7th Grade Life Science Curriculum – 2007-08
General Topics: These topics come from the current textbook (Glencoe Science Life Science).
Learner Objectives: There are two formats used for the learner objectives. The first format comes from the State Standards (example 7.S.1.2.3 i.e.: 7 = grade level; S = Standard; 1 = Standard number; 2 = Goal number; 3 = Objective number). The second format (denoted by an asterisk * ) comes from the original district curriculum, but is not specified in the state standards.
These lists of standards, goals, general topics, and learner objectives are guidelines to be used, but are not all inclusive of material covered through the academic year.
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Standard |
Goals |
General Topics |
Learner Objectives |
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Standard 1: Nature of Science
Students carry out investigations over time using appropriate tools and equipment. Students make inferences based upon data they collect. Students accurately communicate the results of their investigations and observations. Students support or revise their conclusions by critically analyzing alternate explanations. Students carry out investigations following written lab procedures. Students follow safety protocols in carrying out investigations.
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Goal 1.1: Understand Systems, Order, and Organization |
Life Structure and Function:
· Adaptations over time
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7.S.1.1.1: Define small systems as a part of a whole system.
7.S.1.1.2: Determine how small systems contribute to the function of the whole.
7.S.1.1.3: Identify the different structural levels of an organism (cells, tissues, organs, and organ systems).
* Describe ways that scientists sort living things in order to communicate and study.
* Material should emphasize major body systems and their component parts including the circulatory, digestive, respiratory, and skeletal systems.
* Understand that organisms are classified by structure and function.
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Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanation |
Exploring and Classifying Life:
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7.S.1.2.1: Describe how observations and data are evidence on which to base scientific explanations and predictions.
7.S.1.2.2: Use observations to make defendable inferences.
7.S.1.2.3: Use models to explain or demonstrate a concept.
*Items should offer choices that have a direct link between the observation offered for consideration and the correct answer.
*Graphics or examples should be limited to natural history topics or observable reactions in living systems.
*Material should emphasize major body systems and their component parts including the circulatory, digestive, respiratory, and skeletal systems. Cell models, the component parts of an eye, and the atomic positioning in solids, liquids, and gases are also suitable topics.
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Goal 1.3: Understand Constancy, Change, and Measurement |
Concepts and Systems:
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7.S.1.3.1: Identify concepts of science that have been stable over time.
7.S.1.3.2: Recognize changes that occur within systems.
7.S.1.3.3: Make metric measurements using appropriate tools.
*Address concepts including the cell theory, germ theory of disease, molecular theory of matter, and similar topics.
*Address topics such as the impact of exercise on breathing and heart rate and the impact of light from a window on the direction of plant growth, etc
*Use linear metric measures, volume measures of milliliter and liter, and mass measure of grams.
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Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual Changes in the Universe and Equilibrium as a Physical State
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Adaptations Over Time:
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No objectives at this grade level.
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Goal 1.5: Understand Concepts of Form and Function
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No objectives at this grade level. |
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Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking Skills |
Inquiry:
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7.S.1.6.1: Identify controls and variables used in scientific investigation.
7.S.1.6.2: Use appropriate tools and techniques to gather and display data.
7.S.1.6.3: Evaluate data in order to form conclusions.
7.S.1.6.4: Use evidence and critical thinking to accept or reject a hypothesis.
7.S.1.6.5: Evaluate alternative explanations or predictions.
7.S.1.6.6: Communicate and defend scientific procedures and explanations.
*Items should stress the students’ ability to distinguish between a control and a variable.
*Line graphs, bar graphs, pie charts, and tables are suitable for use and interpretation.
*Data offered for consideration should be linear or tied to a focus topic.
*Material offered for consideration should be single-faceted and include topics like the impact of over-watering potted plants or growing plants in light or darkness
*Students should be able to identify two explanations and/or predictions that are reasonable for a topic.
*Items should address pieces of data or evidence that will support or refute an explanation. |
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Goal 1.7: Understand that Interpersonal Relationships are Important in Scientific Endeavors |
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No objectives at this grade level. |
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Goal 1.8: Understand Technical Communication |
Science Technology and Society: |
7.S.1.8.1: Read and evaluate technical instructions.
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Standard 2: Physical Science
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No Goals at this grade level.
