Sixth Grade Language Arts Curriculum Map



7th grade Life Science Curriculum Map 2007-2008

|Content |Focus |Essential Questions |Skills |Vocabulary |Assessment |Standards and Benchmarks |Labs | |

August

2 wks

|*Scientific Inquiry

|Scientific Method

Metric System

Science Process Skills |What various procedures and skills are used to conduct scientific investigations?

How is the metric system used in scientific investigations?

|*Students will define, explain and apply the scientific method.

*Students define, identify and use SI units.

*Students identify correct tools for determining mass, volume, temperature, density, and length.

*Students will collect and organize data.

*Students will make inferences and predictions from data provided from observations, graphs, and tables.

*Students will identify and apply safety procedures. |Science prefixes and suffixes |*9 week pre-test (1)

* 9 week post-test (1)

*Labs: Scientific Method/Safety/Metric

*Lab quizzes

*Performance Tests

*Paper and Pencil Test |S7CS1

S7CS2

S7CS3

S7CS4

S7CS5 b

S7CS6

S7CS7

S7CS8

S7CS9

| | |

Aug-Sept

4 wks

|Inter-dependence of Life: Ecology

|Environmental conditions

Characteristics of biomes and communities

Categories of interdependence

Factors effecting survival of organisms

Interdependence of organisms

Identification of organisms using a dichotomous key |How is life like a web?

Why is it necessary for everything in an ecosystem work together?

How do you fit into the larger world?

How does a change in climate affect the living things in an environment?

How do the biomes of the world compare?

How can you use a dichotomous key?

Why is a dichotomous key useful?

Why can’t there be a sole survivor?

What effect does the environment have on an organism?

How does the environment affect us?

How do we all fit together?

How are organisms and their environment linked together?

What does modern science tell us about ecology?

|*Students will understand that abiotic factors can influence the survival of individuals and entire species.

*Students will be able to identify the characteristics of the Earth’s major biomes. |aquatic

biome

commensalisms

community

competitive

deciduous

desert

ecosystem

estuary

freshwater

habitat

marine

marsh

mutually beneficial

mutualism

parasitism

population

predator

savanna

swamp

taiga

temperate forest

terrestrial

tropical rain forest

tundra

|*9 week pre-test (3)

* 9 week post-test (3)

*Paper and Pencil Test

*Energy in Biomes Project

|S7L1 a, b

S7L4 c, d, e

S7CS1 a, b

S7CS2 a, b, c

S7CS3 a, b, c

S7CS4 a, b

S6CS5 a, b, c, d

S7CS6 a, b, c, d, e, f, g

Complementary

S7L5 a

|Environmental

Study – Scientific Method

❖ Bird Study – Dichotomous Key

❖ Ecology Play

❖ Dichotomous Key

❖ Dichotomous Key for Biomes

❖ Tree Identification

❖ Oh Dear! | |Sept-Oct

3 wks |Energy Flow & Nutrient Cycling |Transfer and recycling of matter

Energy transfer

Relationships between organisms

Interdependence of organisms |Where does the energy in my food come from?

How are we all related?

Why should the health and well-being of other organisms be important to me?

Where did all that energy come from?

Why are there so many different types of organisms?

How is the flow of energy like a circle?

How would you create a self-sustaining community?

|*Students will understand that the sun is the major source of energy for all living things.

*Students will understand that energy is transferred from one organism to another.

|abiotic

biotic

carnivore

competition

consumer

decomposer

decomposition

energy

energy pyramid

food web

herbivore

host

matter

omnivore

parasite

photosynthesis

prey

producer

recycle

relationships

respiration

scavenger

symbiosis

|*9 week pre-test (3)

* 9 week post-test (3)

*Paper and Pencil Test

*Energy in Biomes Project

|S7L4 a, b, d

S7CS1 a, b

S7CS2 a, b, c

S7CS5 a, b

S7CS6 a, b, c

S7CS8 b

S7CS10 a, b, d

Complementary

S7L4 c, e

|Calorie Lab

❖ Energy Transfer Lab with Popcorn

❖ Owl Pellet | |1 week |CRCT Prep Skills Review | | | | | | | | |

Oct- Nov

4-5 wks |Structure & Function of Cells |Cell structure

Cell functions

Levels of cellular organization |Why do we need to know about cells?

What are cells?

What do cells tell us about basic processes of life…life, death, reproduction, etc?

How do you explain the relationship between the structures and functions of cell organelles?

Can animal and plant cells function without sunlight?

Why is each part of the cell essential to survival?

How does a cell acquire the materials needed for life?

Why must cells absorb energy and nutrients?

How are cells like building blocks?

How is a living organism the sum of all its parts? |*Continuation of Scientific Investigation Skills

*Students will explain the basic functions (purpose) of cells and cell structures.

*Students will use the microscope to observe and identify various cells and cell structures.

*Students will explain how cells are organized into larger systems (cells to tissue, tissue to organs, etc.) |cell

cell membrane

chloroplast

cytoplasm

mitochondria

nucleus

nutrients

organelles

organism

tissue

|*9 week pre-test (1)

* 9 week post-test (1)

*Cell Model

*Cell function brochure

*Animal & Plant cell lab

*Lab quizzes

*Paper and Pencil Test

|S7L2 a, b, c

S7CS2 a, b, c

S7CS4 a, b, c

S7CS5 a, b

S7CS6 a, b, c

S7CS9 a, b, c, d

S7CS10

Complementary

S7L4 d |Diffusion/Osmosis Egg & Potato Lab

❖ Cell Play

❖ Classroom Cell/City Project

❖ Microscope Lab Cells

❖ Dissection Lab

| |Nov-Dec

4-5 wks |Organ-ization of Life

|Levels of cellular organization

Roles of major systems

Interaction of systems

Comparison between six kingdoms |How does the hierarchy of organization result in the complexity and diversity of organisms?

