middle school science grade 7 curriculum · pdf filemiddle school science grade 7 curriculum...

MIDDLE SCHOOL SCIENCE Grade 7 CURRICULUM GUIDE Grade 7

Content Units • Cell • Cell division • Genetics • Muscle/Skeletal • Digestive • Circulatory • Respiratory/Excretory • Nervous/Endocrine • Classification • Simple Invertebrates • Complex Invertebrates • Cold-blooded Vertebrates • Warm-blooded Vertebrates

Key Concepts Ø The cell is the basic structure and function of all living things. Ø Heredity is comprised of the characteristic traits found in genes within the cell of

an organism. Ø The human body is comprised of various systems including the skeletal,

muscular, digestive, circulatory, respiratory, excretory, nervous, and endocrine systems. Each system is responsible for specific functions with the total human body.

Ø Organisms are classified into kingdoms based on similarities and differences. The kingdoms studied are bacteria, protist, fungi, and animal.

Skills

◊ Lab safety Skills ◊ Observe ◊ Describe ◊ Group ◊ Identify ◊ Illustrate ◊ Apply ◊ Infer ◊ Discover ◊ Investigate ◊ Relate

Assessment ° Objective tests ° Essay tests

° Authentic assessment -projects -labs -creative writing piece

Standards

Wisconsin Science Standards (including Life Science content performance standard).

Key Materials ü Text ü Video disc ü Video ü Reference materials ü Internet ü Supplemental handouts ü CD ROM/Computer programs

Course Title: Life Science Date:

Subject: New Course or Revision:

Full Year or Semester: Grade Level:

Unit Title: Timeline:

*Note: All teacher resources refer to Prentice Hall (PH) unless otherwise specified.

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Metrics, graphing, and laboratory procedures will be taught when needed.

W.S.--How do scientists measure? Lab--Measuring in the science laboratory.

B 8.3

B 8.5

Students should exhibit proper lab techniques for the safety of people and equipment. Scientists operate within a framework of accepted methods and processes.

Safety skills W.S. Safety contract W.S.--Recognizing laboratory safety Activity--Following directions Lab--M&M (Northstar) W.S.--Scientific method

Science lab manual, p. ix-lx Science lab manual, p. xiii Science lab manual, p. xiv-xvii

F 8.1

The cell is the basic unit of all living organisms.

W.S.--Section 1-1

PH--Teacher Resource p. 16-17 (Book C)






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organisms.

Review and reinforce 16-17 (Book C)

F 8.1

Students will use microscopes to observe and study microscopic cells and microscopic organisms.

Lab--How to use a microscope

Science Lab manual, p. 1-6

F 8.1

Plant and animal cells are different in structure.

Lab--A magnified view of life. Observe animal (cheek) and plant cells (onion, elodea). Make drawings. Cell doctor

Teacher Resource, p. 31-32 (Book C)

Helpful to use a scope cam.

F 8.1

F 8.6

It is necessary to know basic cell parts to understand how a cell functions.

W.S.--Sec. 1-2 Cell project--Produce a cell using free association. Can be a collage, 3-D model, food.


Chapter 1 test






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F 8.1 Cells move materials in and out through the processes of diffusion, osmosis, and active transport.

W.S.--Sec. 1-4 Diffusion--Food coloring and water demo. Osmosis--Gummy Bear lab (Northstar), Raisin & Egg lab (DeLong), Dialysis Tubing (South) Lab--Cells membranes & permeability

Teacher Resource, p. 28-29 (Book C) Science lab manual--p. 65-70

F 8.4

Understand phases and purpose of cell division (mitosis).

W.S. Sec. 2-3--Cell division Make models of phases using pipe cleaners / flash cards.


Chapter 2 test

Understand structure and function of DNA. Describe replication, recombinant DNA and genetic engineering.

Lab--Multiplying by dividing Construct DNA model (loose in the lab) (Northstar) Use base pair cut-outs to describe replication and recombinant DNA.


F 8.4

Investigate and explain that heredity is comprised of the characteristic traits found in genes within the cell of an

W.S. 3-1 and 3-2







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found in genes within the cell of an organism.

Jurassic Park reading packet Have students work with punnet squares.

F 8.5

Show how different structures both reproduce and pass on characteristics of their group.

Lab--Take a class survey teacher & resource--p. 87-88 (Book C) Create-a-kid using genotypes, phenotypes, dominant and recessive traits. Lab--chromosomes & inheritance Optional activity--pedigrees; cloning

Teacher resource--p. 87-88 (Book C) Teacher resource--p. 77-80 Teacher resource--p. 96-97 (Book C)

Chapter 3/4 test

F 8.1

F 8.3

Distinguish among tissues, organs, and organ systems.

