2012-2013 Instructional Curriculum Plan Grade: 7 Course: MJ/Life ...

2012-2013 Instructional Curriculum Plan

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark:

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section

Grade: 7

Time Allowed:

Course: MJ/Life Science

2 -5 days

Topic Unit 1: Lab Safety

1st Quarter

Learning Goal: Students will be able to name the lab safety rules, safely conduct lab experiments and demonstrate appropriate lab behavior. Objectives: Students will: 1) Locate and properly use lab safety equipment 2) Differentiate between safe and unsafe lab behavior 3) Identify lab safety symbols 4) Pass the Flynn Safety test with 80% Accuracy. Common Core: LACC.68.RST.1 Key Ideas and Details LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

Key Vocabulary: eye wash, goggles, fire blanket, fume hood, lab Linked Standards with Access Points: safety symbols

Essential Content & Understanding: Students should be able to: 1. Locate and use lab safety equipment. 2. Name and apply Lab safety Rules 3. Differentiate between safe and unsafe lab behavior 4. Demonstrate appropriate lab safety behavior. 5. Recognize safety symbols and their meanings.  FLINN Safety Exam (www.flinnsci.com/Documents/miscP DFs/Safety_exam_MS.pdf) -80% or higher  Safety Contract Required(www.flinnsci.com/Documen ts/miscPDFs/safety_contract_MS.pdf)  Safety Graphic Organizer (www.scienceclass.net/Graphic_Organizers/GO_wh

1 2012 - 2013

Essential Questions: Why is lab safety important? How can experiments be conducted safely? Resources/Links:  Writing Links – see Moodle site  Higher Order Questions  Enrichment Opportunities 1. Lab Safety Poster 2. Lab Safety Scavenger Hunt 3. Identifying Lab Safety Equipment 4. Safety Symbols Match Game 5. Identify the safety rules followed and/or not followed in a Myth busters video clip 6. Lab Safety – Vocabulary Hangman 7. Sponge Bob Lab Safety Activity (http://mysciencelessons.blogspot.com/2 009/07/spongebob-lab-safetyactivity.html)


Grade: 7

Time Allowed:


2 -5 days

Topic Unit 1: Lab Safety

1st Quarter



2 2012 - 2013

eel_safety.pdf) Safety Practice (www.sciencesafetyconsulting.com/p df/HSActivities.pdf)


Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information.

Grade: 7

Time Allowed:


10 - 15 days

Topic Unit 2: Nature of Science

1st Quarter

Learning Goal: Students will use the scientific inquiry process with all of it‟s levels and steps to identify, analyze and solve problems.

Objectives: Students will: 1. Use the scientific process to solve problems and reach a conclusion 2. Maintain accurate records of experimentation 3. Identify manipulated and responding variables 4. Select appropriate tools for collecting Annually Assessed Benchmark(s): 5. Analyze the validity of an experiment 6. Organize data into a table and create a graph from the data revealing rends in data. SC.6.N.1.1#: Define a problem from the seventh 7. Explain why scientific investigations should be replicable grade curriculum, use appropriate reference 8. Understand the difference between replication and repetition. materials to support scientific understanding, 9. Be able to recognize the difference between and give examples of theories, laws and hypothesis plan and carry out scientific investigation of 10. Convert Between SI units various types such as systematic observations or 11. Use Lab Equipment to determine Physical Properties (Mass, Length, Volume, Density) experiments, identity variables, collect and 12. Interpret at least 3 different kinds of graphs organize date, interpret data in charts, tables Common Core: and graphics, analyze information, make LACC.68.RST.1 Key Ideas and Details predictions, and defend conclusions. LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. EduSoft Mini-Assessment(s): LACC.68.RST.3 Integration of Knowledge and Ideas www.edusoft.com LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and Date Range: proficiently. LACC.68.WHST.1 Text Types and Purposes Given during the instruction per the outline in LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical this section processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. MACC.6.SP Statistics and Probability Key Vocabulary: MACC.6.SP.2 Summarize and Describe Distributions Mass MACC.6.SP.2.4 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box Volume plots. Meter MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: Liter MACC.6.SP.2.5a Reporting the number of observations. Gram MACC.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Hypothesis MACC.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute Replication deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the Law data was gathered. Theory Linked Standards with Access Points: Essential Content & Understanding: Essential Questions: Inquiry SC.6.N.1.2#: Explain why scientific investigations What is scientific inquiry?

