PLEASANT VALLEY SCHOOL DISTRICT



PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

SUBJECT: Life Science

Grade: 7

I. COURSE DESCRIPTION AND INTENT:

The seventh grade curriculum deals specifically with life science. The major goal of the seventh grade life science curriculum is to see the similarities and differences between living things. Major emphasis is placed on how living things interact with each other and human beings. The course includes units on scientific methods and the characteristics of living things as well as a survey of the five major kingdoms of organisms. Students will actively be involved with projects, reports and lab activities that deal with the concept of life science.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle

Length of Class Periods (minutes): 44 minutes daily

Length of Course: 180 days

Unit of Credit:

Updated: July 25, 2016

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Scientific Method & Vocabulary |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.2, 1.4-1.8 |

|Science & Technology: 3.5, 3.7, 3.9 |

|ASSESSMENT ANCHORS |

|S.7.A.1.1-S.7A.1.3 |

|RESOURCES |

|District-approved text |

|Worksheets |

|Lab equipment (i.e. microscopes) |

|Videos |

|OBJECTIVES |

| |

|The learner will use and apply the scientific method, explain how the use of scientific technology impacts our environment, and use|

|scientific vocabulary to communicate. |

|ESSENTIAL CONTENT |

|Define life science. |

|Define and give three examples of technology. |

|Give the meaning of at least 10 prefixes/roots in science. |

|List the steps of the scientific method. |

|Solve problems using the scientific method. |

|Define theory. |

|Use microscopes correctly and safely in a lab situation. |

|Identify qualities of a scientist orally and in writing. |

|INSTRUCTIONAL STRATEGIES |

| |

|Students must use the steps of the scientific method to solve a problem. |

|Students practice using the classroom microscopes by creating wet mount slides. They observe the specimen and demonstrate |

|microscope proficiency. |

|Students will identify a technology and describe how it affects their lives. |

|Provide students with chapter review test. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Student-manufactured flash cards to reinforce key concepts. |

|Use of a highlighter to highlight key concepts/words in notes. |

| |

|Extensions: |

|Read supplemental articles reinforcing and extending key concepts. |

|Create a bulletin board comparing science and technology using examples from magazines. |

| |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Structure & Function of Organisms |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.5-1.7 |

|Science & Technology: 3.1-3.5, 3.7, 3.9 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1-S.7.B.1.2 |

|RESOURCES |

|District-approved text |

|Worksheets |

|Videos |

|Lab equipment |

|Arts and crafts supplies |

|OBJECTIVES |

| |

|The learner will identify the characteristics of life. |

|ESSENTIAL CONTENT |

|List the characteristics of living things. |

|Given five objects, determine whether they are living or nonliving. |

|State the cell theory. |

|List at least five major cell structures and their functions. |

|Define reproduction. |

|Describe and give examples of asexual and sexual reproduction. |

|Trace the formation of the cell theory. |

|Compare sexual and asexual reproduction. |

|Define respiration. |

|Describe life cycle. |

|Identify stimulus and response. |

|INSTRUCTIONAL STRATEGIES |

|Students should draw, name, and discuss parts of the cell. |

|Have students make slides of cheek cells and onion cells and observe them under the microscope. Draw cells and label the cell |

|parts. Discuss observations. |

|Students will work cooperatively in groups to make a model of a cell. Each student will be responsible for contributing to the |

|cell and making sure all group embers understand his/her cell part. |

|Students will be asked to determine whether given items are living, dead, or non-living. |

|Students identify causal relationship between stimulus and response in biological examples. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Student manufactured flash cards. |

|Provide students with chapter review test. |

| |

|Extensions: |

|Building 3-D models of cells labeling structures and functions. |

| |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Taxonomy |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.2, 1.6, 1.7 |

|Science & Technology: 3.1-3.4, 3.7 |

|Civics & Government: 5.4 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1-S.7.B.1.3 |

|RESOURCES |

|District-approved text |

|Worksheets |

|Videos |

|Dichotomous identification keys |

|OBJECTIVES |

|The learner will classify organisms. |

|ESSENTIAL CONTENT |

|Define classification and taxonomy. |

|Name and give at least three characteristics of the six kingdoms of living things. |