How the functions of organ systems interact?

What are the functions of each individual organ?

How do tissues, organs, and organ systems serve cells’ needs for oxygen, food, and waste removal?

How do the systems compare in different organisms?

How does reproduction vary among organisms?

|*Continuation of Scientific Investigation Skills

*Students will demonstrate the process of how living things are classified according to similar characteristics and apply these characteristics to classify common organisms using a dichotomous key.

* Students will recall and describe the function of common structures of organisms in each kingdom.

*Students will describe how organisms in each kingdom reproduce.

*Students will be able to explain the role of genes and chromosomes in the process of inheriting a specific trait during reproduction.

*Students will recognize that selective breeding can produce plants or animals with desired traits.

*Students will demonstrate how organisms in each kingdom obtain energy.

*Students will recognize that changes in environmental conditions can affect the survival of both individuals and species.

*Students will be able to distinguish between various symbiotic relationships and other interactions.

*Students will explain the purpose of tissues, organs, and organ systems serve the need for oxygen, food, and waste removal.

*Students will explain the roles of the major organ systems in the human body.

|animals

archaebacteria

cellular

circulation

classification

control

coordination

dichotomous key

digestion

disease

diversity

eubacteria

excretion

fungi

immunity

movement

organ

organ system

plants

protist

reproduction

|*9 week pre-test (1)

* 9 week post-test (1)

*Taxonomy Project

*9 week pre-test (1-2)

* 9 week post-test (1-2)

*Paper and Pencil Test

*Identification and Classification labs of specimens in different kingdoms

*Dissection lab

*Owl Pellet Lab

*Six Kingdoms foldable

*9 week pre-test (3)

* 9 week post-test (3)

*Paper and Pencil Test

*Ultimate Guide to the Human Body

*Observing Human Traits Lab

*Alien Lab |S7L2 c, d, e

S7CS1

S7CS2

S7CS4

S7CS6

S7CS8

S7CS9

Complementary

S7L2 a, b

S7L3 a

|Organ Debate

❖ System Foldable

❖ Dichotomous/Scavenger Hunt – 6 Kingdoms

❖ Most Wanted Poster | |1 week |CRCT Prep Skills Review | | | | | | | | |

Jan-Feb.

5 weeks |*Heredity

|Roles of genes

Roles of chromosomes

Inheritance of specific traits

Asexual and sexual reproduction of organisms

Selective breeding |Why are genes important in determining hereditary traits?

Why do I look the way I do?

How can I predict what traits will be passed on from one generation to another?

How is genetic material passed from parents to offspring?

How can a mutation be helpful?

Why is selective breeding important to me?

How are traits passed differently in asexual and sexual reproduction?

How can our knowledge of genetics be useful? |*Continuation of Scientific Investigation Skills

*Continuation of Structure & Function of cells

*Students will be able to compare and contrast sexual and asexual reproduction.

*Students will be able to explain the role of genes and chromosomes in the process of inheriting a specific trait.

|alleles

asexual reproduction

chromosome

DNA

dominant

gene

genetic engineering

genotype

heredity

heterozygous

homozygous

hybrid

mutation

offspring

phenotype

Punnett square

purebred

recessive

selective breeding

sexual reproduction

traits

|*9 week pre-test (1)

* 9 week post-test (1)

*Build DNA Model

*Lab: chromosomes/Mitosis

*Mitosis Flow Chart

*Asexual vs. Sexual Reproduction Venn Diagram

*Paper and Pencil Test

|S7L3 a, b, c

S7CS1a, b

S7CS2 a, b, c

S7CS4 a, b, c

S7CS5 a, b

S7CS6 a, b, c

S7CS8 b, c

S7CS9 a, b, c, d, e, f, g

S7CS10

Complementary

S7L2 a, b

|Selective Breeding Lesson

❖ Genetic Creature | |

Feb-Mar.

3 wks |*Biological Evolution

|Organisms change over time

Natural selection

Environmental conditions

Fossils

Evidence of change |How does the fossil record provide evidence of evolution?

How does natural selection affect the evolution of species on Earth?

What physical characteristics of organisms demonstrate/support/misconceptions the theory of evolution? |*Students will be able to explain how physical characteristics of organisms have changed over successive generations.

*Students will be able to describe how species have evolved due to natural selection.

*Students will investigate fossils and make conclusions about our environment.

|adaptation

Charles Darwin

evidence

evolution

fossil

generation

hypothesis

inheritance

natural selection

sedimentary

species

theory

variation

|*9 week pre-test (3)

* 9 week post-test (3)

*Natural Selection Lab

*Fossil Lab

|S7L5 a, b, c

S7CS1

S7CS2

S7CS3

S7CS6

S7CS8

S7CS10

Complementary

S7L3 a

S7L4 c

|Peppered Moth Lab

❖ Natural Selection Role Play

❖ Natural Selection Beak Lab | |Apr-May

1 week |CRCT Prep Skills Review | | | | | | | | |

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