3 2012 - 2013


Control variable Outcome Variable Test variable

Grade: 7

Time Allowed:


10 - 15 days

Topic Unit 2: Nature of Science

1st Quarter

should be replicable Students should be able to: SC.6.N.1.5# Recognize that science involves  Identify theories, laws, and creativity, not just in designing experiments, but hypothesis. also in creating explanations that fit evidence.  Explain the steps in the inquiry SC.7.N.1.2#: Differentiate replication (by others) process. from repetition (multiple trials).  Identify various kinds or variables. SC.7.N.1.5#: Describe the methods used in the  Convert Between SI units pursuit of a scientific explanation as seen in  Recognize the basic units of the SI different fields of science such as biology, System geology, and physics.  Use Lab Equipment to determine SC.6.N.3.1#: Recognize and explain that a Physical Properties (Mass, Length, scientific theory is well-supported and widely Volume, Density) accepted explanation of nature and is not  Graph and Analyze Raw data simply a claim posed by an individual. Thus, the  Interpret at least 3 different kinds of use of the term theory in science is very graphs different from societal laws. SC.6.N.3.2#: Recognize and explain that a scientific law is a description of a specific relationship under given condition in the natural world. Thus, scientific laws are different from societal laws. SC.8.N.1.3#: Uses phrases such as “result support” or “fail to support” in science, understanding that science does not offer conclusive „proof‟ of a knowledge claim. SC.8.N.1.4#: Explain how hypotheses and valuable if they lead to further investigations, even if they turn out not to be supported by the data. SC.8.N.1.5#: Analyze the methods used to develop a scientific explanation as seen in different fields of science. SC.8.N.1.6#: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising the hypotheses, predictions, explanations and models to make sense of the collected evidence. SC.8.N.2.2#: Discuss what characterizes science and its methods.

4 2012 - 2013

How can a scientist prevent bias in a scientific investigation? Why do Scientists use the International System of Units (SI) for measurement? How can properties of matter be measured, graphed and analyzed in SI?

Resources/Links: If not included in the Essential Content area, links should include if available:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities  Simpsons Controls and Variables Worksheet

Labs: 1. 2. 3. 4.

How can you design a bioreactor? How can you build your own scientific instrument? What questions can be tested scientifically? Inquiry based science activities: http://www.ehow.com/list_6618789_inqu iry_based-science-activities.html

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information.

2012-2013 Instructional Curriculum Plan Grade: 7

Time Allowed:

Course: MJ/ Life Science

5 days

Topic Unit 3: Characteristics and Classification of Life

1st Quarter

Learning Goal: Students will be able to describe the characteristics that all living things share and classify them.

Objectives: Students will 1. Describe and explain the components of cell theory. 2. Explain how an organism undergoes various process to maintain homeostasis 3. Explain why scientists classify organisms into groups. 4. Name the levels of classification. Annually Assessed Benchmark(s): 5. Understand that the more classification levels that two organisms have in common, the more characteristics they share. SC.6.N.2.2#: Explain that scientific knowledge is 6. Use a dichotomous key and or field guide to identify organisms based on their structural characteristics. durable because it is open to change as new 7. Explain the components of an organism‟s scientific name. evidence or interpretations are encountered. SC.6.L.14.2#: Investigate and explain the Common Core: components of the scientific theory of cells .LACC.68.RST.1 Key Ideas and Details (Cell theory: All organisms are composed of LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. cells (single-celled or multi-cellular), all cells LACC.68.RST.2 Craft and Structure come from pre existing cells and cells are the LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific basic unit of life. scientific or technical context relevant to grades 6–8 texts and topics. SC.6.L.15.1#: Analyze and Describe how and LACC.68.RST.3 Integration of Knowledge and Ideas why organisms are classified according to LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually shared characteristics with emphasis on the (e.g., in a flowchart, diagram, model, graph, or table). Linnaean system combined with the concept of LACC.68.RST.4 Range of Reading and Level of Text Complexity domains. LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. EduSoft Mini-Assessment(s): LACC.68.WHST.3 Research to Build and Present Knowledge www.edusoft.com LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

Date Range: Given during the instruction per the outline in this section Key Vocabulary: Cell theory, homeostasis, biotic, a biotic, taxonomy, domain, prokaryote, eukaryote

Linked Standards with Access Points:

Essential Content & Understanding:

SC.8.N.1.6#: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising the hypotheses, predictions, explanations and models to make sense of the collected evidence.

Students should be able to: 1. Describe cell theory 2. Explain taxonomy 3. Name the levels of classification. 4. Use a dichotomous key and field guide to identify an organism based on its structural characteristics. 5. Describe the makeup of a scientific name.

