MJ Life Science Advanced Curriculum Map - Lake … Life Science Advanced Curriculum Map Table of Contents 2 Revised 6/2011 1. Preface 3 – 4 2. How to read the Benchmark, Big Ideas

1 Revised 6/2011

MJ

Life Science

Advanced Curriculum Map

Table of Contents

2 Revised 6/2011

1. Preface 3 – 4

2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies 5

3. Big Ideas by Grade Level K – 12 6

4. Reading, Writing, and Discussion in the Science Classroom 7 – 9

5. Foreword for Middle and High Schools – Basic course requirements 10

6. Pacing Guide for course 11

7. First Quarter 12 – 19

8. Second Quarter 20 - 25

9. Third Quarter 26 - 29

10. Fourth Quarter 30 - 31

11. Appendix A – Labs Correlated to the Textbook 32

12. Appendix B - Book List by Topic 33

13. Appendix C – Web Sites by topic 34

14. Appendix D - Labs and Activities From Within the Map – By Quarters 35

PREFACE

3 Revised 06/2011

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the

district receive a common curriculum. The maps help ensure that all state requirements are taught and that the

content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your

instruction but provide flexibility based on the individual needs of students. The maps are living documents and

feedback is requested of teachers to ensure continuous improvement.

All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps

were designed for the instruction to take place by quarter. There is some flexibility within the quarters for

mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its

entirety. The maps have been structured in such a way as to scaffold student learning.

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s):

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Are referred to at the beginning, middle, and end of the lesson

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

PREFACE

4 Revised 06/2011

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There

should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary.

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

PREFACE

5 Revised 06/2011

Next Generation Sunshine State Standards

Science Benchmark Coding Scheme

SC. 5. A. 1. 1

Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark

Body of Knowledge Key

N ~ Nature of Science E ~ Earth Space Science

L ~ Life Science P ~ Physical Science

Big Idea Key

#1 – The Practice of Science #10 – Forms of Energy

#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation

#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Moon Objects

#4 – Science and Society #13 – Forces and Changes in Motion

#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms

#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms

#7 – Earth Systems and Patterns #16 – heredity and Reproduction

#8 – Properties of Matter #17 – Interdependence

# 9 – Changes in Matter #18 – Matter and Energy Transformations

Language Arts and Mathematic Benchmarks The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the

curriculum map.

Differentiated Instruction Strategies The following differentiated instruction strategies should be incorporated throughout the entire course:

Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers

Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding

Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest

This chart is to show where the Big Ideas are located by grade level.

This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential!!

6 Revised 06/2011

Big Idea #1

The Practice of

Science

Big Idea #2 The

Characteristics of

Scientific Knowledge

Big Idea #3 The Role of

Theories, Laws,

Hypotheses, and Models

Big Idea #4 Science

and

Society

Big Idea #5 Earth

in

Space and Time

Big Idea #6

Earth

Structures

K K

1st 1st 1st

2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th

6th 6th 6th 6th

7th 7th 7th 7th

8th 8th 8th 8th 8th

HS HS HS HS HS HS #7 Earth Systems

and Patterns #8 Properties

of Matter #9 Changes

in Matter #10 Forms of Energy

#11 Energy Transfer and Transformations

#12 Motion of Objects

K K K K

1st

2nd

2nd 2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

#13 Forces

and Changes

in Motion

#14 Organization

and Development

of Living Organisms

#15 Diversity

and Evolution of Living

Organisms

#16 Heredity

and Reproduction

#17

Interdependence

#18 Matter

and Energy

Transformations

K K

1st 1st 1st 1st

2nd 2nd 2nd 2nd

3rd 3rd 3rd

4th 4th

5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

Reading Writing Discussion in the Science Classroom Everyday

7 Revised 06/2011

Reading Writing Discussion in the classroom everyday (33% of R, W, and D everyday)

This means that during each class period the students should be reading, writing, and/or talking about Science.

Many of these overlap in a combination of Reading, Writing, and Discussion.

Reading Writing Discussion in the Science Classroom:

What do these look like in the Science classroom?

What DOES the reading process look like?