Content will be reviewed as necessary. |
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Standard 3: Biology
Students state the levels of cellular organization and list cell parts and their respective functions. Students explain how traits are passed from one generation to another. Students differentiate between plant and animals cells by identifying the characteristic parts of each. Students explain how organisms are adapted to their environment and interact with the biotic and abiotic components of the environment.
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Goal 3.1: Understand the Theory of Biological Evolution |
Branches of Biology:
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7.S.3.1.1: Describe how natural selection explains species change over time.
* Understand the needs of plants.
* Understand predator-prey relationships.
* Understand symbiotic relationships.
* Understand the role of parasites and hosts.
* Recognize that behavior is a response to an internal or environmental stimulus, heredity, and/or experience.
* Recognize and understand the cause and effect of a stimulus and response in relation to a living thing adapting to its environment.
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Goal 3.2: Understand the Relationship between Matter and Energy in Living Systems |
The Living & Nonliving Environment:
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7.S.3.2.1: Describe how energy stored in food is primarily derived from the sun through photosynthesis.
7.S.3.2.2: Describe how the availability of resources (matter and energy) limits the distribution and abundance of organisms.
7.S.3.2.3: Illustrate how atoms and molecules cycle among the living and nonliving components of the biosphere.
7.S.3.2.4: Identify how energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores, carnivores, and decomposers.
* Understand the ideas of competition and cooperation.
* Understand the ideas of phototropism, hibernation, and/or dormancy.
* Understand the things that can alter the population size.
* Describe food chains, food webs, and food pyramids and the flow of energy through them.
* Recognize the components of an ecosystem.
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Goal 3.3: Understand the Cell is the Basis of Form and Function for All Living Things |
Cells, Cell Processes, and Cell Reproduction:
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7.S.3.3.1: Explain the relationships among specialized cells, tissues, organs, organ systems, and organisms.
7.S.3.3.2: Identify the parts of specialized plant and animal cells.
7.S.3.3.3: Identify the functions of cell structures.
7.S.3.3.4: Describe cell functions that involve chemical reactions.
7.S.3.3.5: Describe how dominant and recessive traits are inherited.
* Items should address the components of an individual system, such as the digestive system.
* Include neurons, skeleton muscle, smooth muscle, cardiac muscle, stomata, and hair roots
*Organelles that are visible with a light microscope, like vacuoles, chloroplasts, and the nucleus are suitable. Organelles that require an electron microscope for observation (endoplasmic reticulum, ribosomes, etc.) should not be addressed.
*Include organelles that are visibe withl a light microscope: nucleus, vacuoles, chloroplasts, and the cell membrane.
*Include traits easily observed: hair color, eye color, and skin color.
* Recognize that the cell is the basic unit of life, structure, and function of living things.
* Understand the development of the cell theory.
* Understand that heredity involves the passing of traits from the parents to their offspring, as well as instructions for carrying out life functions.
* Understand the role of DNA.
* Estimate the outcome of genetic crosses by utilizing a Punnett Square.
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Standard 4: Earth and Space Systems
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No Goals at this grade level.
Content will be reviewed as necessary. |
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Standard 5: Personal and Social Perspectives; Technology
Students understand that science and technology interact and impact both individuals and society.
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Goal 5.1: Understand Common Environmental Quality Issues, both Natural and Human Induced |
Human Activities:
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* Understand the effect humans have on species competition due to environmental issues (i.e. understand overpopulation, depletion of resources, etc.)
* Explain the role of succession in ecosystems.
* Understand common environmental quality issues that are caused by people.
* Understand the role, the need, and the impact of natural resource management.
* Understand that environment hazards can be contained through careful monitoring of soil, water, and air.
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Goal 5.2: Understand the Relationship between Science and Technology |
Viewing Cells and Comparing Microscopes
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7.S.5.2.1: Explain how science and technology are interrelated.
7.S.5.2.2: Explain how science advances technology.
* Understand that computers are valuable tools in science.
* Analyze data utilizing appropriate computer software and hardware.
* Incorporate computers into the classroom exercises.
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Goal 5.3: Understand the Importance of Natural Resources and the Need to Manage and Conserve them |
Conserving Resources:
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7.S.5.3.1: Identify alternative sources of energy.
*Analyze uses of solar power, wind power, and hybrid vehicles.
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