5 2012 - 2013

Essential Questions: What characteristics all living things share? What is cell theory? How do organisms maintain homeostasis? What methods are used to classify living things into groups? What makes up a scientific name? Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Possible Labs: 1. How would you name an unknown organism? Text Chapter 1.


Time Allowed:

Course: MJ/ Life Science

5 days

Topic Unit 3: Characteristics and Classification of Life

1st Quarter 2.

How do microscopes help us compare living things? Text Chapter 1 3. How can you identify a beetle? Text Chapter 1 4. Constructing a dichotomous key. Text chapter 1 5. Is it Alive Lab http://www.bing.com/search?q=is+it+alive+l ab&q=is+it+alive+lab&src=IE-SearchBox

6 2012 - 2013


Time Allowed:

Course: Life Science Regular

15 -20 days

Topic Unit 4: Cells

1st Quarter

Instructional Focus Benchmarks Learning Goal: Students will explain cell theory and identify the form and function of 7 cell organelle. The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include Objectives: Students will the Content limits, Attributes/Stimulus, and 1. Describe cell theory. additional information. 2. Describe the basic structure and function of cell organelle. 3. Compare and contrast a plant and animal cell. 4. Explain how cells are organized in many celled organisms. Annually Assessed Benchmark(s): 5. Use a microscope to study cells. SC.6.L.14.1#: Describe the patterns in the 6. Explain photosynthesis and respiration. hierarchical organization of organisms from 7. Explain the difference between prokaryotic and eukaryotic cells atoms to molecules to cells to tissues to organs 8. Define and give examples of diffusion and osmosis. to organ systems to organisms. 9. Identify the steps in the cell cycle. SC.6.L.14.2#: Investigate and explain the 10. Understand that not all cells look alike; specialized cells have special functions. components of the scientific theory of cells (Cell theory: All organisms are composed of cells Common Core: (single-celled or multi-cellular), all cells come LACC.68.RST.1 Key Ideas and Details from pre existing cells and cells are the basic LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. unit of life. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas EduSoft Mini-Assessment(s): LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually www.edusoft.com (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. Date Range: LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical Given during the instruction per the outline in this processes. section LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Key Vocabulary: cell, cell wall, nucleus, mitochondria, ribosome, chloroplast, cytoplasm, cell membrane, prokaryote, eukaryote, photosynthesis, respiration, diffusion, active transport, the cell cycle, diffusion, osmosis, active transport, mitosis

Linked Standards with Access Points:


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.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.

Students should be able to: 1. Identify 7 Cell Organelle. 2. Explain the function of 7 plant organelle. 3. Explain photosynthesis and respiration. 4. Compare and Contrast a plant and animal cell. 5. Explain the difference between prokaryotic and eukaryotic cells. 6. Use a microscope correctly. 7. Differentiate between active and passive transport.

7 2012 - 2013

Essential Questions:

Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Possible Labs 1. What‟s in a cell? Text Chapter 2


Time Allowed:


15 -20 days

Topic Unit 4: Cells

1st Quarter

8. Explain how a cell duplicates itself

8 2012 - 2013

2.

How can you observe DNA? Text Chapter 2 3. Why do eggs have shells? Text Chapter 2 4. How do eukaryotic and prokaryotic cells compare? Text Chapter 2 5. How are plant and animal cells different and similar? Text Chapter 2 6. How is a balloon like a cell membrane? 7. How does an objects size affect the transport of materials? Text Chapter 2 8. What do you exhale? Text Chapter 2 9. Photosynthesis and Light. Text Chapter 2 10. How do cells work together to make an organism? Text Chapter 3 11. Cell Differentiation Text Chapter 3 12. Virtual Cell tour: http://www.ibiblio.org/virtualcell/index.htm


Time Allowed:


15 -20 days

Topic Unit 4: Cells

1st Quarter

Instructional Focus Benchmarks Learning Goal: Students will understand how drugs affect the body and how to make good decisions. The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content Objectives: To be able to describe how the choices one makes have consequences. limits, Attributes/Stimulus, and additional To be able to describe how drugs affect the body. information. Common Core: SC.6.L.14.5#: Indentify and investigate the Common Core: general functions of the major systems of the LACC.68.RST.1 Key Ideas and Details human body (digestive, respiratory, circulatory, LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, reproductive, excretory, immune, nervous, and taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure musculoskeletal) and describe ways these LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific systems interact with each other to maintain words and phrases as they are used in a specific homeostasis. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text Annually Assessed Benchmark(s): with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). EduSoft Mini-Assessment(s): LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in Date Range: Given during the instruction per the the grades 6–8 text complexity band independently and proficiently. outline in this section LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical Key Vocabulary: events, scientific procedures/ experiments, or technical processes. addiction, tobacco, THC, nicotine, hallucinogen, LACC.68.WHST.3 Research to Build and Present Knowledge depressant, stimulant, cancer, MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: MACC.6.SP.2.5a Reporting the number of observations Linked Standards with Access Points:


SC.7.L.16.Pa.c Recognize common products, such as medicine, developed through science

The student should be able to: 1. Set goals and describe the steps necessary to achieve their goal. 2. Understand that their actions have consequences. 3. Describe how common drugs such as alcohol, marijuana, and tobacco affect the body. 4. Resist peer pressure. 5. Handle stress in a healthy way. 6. Differentiate between myth and reality regarding drugs. 7. Understand the impact of the media, pop culture and ads.

9 2012 - 2013

Essential Questions: How do our actions affect how others perceive us? Why are certain drugs illegal? How can I make decisions to help me keep healthy.

Resources/Links: Remediation/Enrichment Activities: 1. Mendez “Too Good for Drugs” Program manual


Time Allowed:


5 - 10 days

Topic Unit 5: Genetics

2nd Quarter

Instructional Focus Benchmarks Learning Goal: Students will explain the role of genes in inheritance. The below benchmark(s) is linked to the CPALMS site that contains the Specifications Objectives: Students will to include the Content limits, 1. Describe the results of Mendel‟s Experiment. Attributes/Stimulus, and additional 2. Explain the difference between a dominant and recessive trait. information. 3. Complete a Punnett Square and use it to predict a genetic outcome. 4. Differentiate between phenotype and genotype 5. Differentiate between homozygous and heterozygous Annually Assessed Benchmark(s): 6. Interpret a Pedigree SC.7.L.16.1#: Understand and explain that every organism requires a set of instructions that specifies it‟s traits, that this hereditary Common Core: information (DNA) contains genes located in LACC.68.RST.1 Key Ideas and Details the chromosomes of each cell, and that LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. heredity is the passage of these instructions LACC.68.RST.2 Craft and Structure from one generation to another. LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity EduSoft Mini-Assessment(s): LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and www.edusoft.com proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Date Range: LACC.68.WHST.3 Research to Build and Present Knowledge MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: Given during the instruction per the outline in MACC.6.SP.2.5a Reporting the number of observations. this section Linked Standards with Access Points: Essential Content & Understanding: Essential Questions: Key Vocabulary SC.7.L.16.2#: Determine the probabilities for Students should be able to: What did Mendel Conclude about inherited genotype and phenotype combinations using traits? Punnett Squares and pedigrees. 1. Describe the results of Mendel‟s How to dominant and recessive factors interact? Experiment. What determines the expression f traits? 2. Explain the difference between a How can inheritance be modeled? dominant and recessive trait. What is DNA? 3. Complete a Punnett Square and use it to predict a genetic outcome. Resources/Links: 4. Differentiate between phenotype and genotype  Remediation Links 5. Differentiate between homozygous  Writing Links and heterozygous  Higher Order Questions 6. Interpret a Pedigree  Enrichment Opportunities

10 2012 - 2013


Time Allowed:


5 - 10 days

Topic Unit 5: Genetics

2nd Quarter 

DNA learning center: http://www.dnalc.org/programs/fieldtrip s/msschool.html

Possible Labs: 13. Which is the dominant trait? Text chapter 5 14. Analyze a punnett square for two traits. Text chapter 5. 15. Can you infer genotype? Text chapter 5 16. How can you model DNA Text Chapter 5 17. How can you use punnett squares to model inheritance? Text chapter 5 18. Gummy Bear Genetics Text chapter 5 Strawberry DNA extraction; http://biologyjunction.com/strawberrydna.ht m

11 2012 - 2013


Time Allowed:


5 days

Topic Unit 6: Changes over Time

2nd Quarter

Instructional Focus Benchmarks Learning Goal: Students will explore the scientific theory of evolution and the process of natural selection. The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include Objectives: Students will the Content limits, Attributes/Stimulus, and 1. Explain Darwin‟s theory of Natural Selection. additional information. 2. Explain the role of mutations in evolution. 3. Describe how fossils form and how a fossil record is dated. 4. Describe how new species form. Annually Assessed Benchmark(s): SC.7.L.15.2#: Explore the scientific theory of Common Core: evolution by recognizing and explaining ways in LACC.68.RST.1 Key Ideas and Details which genetic variation and environmental LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. factors contribute to evolution by natural LACC.68.RST.2 Craft and Structure selection and diversity of organisms. LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually EduSoft Mini-Assessment(s): (e.g., in a flowchart, diagram, model, graph, or table). www.edusoft.com LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes Date Range: LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Given during the instruction per the outline in this LACC.68.WHST.3 Research to Build and Present Knowledge section LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. MACC.6.SP.2 Summarize and Describe Distributions Key Vocabulary: MACC.6.SP.2.4 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box natural selection, fossil record, geologic time plots. scale, variation, adaptation, comparative MACC.6.SP.2 Summarize and Describe Distributions anatomy, evolution MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: MACC.6.SP.2.5a Reporting the number of observations. MACC.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. MACC.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well Linked Standards with Access Points: SC.7.L.15.3#: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of the species.

Essential Content & Understanding: Students should be able to: 1. 2. 3.

Explain Darwin‟s theory of Natural Selection. Explain the role of fossil evidence in the theory of evolution. Explain what happens when an organism is unable to adapt to changes in its

12 2012 - 2013

Essential Questions: How do fossils form? What is the fossil evidence of evolution? How does Darwin‟s theory of natural selection explain changes over time? How do adaptations occur? How are earth‟s organisms related?


Time Allowed:


5 days

Topic Unit 6: Changes over Time

2nd Quarter

environment

Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Labs: 1. 2. 3. 4. 5. 6.

13 2012 - 2013

Predators and prey. Text Chapter 6 How do species change over time? Text chapter 6 Who survives? Text Chaper 6 How are organisms related? Text chapter 6 Can you observe changes through time in collections of everyday objects? Text Chapter 6 Virtual Evolution Lab; www.biologinmotion.com

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): SC.7.L.17.2#: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. SC.8.N.1.1#: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions

EduSoft Mini-Assessment(s): www.edusoft.com


Time Allowed:


10 - 15 days

Topic Unit 7: Bacteria, Virus, Protist and Fungi

2nd Quarter

Learning Goal: Students classify bacteria, virus, protest and fungi and give examples and characteristics of each. Objectives: Students will 1. Describe the characteristics of bacteria. 2. Explain how bacteria reproduce. 3. Give examples of how bacteria is helpful and harmful. 4. Describe the characteristics of virus. 5. Explain how viruses infect their host. 6. Explain how to prevent viral infections. 7. Explain the importance of algae, lichens and fungi. 8. Name and describe the different types of protist and fungi. Common Core: LACC.68.RST.1 Key Ideas and Details LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Linked Standards with Access Points:


Date Range:

SC.7.L.17.1#: Explain and illustrate the roles of Students should be able to: and relationships among producers, consumers, Given during the instruction per the outline in and decomposers in the process of energy 1. Compare and contrast the this section transfer in a food web. relationships among microscopic organisms Key Vocabulary: decomposers, nitrogen fixation, 2. Illustrate the roles of algae, pathogen, antibiotic, virus, antibody, vaccine, mushrooms, yeast, helpful and harmful host, parasite, diatom, amoeba, psuedopod, bacteria and virus. hyphea, lichen

14 2012 - 2013

Essential Questions: Why are fungi important? What is the role of bacteria in nature? How can bacteria effect health? Are viruses living or non-living? How can we stay healthy? How do the different types of protists compare? Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities


Time Allowed:


10 - 15 days

Topic Unit 7: Bacteria, Virus, Protist and Fungi

2nd Quarter 

Labs: 1. 2.

Simpsons Controls and Variables Worksheet

Harmful bacteria. Text chapter 7 How does a slime layer work? Text chapter 7 3. Can decomposition happen without oxygen? Text chapter 7 4. How do antibodies work? Text chapter 7 5. How do lab techniques affect an investigation? Text chapter 7 6. Bacteria virtual lab: http://glencoe.mcgrawhill.com/sites/007877800x/student_view0/unit2 /chapter7/virtual_lab.html

15 2012 - 2013


Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): 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, such as systemic observations or experiments, identify variables, collect and organize data, interpret data in charts,, tables, and graphics, analyze information, make predications, and defend conclusions. SC.6.L.14.1#: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to 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. EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: autotroph, heteroproph, vascular, phloem, xylem, producer, rhizoid, frond, stoma

Grade: 7

Time Allowed:

Course: MJ Life Science

10- 15 days

Topic Unit 8: Plant Characteristics and Classification

2nd and 3rd Quarter

Learning Goal: Students will be able to describe the characteristics and classifications of plants. Objectives: Students will be able to 1) Describe plant characteristic 2) Explain the plant life cycle, 3) identify factors used to classify plants 4) Explain life processes of plants including transporting materials, respiration, photosynthesis, and reproduction.. Common Core: LACC.68.RST.1 Key Ideas and Details LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Linked Standards with Access Points:



SC.6.N.1.5#: Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.