Modeling - reading and thinking out loud

Students in small groups or pairs

Whole group when referring to a specific portion of the text

Use of graphic organizers

Reading and following lab instructions

Reading a section for homework at home

What DOES the writing process look like?

Lab report

Small group or pairs jotting down important points

Journal writing

Answering selected questions from the textbook in complete sentences

Completing graphic organizer

Entry or Exit card

Taking notes

Writing prompt

Responding to open ended questions

What DOES the discussion process look like?

Student discourse – discussion among and between the students about the topic (Could

be in small group, pair, pair share, lecture ({should involve two way communication})

Reading Writing Discussion in the Science Classroom Everyday

8 Revised 06/2011

About labs, reading, current events, responses to open ended questions, essential

questions, etc.

Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion

The county approved textbook is a resource.

How to best use of the textbook to aid student comprehension:

At the beginning of each term have the students participate in a “preview” of the textbook.

o Table of contents

o Chapter titles

o Headings/subheadings

o Graphics on the page, i.e. charts, graphs, pictures, maps tables,

o Bold, italic, highlighted words

o Glossary

o Appendices

Incorporate the following for each chapter:

By doing the following you will enhance a student’s comprehension:

Before reading – preview, skim for new vocabulary, look at headings and

subheadings, graphics,

During reading – Review the reading column of the chart for suggested

activities.

After reading – Review writing and discussion columns of the chart for

suggested activities.

Reading Writing Discussion in the Science Classroom

9 Revised 06/2011

Reading Writing Discussion

Silent reading

At home reading

Oral

Read Aloud

Think Aloud

Lab instructions (pre, during, post)

Silently Sustained Reading – student

choice

Research paper

*Reading could be from textbook,

current event, supplemental texts,

websites, etc.

Essential Question

Cornell notes

Small group notes

Entry or Exit Card

Graphic Organizers

Writing Prompt

Selected textbook questions

(Answered with complete

sentences)

Worksheet

3-2-1Strategy

Lab Write up

Journal writing

Responding to open ended

questions

Research paper

Paired reading

Jig Saw

Think Pair Share

Share out/Group presentations

*Lectures (should involve two way

communication)

Read Aloud

Think aloud

3-2-1Strategy

Lab Write up

Lab instructions (pre, during, post)

Research paper

The above chart contains a sampling of suggestions and is not intended to be comprehensive.

FOREWORD for Middle and High Schools Science

10

Revised 6/2011

Lab requirements:

Teachers will complete the “List of labs” form and a copy of the form will be given to the

department chair at the end of each quarter for both middle and high schools.

For ALL middle school Science courses:

a minimum of 8 labs per nine weeks

For high school Science course:

For Regular courses – 1 per week

For Honors courses – 2 per week

Research paper requirements:

All Science courses in Lake County will complete a Science research paper for the content area of

the course.

Science Fair or Competition:

All middle (6 – 7) and high schools have the traditional Science Fair option for all grade levels to

participate. All 8th graders are to complete a Science Fair Project. Each school has a Science Fair

Coordinator to help with the process for the students and the teachers.

There are additional types of “Science” competitions, different from the traditional Science Fair at

some schools, that students are encouraged to participate.

Board Approved Programs: These programs are scheduled by the schools. At high School this is through

the HOPE course.

Human Growth and Development

Mendez Drug Program

Pacing Guide for MJ Life Science Advanced

11

Revised 6/2011

First Quarter Second Quarter Third Quarter Fourth Quarter

1) The Nature of Science:

Scientific Explanations

a. Understanding Science

b. Measurement/ Conversions

c. Scientific Tools (*Lab

Safety)

d. Scientific Processes

e. Science Inquiry in the Real

World

2) Cells

a. Characteristics of Life

b. Classifying Organisms

c. Exploring Life

d. Cell Structure and Function

- movement of materials,

cell cycle, cell division

(mitosis), levels of

organization

3) Reproduction

a. Sexual Reproduction and

Meiosis

b. Asexual Reproduction

1) Genetics

a. Patterns of Heredity

b. DNA Structure and

Replication

c. Mutations

2) The Environment and

Change Over Time

a. Evidence

b. Theories

3) Diversity of Organisms

a. Characteristics of

Bacteria and role in

nature

b. Characteristics of

Viruses, Replication,

and Disease

c. Protists/Fungi

1) Diversity of Organisms

(cont’d)

a. Plant Characteristics,

Processes, and

Reproduction

b. Animal Characteristics

-Classification

-Invertebrate Phyla

-Phylum Chordata

2) Human Body Systems

a. Structure and Movement

b. Digestion and Excretion

c. Respiration and

Circulation

d. Immunity and Disease

e. Control and

Coordination

f. Reproduction and

Development

(***Human Growth and

Development)