W.S.--Sec. 1-1--How the body is organized? Lab--Exploring body tissues & the body system

Teacher Resource, p. 16-17 (Book D) Science lab manuals, p. 91-94

F 8.1

F 8.3

Identify the bones and major functions of the skeleton.

Lab--Owl pellets Paper cut up skeleton.

Handouts--Northstar and Teacher Resource, p. 125-127 (Book D)






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W.S.--2-1 Skeletal System Bone mysteries (DeLong)

Teacher Resource, p. 38-39 (Book D)

F 8.1

F 8.3

Compare the types of joints in the skeleton.

A.D.A.M. CD on skeletal system.

F 8.1

F 8.3

Bone and muscles are controlled at joints by ligaments, cartilage, and tendons.

Look at chick wing (South) or deer leg. Lab--A look beneath the skin


F 8.1

Compare voluntary and involuntary muscle.

A.D.A.M. CD on muscular system

F 8.1

Distinguish between skeletal muscle, smooth muscle, and cardiac muscle.

Lab--Examining bones, muscles, & skin W.S. 2-3 The Muscular System

Science lab manuals, p. 95-98 Teacher Resource, p. 46-47

F 8.1

Understand muscle tone, muscle fatigue, muscle cramps. Compare aerobic and anaerobic processes.

Bungee cord demonstration for muscle fatigue. Activity: How do muscles work?

Teacher’s Edition, p. 50

Skeletal/Muscular project (2-3 days), in pairs Trace body--Draw skeleton free hand. Add ligaments, tendons, cartilage, muscles and types.






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F 8.1

F 8.3

F 8.6

Identify major structures and functions of skin.

Mapping exercise Rice/Pin activity

F 8.1

Identify the six main nutrients.

W.S. Section 3-1, Food & Energy Lab--What’s in your lunch?

Teacher Resource, p. 66-67 (Book D) Teacher Resource, Cells & Heredity, p. 33-35 (Book C)

F 8.1

List the functions of carbohydrates, fates, and proteins, vitamins, minerals, and water.

Lab--Nutrient identification

Teacher Resource, p. 99-104

Benedict’s solution Iodine solution Biuret solution

F 8.1

F 8.3

F 8.6

Compare the difference between mechanical and chemical digestion. Trace the path of food through the digestive system. Differentiate between what organs food passes through and those that don’t.

W.S. Section 3-3, The Digestive Process W.S. Section 3-4, Final Digestion & Absorption

Teacher Resource, p. 74-75 (Book D) Teacher Resource, p. 78-79 (Book D)

F 8.1

Students will learn the functions of the digestive organs.

Skills lab--As the Stamen Churns


Pepsin, HC1






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F 8.3

F 8.6

digestive organs. Students will explain how nutrients are absorbed through the villi and how peristalsis takes place.

Demonstration: Oil, water, bile salts, and dish soap. (Bile) Milk--Have student stand on head and drink milk upside down to show how peristalsis works against the force of gravity.

85 (Book D)

F 8.1

F 8.3

F 8.6

Explain why blood types must be matched for transfusion.

Blood transfusion demonstration using colored water.

F 8.1

F 8.3

F 8.6

Describe the structure of the heart.

Trace the path of blood through the heart using an enlarged heart diagram. Deer heart lab

F 8.1

F 8.3

F 8.6

Compare the structure and function of arteries, veins, and capillaries. Describe the functions of blood and identify its parts.

W.S. Section 4-2, A Closer Look at Blood Vessels Observe blood circulation in a minnows tail lab W.S. Section 4-3, Blood & Lymph

Teacher Resource, p. 98-99 (Book D) Teacher Resource, p. 102-103 (Book D)






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Red blood cells, white blood cells, plasma, platelets

Discover activity, “What kind of cells are in blood” Chapter 4, Real World Lab, Do you know your A,B,D’s


F 8.1

F 8.3

F 8.6

Identify the cause of the heartbeat, pulse, and blood pressure.

Exercise, pulse rate activities Chapter 4 skills lab--Heart Beat, Health Beat Lab--Blood pressure testing


F 8.1

F 8.3

F 8.6

Describe the blood flow through the body.

W.S. 4-1, The Body’s transportation system


Chapter test Options: drawings blood cell story

Be sure to give rubric.

F 8.1

F 8.3

F 8.6

Trace the path of air flow through the respiratory system.

W.S. section 5-1, “The Respiratory System” Pig lung demonstration Demos CO2 levels lab

Teacher Resource p. 122-123 (Book D) Teacher Edition, p. 131

Phenolpthalien NaOH






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F 8.1

F 8.3

F 8.6

Describe how breathing occurs and respiratory system disorders

A Breath of Fresh Air Lung capacity lab

Teacher Edition, p. 139

F 8.1

F 8.3

F 8.6

Identify the sources of wastes in the body, and the organs that eliminate these wastes.