Students should be able to: 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.

What characteristics are common to plants? How are plants classified? How do vascular and non-vascular plants compare? How do seed and seedless plants compare? How do angiosperms and gymnosperms compare? What adaptations have enabled plants to survive Earths changing environments?

16 2012 - 2013

Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Labs:


Grade: 7

Time Allowed:


10- 15 days

Topic Unit 8: Plant Characteristics and Classification

2nd and 3rd Quarter 1.

How does water loss from a leaf relate to the thickness of the cuticle? Text chapter 9 2. How can you determine the stems, roots and leaves of plants? Text chapter 9 3. How do differences in plant structures reflect their environments? Text chapter 9. 4. Compare and Contrast extreme plants. Text chapter 9. 5. Virtual lab: Plant Transportation http://www.mhhe.com/biosci/genbio/vir tual_labs/BL_10/BL_10.html 6. Dissect and label parts of a flower. a. Flower Dissection: http://www.middleschoolscience.com/ flower.pdf www.africangreyparrott.com/FlowerDissection.do c 7.

17 2012 - 2013

Seed germination/dissection


Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s):

Grade: 7

Time Allowed:


10- 15 days

Topic 9: Animal Characteristics and Classification

3rd Quarter

Learning Goal: Students will be able to describe the characteristics and classifications of animals. Objectives: 1. Describe the characteristics of all animals. 2. Explain how animals are classified. 3. Compare and contrast vertebrates and invertebrates. Common Core:

SC.6.L.14.1#: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to 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.

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: Radial symmetry, bilateral symmetry, asymmetry, exoskeleton, appendage, chordate, vertebrate, invertebrate

LACC.68.RST.1 Key Ideas and Details LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Linked Standards with Access Points:



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.

Students should be able to: 1. Explain the progression of body symmetry through multi-cellular 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.

What characteristics do all animals have? How are animals classified? How do the invertebrate phyla differ? How do the classes of vertebrates differ? Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Labs: 1. 2. 3.

18 2012 - 2013

What is this animal? Text chapter 11 How does your arm move? Text chapter 11 Whose bones are these? Text Chapter 11


Grade: 7

Time Allowed:


10- 15 days

Topic 9: Animal Characteristics and Classification

3rd Quarter 4. 5. 6.

How do you build a dichotomous key? Text Chapter 11 Worm Dissection Virtual Behavior Lab

http://glencoe.mcgrawhill.com/sites/0078693896/student_view0/unit4/ch apter15/virtual_labs.html

19 2012 - 2013


Grade: 7

Time Allowed:


6 weeks

Topic Unit 10: Human Body Unit Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information.

3rd and 4th Quarter

Learning Goal: Students will be able to describe the levels of organization in the body and explain what each of the systems does to help you function.

Objectives: 1. Describe the functions of body systems. 2. Explain how all the parts of each system work together. 3. Describe how to keep each of the systems healthy. Annually Assessed Benchmark(s): 4. Describe how homeostasis is maintained. SC.6.L.14.1#: Describe and identify patterns in 5. Describe the six nutrients needed by the body to carry out its essential processes. the hierarchical organization of organisms from 6. Describe the stages of human development. atoms to molecules and cells to tissues to organs to organ systems to organisms. Common Core: LACC.68.RST.1 Key Ideas and Details SC.6.L.14.5#: Indentify and investigate the LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. general functions of the major systems of the LACC.68.RST.2 Craft and Structure human body (digestive, respiratory, circulatory, LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific reproductive, excretory, immune, nervous, and words and phrases as they are used in a specific musculoskeletal) and describe ways these LACC.68.RST.3 Integration of Knowledge and Ideas systems interact with each other to maintain LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text homeostasis. with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in EduSoft Mini-Assessment(s): the grades 6–8 text complexity band independently and proficiently. www.edusoft.com LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Date Range: LACC.68.WHST.3 Research to Build and Present Knowledge MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in Given during the instruction per the outline in relation to their context, such as by: this section MACC.6.SP.2.5a Reporting the number of observations. Linked Standards with Access Points: Essential Content & Understanding: Key Vocabulary: cartilage, joint osteoporosis, voluntary muscle, HE.6.C.1.4#: Explain how body systems are Students should be able to: skeletal muscle, smooth muscle,l digestion, impacted by hereditary factors and infectious 1. Describe the functions of the various enzyme, peristalsis, villi, kidney, bladder, agents. systems of the human body. trachea, bronchi, alveoli, diaphragm, atrium, 2. Explain how all the parts of each system ventricle, artery, vein, capillary, atherosclerosis, work together to perform a specific functions stimulus, response spinal cord, reflex, hormone, (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.