(***Mendez Too Good for

Drugs)

1) Matter and Energy in the

Environment

a. Abiotic Factors

b. Cycles of Matter

c. Energy in Ecosystems

2) Populations and

Communities

a. Populations

b. Changing Populations

c. Communities

3) Biomes and Ecosystems

a. Land Biomes

b. Aquatic Ecosystems

c. How Ecosystems

Change

MJ Life Science - Advanced

Topic: The Nature of Science, Cells, Reproduction

Time Frame – 1st Quarter

12

Revised 6/2011

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

The Nature of Science:


Why and how do scientists

use The International System

of Units?

What are some tools used

by life scientists?

What are the procedures

needed for lab safety?

How do scientists discover

answers to important

questions and solve

problems?

How is scientific inquiry used

in a real-life scientific

investigation?

Students should be able to:

1. Identify why scientists use the

International System of Units (SI), also

known as the metric system.

2. Convert between units of SI.

3. Recognize the base units of SI and their

abbreviations.

4. Use lab equipment to determine the

physical properties of various

substances.

5. Select appropriate tools for collecting

and recording qualitative and

quantitative data.

6. Use the scientific process to solve

problems and reach conclusions.

7. Maintain accurate records of

experimentation.

8. Identify Independent and dependent

variables.

9. Analyze the validity of an experiment.

10. Organize data into tables and create

graphs that reveal trends in the data.

SC.6.N.1.4 Discuss, compare, and

negotiate methods used, results

obtained, and explanations among

groups of students conducting the

same investigation.

SC.6.L.14.3 Recognize and explore

how cells of all organisms undergo

similar processes to maintain

homeostasis, including extracting

energy from food, getting rid of

waste, and reproducing.

SC.7.N.1.2 Differentiate replications

from repetition. Distinguish between

an experiment and other forms of

scientific investigation and explain

that not all scientific knowledge is

derived from experimentation.

SC.7.N.1.4 Identify test variables and

outcome variables in an experiment.

SC.7.N.1.6 Explain that empirical

evidence is the cumulative body of

observations of a natural

phenomenon on which scientific

explanations are based.

SC.7.N.1.7 Explain that scientific

knowledge is the result of a great

deal of debate and confirmations

within the science community.


the impact of biotechnology on

Review Terms: science,

technology, scientific

theory, scientific law,

description, explanation

Word Wall: inference,

observation, hypothesis,

prediction, critical

thinking, accuracy,

precision, variable,

dependent variable,

independent variable,

constants

Informal:

1. Have the students

read about an

experiment that has

been published and

identify the steps of the

scientific inquiry process.

2. Students practice

metric conversions.

3. Students practice

measurements. 4. sciencespot.net/Pages /classmetric.html

(see next page)




13

Revised 6/2011


The Nature of Science:


(cont’d)

individuals, society , and the

environment.

SC.8.N.2.1 Distinguish between

scientific and pseudoscientific ideas.

LA. 6.2.2.3

MA.6.A.3.6

SC.6.L.15.1 Analyze and describe

how and why organisms are

classified according to shared

characteristics with emphasis on the

Linnaean system combined with the

concept of Domains.

SC.6.N.1.5 Recognize that science

involves creativity, not just in

designing experiments, but also in

creating explanations that fit

evidence.


knowledge is durable because it is

open to change as new evidence or

interpretations are encountered.

SC.7.N.1.1 Define a problem from

the seventh grade curriculum, use

appropriate reference materials to

support scientific understanding ,

plan and carry out scientific

investigation of various types, such

as systematic observations or

experiments, identify variables,

collect and organize data, interpret

data in charts, tables, and graphics,

5. Measurement Lab

6. Microscope Lab

7. Coin Lab

8. Density Lab

9. Students research

and list scientists of

various backgrounds

and their

accomplishments.