|List in order the six subdivisions in a kingdom. |

|Give at least three reasons why scientists classify organisms. |

|Define species. |

|Use and identify key to classify organisms. |

|Define and distinguish between scientific and common names. |

|INSTRUCTIONAL STRATEGIES |

|Students complete a lab activity and written report which involves classifying items into groups based upon similar |

|characteristics. |

|Students use reference materials to investigate taxonomy of a given organism. |

|Students create and use dichotomous keys to classify objects/organisms. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Use of student generated mnemonic devices. |

|Provide students with chapter review tests. |

| |

|Extensions: |

|Student manufactured identification key. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Viruses & Bacteria |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.2, 1.4-1.6, 1.8 |

|Science & Technology: 3.1-3.5, 3.7,3.9 |

|Civics & Government: 5.4 |

|Environment & Ecology: 4.3-4.5, 4.8 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

|RESOURCES |

|District approved texts |

|Worksheets |

|Lab equipment |

|Videos |

|OBJECTIVES |

| |

|The learner will explain how viruses and bacteria affect people both negatively and positively. |

|ESSENTIAL CONTENT |

|Identify structure of a virus. |

|Diagram the infection process of a virus. |

|Define aspects of diseases. |

|Identify viral diseases. |

|Identify traits of monera. |

|Classify monera into three phyla groups. |

|Identify how bacteria are helpful and harmful. |

|List bacterial diseases. |

|Discuss aspects of human immunity. |

|INSTRUCTIONAL STRATEGIES |

|Students will read about some of the characteristics of viruses. As a class, make a list of the living and nonliving |

|characteristics. Students must then orally debate why they think viruses are living or nonliving. |

|Using library reference material, student will research a viral or bacterial disease. Students identify important aspects of the |

|disease. An additional step may be to prepare a poster or oral presentation to convey. |

|Students will listen to and interact with representative from Pasteur-Merioux-Connaught Laboratories, Inc. |

|Students design and carry out experiments on bacterial growth. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Peer tutoring of key concepts. |

|Provide students with chapter review test. |

| |

|Extensions: |

|Guest speaker from Connaught Laboratories. |

|Read supplemental articles reinforcing key concepts. |

|Use of video materials. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Protists |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1 |

|Science & Technology: 3.1-3.4, 3.7 |

|Environment & Ecology: 4.1, 4.3- 4.8 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

| |

|RESOURCES |

|Live specimens |

|Lab equipment |

|District-approved texts |

|Worksheet |

|Arts and crafts supplies |

|Videos |

|OBJECTIVES |

| |

|The learner will identify traits of protists, and explain how they are an important part of many ecosystems. |

|ESSENTIAL CONTENT |

|Identify basic traits (structure, environment, food needs, and reproduction) of protista. |

|List examples of protista. |

|Identify how protista are helpful and harmful. |

|List protista diseases. |

|INSTRUCTIONAL STRATEGIES |

|Students are asked to create a short story about a fictional "protists," give it a personality, and give it an imaginary feat which|

|would nominate it to the "Protozoan Hall of Fame." Stories should incorporate at least one fact about their protist. |

|Students will observe and describe live protists. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Student manufactured flash cards. |

|Provide students with chapter review test. |

| |

|Extensions: |

|Student manufactured poster/mobile project. |

|Viewing live specimens using microscope video camera. |

|Video material. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Fungi |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.4 |

|Science & Technology: 3.1-3.5, 3.7, 3.9 |

|Environment & Ecology: 4.1, 4.6, 4.7 |

|Civics & Government: 5.4 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

|RESOURCES |

|Live specimens |

|Lab equipment |

|District-approved texts |

|Worksheet |

|Arts and crafts supplies |

|Videos |

|OBJECTIVES |

| |

|The learner will identify traits of fungi, and explain how they are an important part of many ecosystems. |