20 2012 - 2013


Resources/Links:  Remediation Links  Writing Links  Higher Order Questions  Enrichment Opportunities Labs: 1.

How does the skeleton protect organs?


Grade: 7

Time Allowed:


6 weeks

Topic Unit 10: Human Body Unit 5. Describe the six nutrients needed by the body to carry out its essential processes. 6. Describe the stages of human development.

3rd and 4th Quarter

2. 3. 4. 5. 6. 7. 8. 9.

Text Chapter 12 How strong are your hand muscles? Text chapter 12 Why are you sweating? Text chapter 12 Dissect a chicken wing? Text chapter 12 What nutrients are in foods? Text Chapter 13 How can you model the function of a kidney? Text chapter 13 How does exercise affect breathing rate? Text chapter 13 How can a model show the physics of beathing? Text chapter 13 Whack-A_Bone virtual lab:

http://anatomyarcade.com/games/WAB/WAB.html

21 2012 - 2013

2012-2013 Instructional Curriculum Plan Course: MJ Life Science Topic Unit 11: Ecology Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): SC.7.L.17.2#: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.

Grade: 7

Time Allowed: 4 weeks 4th Quarter

Learning Goal: Students will be able to list and describe several environmental issues, the decisions surrounding them and the differences in resources and biodiversity issues. Objectives: 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 6. Show how energy flows through an ecosystem, demonstrate a food chain, and determine and describe energy‟s role in the energy pyramid and in the ecosystem 7. To give examples of predator prey, three types of symbiotic relationships, hibernation, migration, and adaptation.

Common Core: LACC.68.RST.1 Key Ideas and Details EduSoft Mini-Assessment(s): LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. www.edusoft.com LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually Date Range: (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity Given during the instruction per the outline in LACC.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and this section proficiently. LACC.68.WHST.1 Text Types and Purposes Key Vocabulary: LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical biome, desert, grassland, temperate, taiga, processes. tundra, salinity, estuary, intertidal zone, ecological succession, ecosystem, biotic factor, LACC.68.WHST.3 Research to Build and Present Knowledge MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: abiotic factor, climate, atmosphere, energy MACC.6.SP.2.5a Reporting the number of observations. pyramid, limiting factor, population density, biotic potential, carrying capacity, birth rate, Linked Standards with Access Points: Essential Content & Understanding: Essential Questions: death rate, extinct species, endangered species, habitat, niche, symbiosis SC.7.L.17.1#: Explain and illustrate the roles of The student will be able to: What is the human impact on Earth‟s land and and relationships among producers, consumers, 1. List and discuss several types of aquatic biomes? and decomposers, in the process of energy environmental issues. transfer in a food web. 2. Understand how environmental decisions are How do ecosystems change over time? SC.7.E.6.6#: Identify the impact that humans made. have had on earth, such as deforestation, 3. Describe the difference between renewable How do organisms obtain the energy they need urbanization, desertification, erosion, air and and nonrenewable resources. for survival? water quality, changing the flow of water 4. Describe human activities that threaten biodiversity. What factors determine the size of a population? 5. Describe ways to protect biodiversity.

22 2012 - 2013

2012-2013 Instructional Curriculum Plan Course: MJ Life Science Topic Unit 11: Ecology

Grade: 7

Time Allowed: 4 weeks 4th Quarter

6. Describe how energy flows through an Resources/Links: ecosystem.  Remediation Links 7. Demonstrate knowledge of food chains and  Writing Links food webs.  Higher Order Questions 8. Explain how water, carbon, and nitrogen are  Enrichment Opportunities recycled in an ecosystem. 9. Determine how much energy is available at each level of the energy pyramid. Labs: 10. Name and describe energy roles that 1. How does soil affect plant growth? Text organisms play in an ecosystem. chapter 18 11. Describe and give examples of the 2. How do populations change in size? Text predator-prey relationship. chapter 19 12. Describe and give examples of the three 3. How can you model a symbiotic types of symbiotic relationships. relationship? Text chapter 19 13. Explain migration, hibernation, and other 4. How do ocean ecosystems differ? Text animal behaviors as adaptations for species chapter 20 survival 5. Which biome is it? Text chapter 20 6. A biome for radishes? Text chapter 20 7. Virtual population ecology lab: http://glencoe.mcgrawhill.com/sites/0078695104/student_view0/unit1/ch apter4/virtual_labs.html