10. As a small group,

brainstorm and design

an experiment, and

write up a lab report.

11. SpongeBob

Scientific Inquiry –

Controls and Variables

Formal:

1. Parts of a

Microscope Quiz

2. Flinn Lab Safety Test

(80% or higher)

3. Benchmark Mini-

Assessments

4. Chapter Test




14

Revised 6/2011


analyze information, make

predictions, and defend

conclusions.

SC.7.N.2.1 Identify an instance from

the history of science in which

scientific knowledge has changed

when new evidence or new


SC.8.N.1.2 Design and conduct a

study using repeated trials and

replication.




15

Revised 6/2011


Cells

What characteristics do all

living things share?

What methods are used to

classify living things into

groups?

How did microscopes

change our ideas about

living things?

What are the structural and

functional units within a

cell?

How do materials enter and

leave cells?


1. Describe the characteristics that all living

things share.

2. Demonstrate a knowledge of taxonomy

including classification.

3. Explain how living things are classified.

4. Use a dichotomous key and/or a field

guide to identify organisms based on

their structural characteristics.

5. Use a microscope to study cells.

6. Produce a detailed model of a cell.

7. Describe the basic structure and function

of cell organelles.

8. Compare and contrast different cell

types.

9. Model how materials move in and out of

cells (diffusion, osmosis, and active

transport).

LA.6.2.2.3

MA.6.A.3.6

SC.6.L.14.1 Describe and identify

pattern in the hierarchical

organization of organisms from

atoms to molecules and cells to

tissues to organs to organ systems to

organisms.

SC.6.L.14.2 Investigate and explain

the components of the of the cell

theory.







SC.6.L.14.4 Compare and contrast

the structure and function of major

organelles of plant and animal cells,

including cell wall, cell membrane,

nucleus cytoplasm, chloroplasts,

mitochondria, and vacuoles.

SC.6.L.15.1 Analyze and describe

how and why organisms are

classified according to shared

characteristics with emphasis on the

Linnaean system combined with the

concept of Domains.

Word Wall: organism,

cell, unicellular,

multicellular,

homeostasis, binomial

nomenclature, species,

genus, dichotomous

key, cladogram

Informal:

1. Provide students with

a list of various

objects. Have them

state whether they

are “living”, “non-

living”, or “once-

living” and tell how

they know.

2. Have students

observe prepared

slides and record

what they see.

3. Provide students with

a box of various

items. Have them

pick a characteristic

and use it to place

the items into groups.

(See next page)




16

Revised 6/2011


Cells (cont’d)

What processes for life take

place inside cells?

What is the cell cycle and

why are its results so

important?

How does cell

differentiation lead to the

organization within a

multicellular organism?

10. Describe what happens during the

process of photosynthesis.

11. Describe the relationship between

photosynthesis and respiration.

12. Describe the events of the cell cycle.

13. Explain why mitosis is important.

14. Explain how cells are organized in many

celled organisms.

SC.6.N.1.4 Discuss compare, and




same investigation.





evidence.

SC.6.N.2.1 Distinguish science from

other activities involving thought.


knowledge is durable because it is

open to change as new evidence or





support scientific understanding,


investigation of various types.

SC.8.L.18.1 Describe and investigate

the process of photosynthesis, such

as the roles of light , carbon dioxide,

water and chlorophyll; production of

food; release of oxygen.

SC.8.L.18.2 Describe and investigate

how cellular respiration breaks down

food to provide energy and releases

carbon dioxide.

2. Dichotomous Key

Activity

3. Inquiry MiniLab

(Ch.1 -2)

4. SpongeBob Scientific

Method

5. The Edible Cell

Project

6. Mitosis Cookies Lab

7. Gummy Bear

Osmosis Lab

Formal:

1. Benchmark Mini-

Assessments

2. Chapter Test




17

Revised 6/2011


Cells (cont’d)



replication.

SC.8.N.3.1 Select models useful in

relating the results of their own

investigations.




18

Revised 6/2011


Reproduction

How do sexual and asexual

reproduction differ?

What is meiosis?

What are the types of

asexual reproduction?


1. Understand how sexual and asexual

reproduction differ.