|ESSENTIAL CONTENT |

|Describe the structure of fungi. |

|Describe the ways humans use fungi. |

|Identify harmful effects of fungi. |

|Explain how fungi reproduce. |

|Observe common fungi using microscopes and/or microviewers. |

|Compare fungi to other kingdoms. |

|Give examples of fungi. |

|INSTRUCTIONAL STRATEGIES |

|Describe the structure of fungi. |

|Describe the ways humans use fungi. |

|Identify harmful effects of fungi. |

|Explain how fungi reproduce. |

|Observe common fungi using microscopes and/or microviewers. |

|Compare fungi to other kingdoms. |

|Give examples of fungi. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Student manufactured flash cards. |

|Provide chapter review test. |

| |

|Extensions: |

|Utilize library reference materials and live specimens. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Plants |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.5, 1.6 |

|Mathematics: 2.3, 2.3 |

|Science & Technology: 3.1-3.4, 3.7, 3.9 |

|Environment & Ecology: 4.1, 4.6, 4.7 |

|Civics & Government: 5.4 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

|RESOURCES |

|Portfolios |

|District-approved texts. |

|Videos |

|Live and preserved specimens |

|Field guidebooks |

|Lab equipment |

|OBJECTIVES |

| |

|The learner will be able to identify the characteristics and importance of plants. |

|ESSENTIAL CONTENT |

|Identify basic traits of all plants. |

|Define and describe the process of photosynthesis. |

|Define and compare vascular and non-vascular plants. |

|Classify the plant kingdom into phyla groups. |

|Identify traits and importance of non-vascular plants. |

|Identify structures and functions of vascular plant parts. |

|Trace the reproductive process of vascular plants. |

|Identify importance of vascular plants. |

|INSTRUCTIONAL STRATEGIES |

|Identify basic traits of all plants. |

|Define and describe the process of photosynthesis. |

|Define and compare vascular and non-vascular plants. |

|Classify the plant kingdom into phyla groups. |

|Identify traits and importance of non-vascular plants. |

|Identify structures and functions of vascular plant parts. |

|Trace the reproductive process of vascular plants. |

|Identify importance of vascular plants. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

| |

|Correctives: |

|Student manufactured flash cards. |

|Students provided with use charter review. |

| |

|Extensions: |

|Read supplemental articles reinforcing key concepts. |

|View live specimens. |

|Nature study to reinforce key concepts. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Invertebrates |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.4, 1.6 |

|Science & Technology: 3.1-3.5, 3.7, 3.9 |

|Environment & Ecology: 4.1, 4.3, 4.4, 4.7, 4.8 |

|Civics & Government: 5.4 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

|RESOURCES |

|District-approved text |

|Worksheets |

|Lab equipment |

|Videos |

|Arts and crafts supplies |

|Library resources |

|Field guides |

|OBJECTIVES |

| |

|The learner will identify basic traits and explain the importance of invertebrate animals. |

|ESSENTIAL CONTENT |

|Define and distinguish between invertebrate and vertebrate animals. |

|Identify and classify invertebrate phyla. |

|Identify examples, traits and importance of each phyla: sponges, cnidaria, flatworms, roundworms, segmented worms, mollusks, |

|echinoderms, arthropods. |

|INSTRUCTIONAL STRATEGIES |

|Examine live and preserved specimens and classify as invertebrate vs. vertebrate. |

|Dissect and examine preserved earthworms and report upon observations. |

|Create a comparison chart of the three worm phyla. |

|Students design and create insects based upon learned traits. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

| |

|Correctives: |

|Students use chapter review tests. |

|Student manufactured flash cards. |

| |

|Extensions: |

|Build insect models. |

|Dissect preserved specimens to reinforce key concepts. |

|View live specimens to reinforce key concepts. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Vertebrates |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.2, 1.4, 1.5, 1.8 |

|Science & Technology: 3.1-3.5, 3.7, 3.9 |

|Environment & Ecology: 4.1, 4.3, 4.4, 4.6- 4.8 |

|ASSESSMENT ANCHORS |

|S.7.B.1.1, S.7.B.1.2 |

|RESOURCES |

|Preserved specimens |

|Lab equipment |

|Videos |

|Library resources |

|Field guides |

|District-approved texts. |

|OBJECTIVES |

| |

|The learner will identify traits of vertebrate animals and explain how they are important. |

