food chain? Explain why it is important to have a variety of organisms in a community of interacting species. Give examples.

BEST PRACTICES: Interaction Web (students in a circle w/labels and string OH, Deer! Game & Graph (Deer & Resources) ODNR Survival Game – 2 periods/several classes

RESOURCES: Holt Science & Technology Life Science Odell Down Under: Computer Fish Survival Game

TESTING VOCABULARY: Scavenger Food chain Food web Habitat Prey Predator Limiting factors Competition

HISTORICAL/MODERN LINK: What species’ extinction would affect the human population the most? How have different countries attempted to deal with population control? Ex: USA, China, Japan?

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 7): Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

KNOW • The difference between the

living and non-living environment

• Four major non-living environmental factors (water, soil, light and temp) (possibly air, too)

DO • Explain the difference

between the living and non-living environment

• Create an illustration that demonstrates the relationship between living and non-living relationships in an environment

• List the four major non-living environmental factors

PRE-ASSESSMENT: What is the difference between living and non-living factors? Give examples.

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY: Holt Science & Technology Concept Mapping Transparencies, Ch. 18 From observation, list the living and non-living things in your back yard

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES: Holt Science & Technology Life Sciences CD Rom: Abiotic vs. Biotic Aquarium-Pond Community Available at CMS

TESTING VOCABULARY: Population Community

HISTORICAL/MODERN LINK:

BENCHMARK: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. TOPIC/UNIT: 7th: Life/Diversity & Interdependence of Life Time Line: Indicator (# 10): Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth’s ecosystems (e.g., fire, hurricanes, roads, oil spills).

KNOW • The major types of pollution • Know the differences between

renewable and nonrenewable resources.

• The importance of conservation.

• The 3 R’s (reduce, reuse, recycle).

• Conservation efforts that protect the earth and its habitats.

• How our life style impacts our habitat.

DO • Create a chart that shows four

types of pollution and their consequences.

• Compare and contrast nonrenewable and renewable resources.

• Create a community awareness poster that reminds people to use the 3 R’s.

• Research conservation organizations (Sierra Club, Hancock Naturalists, Ducks Unlimited, et cetera).

• Demonstrate ways to minimize pollution on habitats.

• Discuss ways to avoid pollution. • Discuss more efficient ways to

save resources.

PRE-ASSESSMENT: List 3 human pollutions and the effect they have on our environment. Discuss what humans can do to have a beneficial effect on the environment.

ASSESSMENT: Picture project of pollution and its impacts

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES: Anticipation Guide (Forget)

RESOURCES: Ralph Storybook Litter Landing Hancock Soil & Water Conservation Districts OSU Extension Office – Barb Brahm Oakwoods Park – Doc Phillips Center

Mother Earth, Father Sky

TESTING VOCABULARY: Pollution Renewable Resource Nonrenewable resource Biodegradable Conservation Recycling Resource recovery Lifestyle

HISTORICAL/MODERN LINK: What wisdom can be gained from an American Indian’s respect for and use of the environment?

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (# 12): Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents.

KNOW • Offspring inherit two sets of

instructions for each characteristic; one set from each parent.

• The sets of instructions are known as genes.

DO • Explain that genes are

received from each parent.

• Calculate the probability of an occurrence.

PRE-ASSESSMENT: Why don’t all humans look exactly alike? Traits such as blue eyes, brown eyes, etc are passed on from one generation to the next.

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES: Concept map

RESOURCES:

TESTING VOCABULARY: Heredity Genes

HISTORICAL/MODERN LINK: Have students develop a table for various physical characteristics of students; textbook, pg. 106

BENCHMARK: Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. TOPIC/UNIT: 7th: Life/Heredity Time Line: Indicator (# 13): Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners, are learned.

KNOW • DNA carries genetic

information.

DO • Discuss the basic concept of

DNA carrying genetic information.

• Discuss how/why DNA is applicable on a basic level.

• Discuss how knowing about DNA helps scientists treat diseases.

PRE-ASSESSMENT:

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY: www.ology.amnh.org/genetics/dnadetective/index.html-game

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES: Concept Map

RESOURCES: Internet: www.scilinks.org Link – HSTL145

TESTING VOCABULARY: DNA

HISTORICAL/MODERN LINK: Should DNA fingerprinting be admitted as evidence in the courtroom?

BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7th Life/Evolutionary Theory Time Line: Indicator (#15): Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction.

KNOW • Populations change over time.

DO • Explain why reproduction is

necessary.

PRE-ASSESSMENT:

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES: Website: PBS Teacher Source National Science Teachers Assoc. www.scilinks.org. (Code HSTL165 or Code HSTL170).

TESTING VOCABULARY: Trait

HISTORICAL/MODERN LINK: During the past several hundred years, a rapidly expanding human population has caused some species to become extinct either from habitat destruction or over hunting.

BENCHMARK: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). TOPIC/UNIT: 7th: Life/Evolutionary Theory Time Line: Indicator (# 21): Investigate how an organism adapted to a particular environment may become extinct if the environment, as show by the fossil record, changes.

KNOW • Many species have become

extinct.

DO • Explain possible causes of

extinctions.

PRE-ASSESSMENT:

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES: Internet

TESTING VOCABULARY: Extinct

HISTORICAL/MODERN LINK: What makes you unique among your family members?