2. Describe the process of meiosis.

3. Compare and contrast mitosis and

meiosis.

LA.6.2.2.3

MA.6.A.3.6











same investigation.

SC.7.L.16.1 Understand and explain

that every organism requires a set of

instructions that specifies its traits,

that DNA contains genes located in

the chromosomes of each cell, and

that heredity is the passage of these

instructions from one generation to

another.


the general processes of sexual

reproduction requiring meiosis and

asexual reproduction requiring

mitosis.


the impact of biotechnology

(cloning, genetic engineering,

Review Terms: egg,

sperm, fertilization,

zygote

Word Wall: sexual

reproduction, haploid,

diploid, homologous

chromosomes, meiosis,

asexual reproduction,

fission, budding,

regeneration, cloning

Informal Assessments:

1. Sexual vs. Asexual

Reproduction Activity

2. Meiosis Activity

Formal Assessments:

Chapter Test

Benchmark Practice

*(Note: This content will

be revisited in Heredity

and in Animal Diversity)




19

Revised 6/2011


Reproduction (cont’d)

artificial selection) on the individual,

society, and the environment.









replication.


Topic: Genetics, The Environment and Change Over Time, Diversity of Organisms

Time Frame - 2nd Quarter

20 Revised 6/2011


Genetics

What did Mendel conclude

about inherited traits?

How do dominant and

recessive factors interact?

What determines the

expression of traits?

How can inheritance be

modeled?


1. Describe the results of Mendel’s

Experiment.

2. Describe the role of chromosomes in

inheritance.

3. Explain the difference between

dominant and recessive alleles.

4. Explain the difference between

homozygous and heterozygous traits.

5. Understand the difference between

phenotypes and genotypes.

6. Describe the functions of sex

chromosomes.

7. Utilize Punnett squares to study

probability.

8. Develop Punnett Squares: demonstrate

knowledge of dominant/recessive

genes and traits.

HE. 6.C.1.4 Recognize how

heredity can affect personal

health.

HE. 6.C.1.8 Explain how body

systems are impacted by

hereditary factors and infectious

agents.

LA.6.2.2.3

MA.6.A.3.6





evidence.

SC.7.L.16.1 Understand and

explain that every organism

requires a set of instructions that

specifies its traits, that DNA

contains genes located in the

chromosomes of each cell, and

that heredity is the passage of

these instructions from one

generation to another.

SC.7.L.16.2 Determine the

probabilities for genotype and

phenotype combinations using

Punnett Squares and pedigrees.





Word Wall: heredity,

genetics, dominant trait,

recessive trait, gene

allele, phenotype,

genotype, homozygous,

heterozygous, Punnett

Square, incomplete

dominance, complete

dominance


1. SpongeBob Genetics

Practice.


Review

3. Genetics With a Smile

Lab

4. Benchmark Practice

Formal Assessments:


Quiz

2. Chapter Test

3. Benchmark

Assessments




21 Revised 6/2011


Genetics (cont’d)

How do some patterns of

inheritance differ from

Mendel’s model?

What is DNA?

How do changes in the

sequence of DNA affect traits?

9. Explain the concept of codominance.

1. Recognize the appearance of DNA as a

double helix.

2. Explain that DNA contains coded

instructions that store and pass on genetic

information from one generation to the

next.

3. Describe the structure of DNA and

chromosomes.

4. Explain the necessity of DNA replication

for the continuity of life.

5. Describe the make-up of the genetic

code.

6. Explain how mutations occur and what

effects they may have.



SC.7.N.2.1 Identify an instance

from the history of science in

which scientific knowledge has

changed when new evidence or

new interpretations are

encountered.

SC.8.N.3.1 Select models useful in

relating the results of their own

investigations.

Word Wall: DNA,

nucleotide, replication,

RNA, transcription,

translation, mutation


1. Create an edible

model of DNA (Tasty

DNA).

2. Gene Mutation

Activity

Formal Assessments:

1. Chapter Test

2. Benchmark Mini –

Assessment




22 Revised 6/2011


The Environment and Change

Over Time

How are fossils evidence of

biological evolution?

How does Darwin’s theory of

evolution by natural selection

explain how species change

over time?

How are adaptations evidence

of natural selection?