W.S. 5-3, The Excretory System Enrich 5-3, Urinalysis

Teacher Resource, p. 130-131 (Book D) Teacher Resource, p. 132 (Book D0

Chapter Test

F 8.1

F 8.3

F 8.6

Identify the functions of the nervous system.

W.S. Section 7-1, How the Nervous System Works


F 8.1

F 8.3

F 8.6

Describe how an impulse moves from one neuron to another.

Real World lab, Ch. 7 With caffeine or without


F 8.1

F 8.3

F 8.6

Identify three types of neurons.






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F 8.1

F 8.3

F 8.6

Identify and describe the parts of the central nervous system.

W.S. 7-2, Divisions of the Nervous System


F 8.1

F 8.3

F 8.6

Identify the parts of the brain and their functions.

F 8.1

F 8.3

F 8.6

Describe peripheral nervous system. Explain how reflexes occur.

Lab--Human Reaction Time

F 8.1

F 8.3

F 8.6

Identify the sense organs.

W.S. Section 7-3, The Senses Sense demonstrations:

1. Rice & small baby pins. Blindfold and have students try to pull pins out. 2. Taste demo--Containers of salt, sugar, lemon juice, & baking cocoa. Touch the tongue with Q-tip. Use map







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of the tongue.

F 8.1

F 8.3

F 8.6

Explain how the eyes and ears function.

Eyeball lab Teacher Eye dissection

Lab manual--Loose in the Lab (Northstar)

F 8.1

F 8.3

F 8.6

Identify the endocrine glands and state their functions. Basic introduction to glands and how they function.

W.S. Section 8-1, The Endocrine System


Chapter test--Nervous/Endocrine System

F 8.1

F 8.3

It is important to see the need for classification.

Discussion

F 8.1

F 8.3

Classification methods have changed through time.

Use a variety of objects to have students make a flow chart. Then transfer flow chart to a key.

F 8.1

F 8.3

The system used today is a binary name in Latin developed by Linnaeus.

W.S. 1-3, Classifying Organisms

Teacher Edition--A 24-25

F 8.1

F 8.3

Latin names tell something about the organism.

Classification W.S., Scientific naming

South






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F 8.1

F 8.3

There are seven main classification groups in the present system.

Activity, p. 33 text Teacher Edition-A

F 8.1

F 8.3

Specific traits are used to classify organisms.

Lab, A-1, Classification system for seeds

Lab manual, p. 11-14

F 8.3

Field guides allow people to identify organisms.

Various field guides

F 8.3

The six kingdoms are separated by major traits.

W.S. 1-4, The Six Kingdoms W.S. 1-4, A New Phylum Activity, Which Organisms Goes Where?

Teacher Resource-A, p. 28-29 Teacher Resource-A, p. 30 Text-A, p. 40

F 8.3

Taxonomic Keys are used to classify/organize organisms for identification.

W.S., Living Mysteries

Teacher Resource A, p. 33-35

F 8.1

F 8.3

Animals are divided into two main groups: vertebrates and invertebrates. Students should look at different types of symmetry and body characteristics.

W.S. 1-2, Symmetry W.S. 1-2, Radial vs. Bilateral

Teacher Resource-B, p. 22-23 Teacher Resource-B, p. 24

F 8.1

There are eight major phyla of invertebrates.






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F 8.3 invertebrates.

F 8.1

F 8.3

Sponges are the simplest invertebrates. They reproduce sexually and also by regeneration.

W.S. 1-3, Cnidarians and Sponges

Teacher Resource-B, p. 26-27

F 8.1

F 8.3

Many cnidarians have tentacles and stinging cells. Cnidarians reproduce asexually by budding. There are three types of cnidarians: hydras, jellyfish, corals, and sea anemones.

W.S. 1-3, Cnidarians and Nematocysts Order hydra and observe. Feed daphnia to see behavior. Lab--Hydra eating daphnia

Teacher Resource-B, p. 28 Trans-Mississippi Cultures

F 8.1

F 8.3

There are 3 types of worms. Most flatworms are parasites.

W.S. 1-4, Worms


F 8.1

F 8.3

Planarians are fee-living flatworms that exhibit regeneration.

Observe planaria. Look at responses/stimuli. Activity--Discovering flatworms

Text-B, p. 35

F 8.1

F 8.3

Most roundworms are free-living in soil. One of the most abundant of all animals. Some roundworms are very harmful parasites.

Lab--B-1, Observe flatworms and roundworms

Lab Manual, p. 33-38

F 8.1

Earthworms are very important to the environment.

Set up mini-compost bins.






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F 8.3 environment.

F 8.1

F 8.3

Describe the body systems of an earthworm.