|ESSENTIAL CONTENT |

|Classify vertebrates into class groups. |

|Define and distinguish between endo and ectothermic vertebrates. |

|Identify examples, traits, and importance of each class of vertebrates: jawless fish, cartilage fish, bony fish, amphibians, |

|reptiles, birds, mammals. |

|INSTRUCTIONAL STRATEGIES |

|Dissection and examine preserved frogs and report upon observations. |

|Examine and compare the structure of preserved specimens. |

|Use library reference materials to research and report upon animals. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

| |

|Correctives: |

|Student generated flash cards. |

|Students use chapter review test. |

| |

|Extensions: |

|Students view live specimens. |

|Read supplemental articles reinforcing key concepts. |

|COURSE: Life Science |GRADE(S): 7 |

|STRAND: Ecology |TIME FRAME: 1 year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1, 1.2, 1.4, 1.6 |

|Science & Technology: 3.1-3.5, 3.7, 3.9 |

|Environment & Ecology: 4.1-4.9 |

|ASSESSMENT ANCHORS |

|S.7.B.3.1-S.7.B.3.3 |

|RESOURCES |

|Nature sanctuary |

|Field guides |

|District approved text |

|Worksheets |

|Videos |

|Library resources |

|OBJECTIVES |

| |

|The learner will illustrate and explain the interdependence of living things. |

|ESSENTIAL CONTENT |

|Define ecology. |

|Name the components of an ecosystem. |

|Define biome. |

|List the characteristics of the major biomes of the world including: rainfall, temperature, location, typical plant and animal |

|life. |

|Describe what is meant by parasitism, commensalism, predation, mutualism. |

|List essential resources for sustaining living organisms. |

|Explain how nutrients are involved in cycles. |

|Describe the flow of energy in the environment. |

|Identify ways to preserve natural resources, such as conservation, recycling, reforestation, etc. |

|Diagram a food web illustrating organism roles and interdependence. |

|INSTRUCTIONAL STRATEGIES |

|Students will use library resources to research the components of various biomes and teach the lesson to the class, working in |

|cooperative groups. |

|Students will diagram a food web illustrating knowledge of ecological concepts and relationships. |

|Students will investigate the biotic and abiotic aspects of an ecosystem through a field study in the PV nature sanctuary. |

|Students write children's stories and create books on types of biotic relationships and read them to PVE students. |

|ASSESSMENTS |

|Peer Support |

|Cooperative learning among peers |

|Modeling |

|Development of Information Organizer |

|Development of Graphic Organizer |

|Development of structured study guides |

|Student selection of instructional material (i.e., reading, writing, math) |

|Taped lessons |

|Copy notes (peer or teacher) |

|Student conferencing |

|Combine and vary modes of lesson presentation |

|Adjust language level to match the developmental and intellectual levels of students |

|Let student practice given examples first. Then assign tasks to be completed. |

|Provide opportunity for guided and independent practice in a variety of situations |

|Limit number and length of directions |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |

|Give feedback that is as immediate, specific, and objective as possible |

|Clarify error responses so that students do not make the same errors over and over again |

|Reinforce progress towards desired outcomes |

|Breakdown complex tasks into smaller, more manageable units |

|Use verbal prompts to elicit desired results |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |

|Computer assisted instruction |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |

|Extended test time |

|Test read to student by teacher or peer |

|Oral testing (i.e., student retelling of information) |

|Open book/note test |

|Alternate testing (any demonstration of a student's understanding of concepts) |

|Retesting |

|Reduce the number of responses required on tests |

|Use of curriculum based assessment |

|Vary test format |

|Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Reduce or remove distracting stimuli |

|Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Emphasize important information |

|Allow extra time to complete assignments/projects |

|Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to|

|complete the same number of tasks as the rest of the class |

|Use supplemental materials |

|Alternate assignments accepted (i.e., modification to homework assignments) |

|Flexible grouping/individual assistance |

|Seating to accommodate needs |

|Teacher proximity |

|Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

| |

| |

|CORRECTIVES/EXTENSIONS |

| |

|Correctives: |

|Construct charts defining vocabulary. |

|Student manufactured flash cards. |

|Students use chapter review test. |

| |

|Extensions: |

|Nature study. |

|Construct food webs. |

|Read supplemental articles reinforcing key concepts. |

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