1. Describe how fossils form and what the

fossil record reveals.

2. Provide examples of evidence that

support the theory of evolution.

3. Explain how Darwin’s observations led to

his developing the theories of natural

selection and evolution.

4. Describe how new species form.

LA.6.2.2.3

MA.6.A.3.6

SC.6.N.1.4 Discuss, compare, and


obtained, and explanations

among groups of students

conducting the same

investigation.





evidence.

SC.7.L. 15.1 Recognize the fossil

evidence is consistent with the

scientific theory of evolution that

living things evolved from earlier

species.

SC.7.L.15.2 Explore the scientific

theory of evolution by recognizing

and explaining ways in which

genetic variation and

environmental factors contribute

to evolution by natural selection

and diversity of organisms.

SC.7.L.15.3 Explore the scientific

theory of evolution by relating how

Word Wall: fossil record,

geologic time scale,

biological evolution,

variation, natural

selection, adaptation,

homologous structures,

embryology.


1. Half Life Lab

2. Making a Geologic

Time Line Activity

3. Natural Selection Lab.




23 Revised 6/2011


The Environment and Change

Over Time (cont’d)

the inability of a species to adapt

within a changing environment

may contribute to the extinction of

that species.










24 Revised 6/2011


Diversity of Organisms

What are bacteria?

How can bacteria affect the

environment?

How can bacteria affect

health?

What are viruses?

How do viruses affect human

health?

How do unicellular organisms

survive and reproduce?


1. Describe characteristics of bacteria.

2. Explain how bacteria reproduce.

3. Describe the roles of bacteria in nature.

4. Understand that bacteria can cause

various diseases.

Students should be able to :

1. Describe the unique characteristics of a

virus.

2. Explain how viruses multiply.

3. Explain how to prevent viral diseases.

4. Compare and contrast the various

unicellular organisms (bacteria, viruses,

protists, fungi).

5. Know the life cycle of various organisms.

LA.6.2.2.3

MA.6.A.3.6


types of infectious agents that

may infect the human body,

including viruses, bacteria, fungi,

and parasites.


the sixth grade curriculum, use







obtained, and explanations

among groups of students

conducting the same

investigation.





evidence.



Word Wall: flagellum,

fission, conjugation,

endospore, nitrogen

fixation, pathogen,

antibiotic, pasteurization


1. How Quickly Can

Bacteria Multiply? -

Activity

2. Whose Got Cooties?

– Lab

3. Diagnosing Diseases

4. Pond Water

Observation and Protist

Lab

5. Comparison using a

Venn Diagram

Word wall: protists,

algae, cilia, protozoan,

psuedopod, hyphae,

lichen.

Formal Assessments:




25 Revised 6/2011


Diversity of Organism (cont’d)





SC.7.N.1.4 Identify test variables

(independent variables) and

outcome variables (dependent

variables) in an experiment.


the eighth grade curriculum, use





1. Chapter Tests


Topic: Diversity of Organisms (cont’d), Human Body Systems

Time Frame - 3rd Quarter

26

Revised 6/2011



(cont’d)

What characteristics are

common to all plants?

How are plants classified?

How do materials move

through plants?

What is the relationship

between photosynthesis and

cellular respiration?


1. Describe the characteristics of plants.

2. Recognize the various life cycles of

plants.

3. Describe how seed plants grow and

reproduce.

4. Compare and contrast

gymnosperms and angiosperms.

5. Identify parts of a flower.

6. Describe how plants respond to their

environment.

7. Describe the importance of plants to

the environment and our lives.

8. Describe the various life processes

that plant cells undergo.

9. Explain how a plant obtains and uses

energy.

LA.6.2.2.3

MA.6.A.3.6

SC.6.L.14.4 Compare and

contrast the structure and

function of major organelles in

plant and animal cells, including

cell wall, cell membrane,

nucleus, cytoplasm,

chloroplasts, mitochondria, and

vacuoles.

SC.6.L.15.1 Analyze and

describe how and why

organisms are classified

according to shared

characteristics with emphasis on

the Linnaean system combined

with the concept of Domains.

SC.6.N.1.5 Recognize that

science involves creativity, not

just in designing experiments,

but also in creating explanations

that fit evidence.