23 2012 - 2013


Grade: 7

Course: M/J Life Science

Time Allowed: 4th Quarter

Topic/Idea: Human Growth and Development Instructional Focus Benchmarks Annually Assessed Benchmark(s): The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. N/A EduSoft Mini-Assessment(s): N/A Date Range: Given during the instruction per the outline in this section Key Vocabulary: Chromosome, ova/ovum, DNA, fertilization, gene, growth spurt, heredity, membrane, nucleus, protoplasm, sexual intercourse, X chromosome, Y chromosome, contraceptives, condoms sperm, penis, foreskin, circumcision, scrotum, testicles, vas deferens, prostate, seminal vesicles, urethra, ejaculation, erection, nocturnal emissions pelvic girdle, pubic bone, uterus, cervix, vagina, ova, follicle, ovulation, fallopian tube, menstruation communicable, gonorrhea, syphilis, herpes, HIV, AIDS, STD

Learning Goal: Students will be able to recognize the importance of postponing sexual involvement by identifying the risks of early sexual involvement and pressures that could potentially lead to early sexual involvement. Students will be able to describe the ways in which males and females grow and develop throughout puberty, how reproduction occurs and babies develop, and identify types of sexually transmitted diseases. Objectives: To be able to identify the risks associated with early sexual involvement, including but not limited to Sexually Transmitted Diseases. To be able to identify examples of pressure in our society that influence young people‟s sexual behavior. To be able to state assertive responses which say “no” to pressures to become sexually involved. To be able to identify age appropriate alternatives to early sexual involvement. To be able to define the terms associated with the growth and reproductive processes. To be able to compare similarities and differences in growth patterns of individuals. To be able to become acquainted with the organs of the male and female reproductive systems. To be able to understand the emotional changes that are associated with puberty. Common Core: LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific LACC.68.RST.3 Integration of Knowledge and Ideas LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.4 Range of Reading and Level of Text Complexity LACC.68.RST.4.10 By the end of grade 8; read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.1 Text Types and Purposes LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Linked Standards with Access Points: Strand A Health Literacy Standard 1 – The student comprehends concepts related to health promotion and disease prevention. HE.A.1.3.1 – The student knows how body systems work together and influence each other. HE.A.1.3.2 – The student understands the relationship between positive health behaviors and the prevention of injury, illness, disease, and other health problems. HE.A.1.3.3 – The students knows how physical, mental, emotional, and social health interrelate

Essential Content & Understanding: Below is the link for the Board Approved Human Growth and Development Curriculum that MUST be used when teaching the Human Growth and Development Unit. 7th Grade Human Growth and Development Curriculum

Essential Questions: What pressures influence young people to become sexually involved? How can you deal with the pressure situations and avoid those that may lead to sexual involvement?

How do boys and girls grow and develop similarly Students should be able to: and differently? 1. Identify the risks of early sexual involvement and their social pressures What are the possible risks of early sexual 2. Define the terms associated with the involvement?

24 2012 - 2013


Grade: 7

Course: M/J Life Science Topic/Idea: Human Growth and Development during adolescence. HE.A.1.3.6 – The student knows ways in which to reduce the risks related to the health problems of adolescents. HE.A.1.3.8 – The student knows how lifestyle, pathogens (germs), family history, and other risk factors are related to the cause or prevention of disease and other health problems. Strand B Responsible Health Behavior Standard 1 – The student knows healthenhancing behaviors and how to reduce health risks. HE.B.1.3.1 – The student knows the importance of assuming responsibility for personal health behaviors. Standard 3 – The student knows how to use effective interpersonal communication skills that enhance health. HE.B.3.3.2 – The student knows various ways to communicate care, consideration, and acceptance of self and others (e.g., respect, trust kindness, and sexual abstinence as an expression of love). HE.B.3.3.3 – The student knows skills for building and maintaining positive interpersonal relationships (e.g., compromising). HE.B.3.3.6 – The student knows communication strategies for avoiding potentially harmful situations (e.g., refusal skills and resistance to peer pressure).

3. 4. 5. 6. 7.

25 2012 - 2013

growth processes Resources/Links: Compare similarities and differences in growth patterns of individuals Become acquainted with the organs of the male and female reproductive systems Identify and define four major communicable diseases Define the terms in the reproductive process Understand the emotional changes that occur during puberty

Time Allowed: 4th Quarter