7th Grade Life Science Pacing Guide 2020-2021

[Pages:28]7th Grade Life Science Pacing Guide ? 2020-2021

1st Nine Weeks

September 2020

October 2020

November 2020

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Assessment Dates:

Professional D. Holiday

Report Cards Start Nine Weeks

Benchmark Assessment Interim Report

End of Nine Weeks

Early Closings

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

Units

Week 1 Science Pre-Test

MAP Testing Success Maker

Week 1 Living Things Photosynthesis

Week 2 Living Things

Cells

Week 2 Living Things

Cells

Week 3

Topics

Text

Standards of

Reference/Chapter Learning

Science Pre-Test MAP Testing Success Maker

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

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 Cellebrate! pp.76-79

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. /worksheets/AnimalCellMo del.pdf ; /worksheets/PlantCellMod el.pdf

LS.5a-c LS.2c LS.2a

Time Frame # of blocks/days

3 days 2 day

2 days

3 days

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Living Things

Cells Week 3 Living Things

Cells

a) Cell Structure and Organelles; b) Plant vs Animal Cells;

Week 4 Living Things

Cells

b) Plant vs Animal Cells.

"Model of cell structure and organelles."

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. 96104 ? Being Eu-nique Video: studyjams/jams/sci ence/animals/animalcells.htm studyjams/jams/sci ence/plants/plantcells.htm

Project: Students will create a model of a plant or an animal cell.

Week 4 Living Things

Cells

d) Cell Division ? Mitosis & Meiosis

Unit 3 ?Reproduction and Heredity - Virginia Science Fusion Textbook New Energy for Life Science ? Lesson 1 ? Mitosis ? Warm-up: Engage Your 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 and Heredity - Virginia Science Fusion Textbook New Energy for Life Science ? Lesson 2 ? Meiosis ? Warm-up: Engage Your Brain pp. 171; Guided Reading - Number Off! pp. 172-173; One Step at a Time pp. 174-176. Exit Card: pp. 178 Visual Summary # 1621. Homework: Lesson Review /worksheets/Cell_Cycle.pdf ; /worksheets/MitosisPhases .pdf ; /worksheets/MitosisCellPar ts.pdf ; /worksheets/MeiosisPhases .pdf

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LS.2a LS.2b

LS.2b LS.2d

2 days 3 days

2 days 3 days

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Week 5 Living Things

Cells

Week 5 Livings Things Photosynthesis &

Cells Week 5 Livings Things

e) Cellular Transport ? Osmosis & Diffusion

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

Unit 2 - Homeostasis and Cell Processes ? Osmosis and Diffusion Virginia Science Fusion Textbook New Energy for Life Science ? Guided Reading - Move It! pp. 126-127.

LS.2e

Review Activity on Photosynthesis and the cell

LS.5a & LS.2a-e

Unit Test

LS.5a & LS.2a-e

Photosynthesis & Cells

Week 6 Living Things

Cellular Organization

a) Patterns of Cellular Organization ? Cells, Tissues, Organs, and Systems

Week 7 Living Things

Classification of Cellular Organisms

b) Life Function ? Classification of Cellular Organisms

Week 7 Living Things

DNA

a) Structure & Role of DNA

Week 8 Living Things

DNA

b) Function of Genes & Chromosomes

Unit 2 ? Cells ? Levels of Cellular Organization - Virginia Science Fusion Textbook New Energy for Life Science ? Warm-up: Engage Your Brain ? pp. 109; Guided Reading ? Body Building pp. 110 ? 117; Exit Card: Visual Summary pp. 118 - #20 ? 24; Homework: Lesson Review ? pp. 119

Unit 2 ? Cells ? Levels of Cellular Organization - Virginia Science Fusion Textbook New Energy for Life Science ? Warm-up: Engage Your Brain ? pp. 109; Guided Reading ? Body Building pp. 110 ? 117; Exit Card: Visual Summary pp. 118 - #20 ? 24; Homework: Lesson Review ? pp. 119

Unit 3 - Reproduction and Heredity - Virginia Science Fusion Textbook New Energy for Life Science ? Warm-up: Engage Your Brain ? pp. 217; Guided 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

watch?v=IePMXxQ-KWY ;

genes_chromosome s.pptx

LS.3a LS.3b LS.12a LS.12b

Week 9 Franklin City Public Schools

genes_chromosome s_notes.pdf

Benchmark Review & Benchmark Testing

3 days 1 day 1 day 5 days

3 days

2 days

5 days 5 days

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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.

LS.2 In order to meet this standard, it is expected that students will:

? 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?"

LS.5 In order to meet this standard, it is expected that students will: ? explain the relationship among cells, tissue, organs, and organ systems. ? differentiate between unicellular organisms and multicellular organisms and name common examples of each.

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? 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.

LS.12 In order to meet this standard, it is expected that students will: ? 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 Week 2 Week 2

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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. 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.

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.

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Week 2 & 3

Week 4

Week 4 Week 5 Week 6 Week 7

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. 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. 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. 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. 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. 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 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.

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Week 8 Week 9

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.

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. 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. 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.

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:

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Week 1

Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Week 8

Week 9

? 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.)

? 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.)

? 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.)

? 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?

? Review week.

? 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.)

? 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? ? 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?

Benchmark Review & Testing

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

Goal Role Audience

The students will create a model of a plant or animal cell. Create a Model of the Plant or Animal Cell with the correct organelles and labeling. 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.

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