SC.7.N.1.1 Define a problem

from the seventh grade

curriculum, use appropriate

reference materials to support

scientific understanding, plan

and carry out scientific

investigations of various types.

Review: seed plants, stems,

roots, leaves

Word Wall: producer, cellulose,

vascular tissue, xylem, phloem,

stoma, germination,

angiosperm, gymnosperms


1. Dissect and label parts of a

flower.

http://www.bbc.co.uk/schools/

ks2bitesize/science/living_things/

life_cycles/play.shtml

2. Flower Dissection

3. Seed germination/dissection

Word Wall: photosynthesis,

cellular respiration, tropism,

alternation of generations, pistil,

stamen, ovary, fruit, embryo

Formal Assessments:

1. Chapter Test

http://www.bbc.co.uk/schools/




27

Revised 6/2011



(cont’d)

What characteristics do all

animals have?

How are animals classified?

How do the invertebrate

phyla differ?

How do the classes of

vertebrates differ?


1. Explain the progression of body

symmetry through multicellular

organism.

2. Identify and describe the main

characteristics and life cycles of various

phyla of invertebrates.

3. Compare and contrast organisms of

various phyla of invertebrates.

4. Describe the role insects play in

maintaining the environment.

5. Compare and contrast organisms of

various phyla of vertebrates.

LA.6.2.2.3

MA.6.A.3.6


patterns in the hierarchical



tissues to organs to organ

systems to organisms.

SC.6.L.15.1 Analyze and

describe how and why

organisms are classified

according to shared

characteristics with emphasis on

the Linnaean system combined

with the concept of Domains.

SC.6.N.1.4 Discuss, compare,

and negotiate methods used,

results obtained, and

explanations among groups of

students conducting the same

investigation.

SC.6.N.1.5 Recognize that

science involves creativity, not

just in designing experiments,

but also in creating explanations

that fit evidence.

SC.8.N.3.1 Select models useful

in relating the results of their own

investigations.

Review: vertebrate, invertebrate

Word Wall: radial symmetry,

bilateral symmetry, asymmetry,

exoskeleton, appendage,

chordate, endotherm, amniotic

egg, ectotherm, placenta


1. Invertebrate Diversity Lab

2. Crayfish Lab

3. Grasshopper Lab

4. Virtual Frog Dissection

Formal Assessments:

1. Chapter Test




28

Revised 6/2011


Human Body Systems

What are the levels of

organization in the body?

What do each of the systems

do?

How do all the parts of each

system work together?

How does each system

interact with other body

systems?

Why do you eat?

Why does your body need

each of the six groups of

nutrients?


1. Describe the functions of the various

systems of the human body.

2. Explain how all the parts of each

system work together to perform a

specific functions (movement, digesting

food, filtering wastes, circulation of

blood, obtaining and using oxygen,

reproduction, etc.)

3. Describe how to keep each of the

systems healthy.

4. Describe how homeostasis is

maintained.

5. Describe the six nutrients needed by

the body to carry out its essential

processes.

6. Describe the stages of human

development.

HE.6.C.1.4 Explain how body

systems are impacted by

hereditary factors and infectious

agents.


patterns in the hierarchical



tissues to organs to organ

systems to organisms.

SC.6.L.14.5 Indentify and

investigate the general

functions of the major systems of

the human body (digestive,

respiratory, circulatory,

reproductive, excretory,

immune, nervous, and

musculoskeletal) and describe

ways these systems interact with

each other to maintain

homeostasis.

Word Wall: cartilage, joint

osteoporosis, voluntary muscle,

skeletal muscle, smooth muscle

epidermis, melanin, bruise

-Calorie, protein, fat,

carbohydrates, vitamins,

minerals, mechanical digestion,

enzyme, peristalsis, villi, kidney,

bladder

- trachea, bronchi, alveoli,

diaphragm, atrium, ventricle,

artery, vein, capillary,

atherosclerosis

-platelet, plasma, lymph, lymph

node

-pathogen, infectious disease,

cancer, antigen, antibody,

immunity, vaccination,

antibiotic, chemotherapy

-stimulus, neuron, cerebrum,

cerebellum, brain stem, spinal




29

Revised 6/2011


cord, reflex, hormone, positive

feedback, negative feedback.