Dissect the earthworm. Skills lab--Earthworm responses


Chapter 1: Test Teacher Resource-B, p. 169-172 Performance Assessment, p. 166-168

F 8.1

F 8.3

A mollusk has three main parts: head, foot, mantle. Mollusks are either bivalves or univalves.

W.S. Mollusks Compare clams and starfish to contrast mollusks and echinoderms. Skills lab--A Snail’s Place Squid dissection

Teacher Resource-B, p. 46-48 Teacher Resource-B, p. 65-66 Lab--Northstar Dano’s or Randall’s

F 8.1

F 8.3

Echinoderms have an endoskeleton. Radial symmetry is present in adult echinoderms. Starfish, sea cucumbers, sand dollar, and brittle star are examples of echinoderms.

Lab--Characteristics of Sea Stars W.S. 2-5, Echinoderms W.S. 2-5, Sea Lilies

Lab manual, p. 39-44 Teacher Resource-B, p. 62-63 Teacher Resource-B, p. 64

F 8.1

Starfish eat mollusks such as clams, and compete with man for this food

Discussion






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F 8.3

and compete with man for this food resource. Man can try to control starfish populations.

F 8.1

F 8.3

There are five main classes of arthropods: Insects, crustaceans, arachnids, centipedes, millipedes.

W.S. 2-2, Arthropods Real World lab--What’s Living in Soil?

Teacher Resource-B, p. 50-51 Teacher Resource-B, p. 67-69

F 8.1

F 8.3

Compare traits of arachnids, millipedes, centipedes, crustaceans, and insects. Give examples of each.

Look at a variety of specimens to find characteristics of each.

F 8.1

F 8.3

Identify traits that make insects successful.

Discover Insect Appendages Use insect collections to look at characteristics of insects. Key major orders of insects W.S. 2-3, Insects

Text-B, p. 62 DeLong Teacher Resource-B, p. 54-55

F 8.1

Metamorphosis is an important process for insects. It can be

Look at live crickets for behaviors.

Monarchs--Done in the fall.






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F 8.3

process for insects. It can be complete or incomplete.

behaviors. Raising monarchs

DeLong

the fall.

F 8.1

F 8.3

Some insects have a complex social order.

Termite lab on pheromone and termite behavior.

Chapter 2: Test Teacher Resource, p. 176-179 Performance Assessment: Making a Zoo Poster Teacher Resource-B, p. 180-181

Vertebrates may be cold-blooded or warm-blooded. Vertebrates have a backbone and closed circulatory system.

Fish respiration rates in cold/warm water. W.S. 3-1, What is a Vertebrate?


There are three classes of fish: jawless, cartilage, bony. Describe traits of fish.

W.S. 3-2, Fishes Lab: Adaptations of Fish

Teacher Resource-B, p. 82-83 Lab manual, p. 45-50

Compare traits of jawless, cartilage, and bony fish.

Dissect fish looking at traits and organs.

Describe traits of amphibians.

W.S. 3-3, Amphibians







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There are two groups of amphibians: tailless, tailed

W.S. 3-3 Amphibians Underground

Teacher Resource-B, p. 88

Frogs undergo metamorphosis.

Describe traits of the reptiles.

W.S. 3-4, Reptiles W.S. 3-4, How Snakes Get Around Skills lab: Soaking Up the Rays

Teacher Resource-B, p. 90-91 Teacher Resource-B, p. 92 Teacher Resource-B, p. 99-101

Traits of reptiles can be compared to other phyla. Compare traits of the four groups of reptiles (lizards, snakes, turtle, alligators).

Birds are specially adapted for flight. Different feathers are structured for different functions. Beaks and feet are specially adapted for certain functions.

W.S. Sec. 4-1, Birds Lab--Adaptations of Birds

Teacher Resource, p. 110-111 (Book D) Science lab manual, p. 51-58

There are ten common orders of placental mammals.






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placental mammals.

There are three groups of mammals based on how the young develop: monotremes, marsupials, placentals.

W.S., 4-4--Diversity of Mammals


Mammals have hair and feed milk to their young. Mammals have specialized teeth: canines, incisors, pre-molars, molars.

W.S. Sec. 4-3--What is a mammal?


Chapter test-Warm-blooded vertebrate

H 8.1

H 8.2

H 8.3

Define and provide examples of environmental issues, explaining the role of beliefs, attitudes, and values. (See SS Political Science and Citizenship: Power, Authority, Governance, and Responsibility.)

H 8.1

H 8.2

H 8.3

C 8.2

Use environmental monitoring techniques; such as, observations, chemical analysis, and computer mapping software to collect data about environmental problems. (See LA Media and Technology; MA Measurement.)

H 8.1

H 8.2

Use questioning and analysis skills to determine beliefs, attitudes, and values held by people involved in an






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H 8.3

C 8.3

environmental issue.

middle school science grade 7 curriculum · pdf filemiddle school science grade 7 curriculum...

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