-sperm, egg, testis, ovary,

menstrual cycle, zygote,

umbilical cord, fetus, puberty


1. Concept map of the body

systems, their structures, and

functions.

2. Human Body Quest

3. Senses Lab

4. Body Systems Review

Formal Assessments:

1. Chapter Tests

2. Unit Test


Topic: Matter and Energy in the Environment

Time Frame – 4th Quarter

30

Revised 6/2011


Matter and Energy in the

Environment

How do organisms obtain the

energy they need for survival?

Populations and Communities

What factors determine the size

of a population?

What types of relationships can

be found within a population?


1. Describe how energy flows through an

ecosystem.

2. Demonstrate knowledge of food chains

and food webs.

3. Explain how water, carbon, and nitrogen

are recycled in an ecosystem.

4. Determine how much energy is available

at each level of the energy pyramid.

5. Name and describe energy roles that

organisms play in an ecosystem.


1. Describe and give examples of the

predator-prey relationship.

2. Describe and give examples of the three

types of symbiotic relationships.

3. Explain migration, hibernation, and other

animal behaviors as adaptations for species

survival.

SC.7.E.6.6 Identify the impact that

humans have had on earth, such

as deforestation, urbanization,

desertification, erosion, air and

water quality, changing the flow

of water.

SC.7.L.17.1 Explain and illustrate

the roles of and relationships

among producers, consumers,

and decomposers, in the process

of energy transfer in a food web.


the relationships among

organisms such as mutualism,

predation, parasitism, competition, and commensalism.

SC.7.L.17.3 Describe and

investigate various limiting factors

in the local ecosystem and their

impact on native populations,

including food water, shelter,

space, disease, parasitism,

predation, and nesting sites.

SC.8.L.18.3 Construct a scientific

model of the carbon cycle to

show how matter and energy are

continuously transferred within and

between organisms and their

physical environment.

Review: water cycle,

producers, consumers,

food web, food chain,

competition,

evaporation,

condensation,

precipitation

Word Wall 1: ecosystem,

biotic factor, abiotic

factor, climate,

atmosphere, energy

pyramid

Word Wall 2: limiting

factor, population

density, biotic potential,

carrying capacity, birth

rate, death rate, extinct

species, endangered

species, habitat, niche,

symbiosis

Word Wall 3: biome,

desert, grassland,


Topic: Matter and Energy in the Environment

Time Frame – 4th Quarter

31

Revised 6/2011


Biomes and Ecosystems

What is the human impact on

Earth’s land and aquatic

biomes?

How do ecosystems change

over time?


1. List and discuss several types of

environmental issues.

2. Understand how environmental decisions

are made.

3. Describe the difference between

renewable and nonrenewable resources.

4. Describe human activities that threaten

biodiversity.

5. Describe ways to protect biodiversity.

SC.8.L.18.4 Cite evidence that

living systems follow the laws of

conservation of mass and energy.

SC.912.L.17.6 Compare and

contrast the relationships among

organisms including predation

parasitism, competition,

commensalism, and mutualism.

SC.912.L.17.9 Use a food web to identify and distinguish producers,

consumers, and decomposers.

Explain the pathway of energy

transfer through the trophic levels

and the reduction of available

energy at successive trophic

levels.

temperate, taiga,

tundra, salinity, estuary,

intertidal zone,

ecological succession,

eutrophication


1. Pond Food Web Lab

2. “Oh Deer!” Project

Wild Population Study

3. Ecosystems at School

Lab

4. Random Sampling

Activity

5. Interpret various

population graphs -

predator vs. prey,

Formal Assessments:

1. Chapter Tests

Appendix A – Correlation to the Textbook

32

Revised 6/2011

To be updated after new TE.

Appendix B – Book List by Topics

33

Revised 6/2011

Appendix C – Web Site Resources by Topic

34

Revised 6/2011

Appendix D

Labs and Activities From Within the Map – By Quarters

35

Revised 6/2011

Documents

MJ Life Science Advanced Curriculum Map - Lake … Life Science Advanced Curriculum Map Table of Contents 2 Revised 6/2011 1. Preface 3 – 4 2. How to read the Benchmark, Big Ideas