grade 7 science - westwood regional school · pdf filegrade 7 science curriculum ......

Westwood Regional Schools

Grade 7 Science

Curriculum Development Committee Murray Perl, Chairman

Rachelle Campbell Marnie Mareth

GRADE 7 SCIENCE 2

LIFE SCIENCE CURRICULUM UNIT 1: What is Life Science?

Aim & Objectives: Instructional Strategies,

Activities, Labs and Process Skills

Applicable CPI Resources, Materials, Web Sites:

Lesson1-1:

What is an observation? Students will be able to:

Understand the difference between an observation and an inference

Explain the importance of asking questions in science

Explain how scientific knowledge can change Interpret the information in

tables and graphs Create graphs

Owl Pellet Lab/video Candle Observation Demo Graphing activities

5.1.8.A.3

Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

Holt: Pages6- 9 Questions 1-4

GRADE 7 SCIENCE 3

1-2 : How do you design a controlled experiment using the scientific method? Students will be able to:

Describe the steps of the scientific method

Define scientific method, hypothesis, controlled experiment, variable, theory, technology

Recognize that the results of scientific investigations are seldom exactly the same and replication is often necessary

Identify questions and make predictions that can be addressed by conducting investigations

Design and conduct investigations incorporating the use of a control

Graphic organizer- scientific method Simpson Worksheet (control vs.

variable) Experiment scenario worksheet Glow Stick Lab

5.1.8.A.3

Use scientific principles and models to frame and synthesize scientific arguments and pose theories. 5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.

Holt section 1-2; 6 vocab words & 3 questions (pages 10-18) Scientific method video Scientific Method Poster

1-3 A: How do we use a compound light microscope? Distinguish between compound

and electron microscopes Discover the various parts and

functions of the compound microscope

Calculate total magnification of the microscope

Demonstrate proper use of the microscope

Practice focusing a microscope Make a wet-mount slide

Lab: Using the microscope/ parts of the microscope

Microscope Puzzle Lab: Make a wet mount slide;

letter “d”

5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.

Holt pages 19-21 Holt: 2 vocab words pages 19-21 http://www.biologycorner.com/mi

croquiz/index.html# Poster- Microscope Parts

GRADE 7 SCIENCE 4

LIFE SCIENCE CURRICULUM UNIT 2: Is it Alive?




2-1: What are the characteristics of living things? (Holt pages 36-39) Define cell, stimulus,

homeostasis, sexual reproduction, asexual reproduction, DNA, hereditary, and metabolism

Recognize that all living things have 6 basic characteristics

Recognize that cells carry out many functions needed to sustain life

Give examples of how living things respond to changes in their environment

Distinguish between asexual (genetically identical) and sexual (blending of characteristics) reproduction

Discuss growth and development

Notes: Characteristics of Living Things: 8 vocab words

Stimulus and Response activity sheet (pupil of eye responding to light)

5.3.4.A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving. 5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits.

Demos: living vs. nonliving Video clips: living vs. nonliving Holt pages 36-39: Questions 1-4

2-2: What do all living things need in order to survive? Define producer, consumer, and

decomposer Recognize that living things have

basic needs in order to carry out life processes

Discuss how living things obtain what they need to live

Notes: needs of Living Things & 3 vocab words

Creature Feature

5.3.8.B.2 Analyze the components of a consumer’s diet and trace them back to plants and plant products.

Holt pages 40-41; Questions 1-2

GRADE 7 SCIENCE 5

2-3 A: What types of molecules are present in living things? (Holt pages 42-45) Define protein, carbohydrate,

lipid, phospholipids, nucleic acid, and ATP

Recognize the four major groups of molecules

Discuss ATP's role in the body

Food labels in the classroom Stayin' Alive Macromolecule Notes- Use

guided reading sheet Worksheet- Building Blocks It’s Alive- vocab review sheet

5.3.8.B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.

Holt 2-3; 6 vocab words, Q 1-3

2-3 B: How does starch break down in the human body? Recognize that starch breaks

down into individual sugars Mouth (saliva) contains amylase

Lab: Going Crackers

5.3.8.B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.

GRADE 7 SCIENCE 6

LIFE SCIENCE CURRICULUM UNIT 3: What are the basic units of life?




3-1: How is life organized? Define tissue, organ, organ

system, organism, unicellular, multicellular, population, community, and ecosystem

Explain how life is organized, from a single cell to an ecosystem

Activity: 5 pictures to put in order

Cells R Us 3-1 Notes: cell to ecosystem

5.3.8.A.2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.

Holt 3-1; 9 vocab words & questions 1-3

Transparency: Cell to organism 3-1 PowerPoint

3-2 A: What are cells? (Holt pages 61-63 &66-67)) Define cell membrane,

organelles, cytoplasm, nucleus, prokaryotic, eukaryotic, and bacteria

State the parts of the cell theory Describe how cells were

discovered List the characteristics that all

cells share Explain the difference between

prokaryotic and eukaryotic

3-2 Notes Redi activity

5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.

Holt 3-2; 7 vocab & questions 1-4 Transparency: Red- Spontaneous Generation

3-2 B: What limits cell size? (Holt pages 64-65) Explain why cells are so small Calculate a cell’s surface-to-

volume ratio List the advantages of being

multicellular

Activity: surface to volume cube 5.3.8.A.1 Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism.

Transparency: Surface to volume ratio

Surface to volume activity and worksheet

GRADE 7 SCIENCE 7

3-3 A: How do cells work? (Holt pages 68-75) Define cell wall, ribosome,

endoplasmic reticulum, mitochondria, chloroplast, golgi complex, vesicle, vacuole, and lysosome

Explain the function of each part of a eukaryotic cell

Notes: color code Cell labels & functions


Holt 3-3: 9 vocab & Questions 1-3 Movie: Inside a Cell with study

guide questions

3-3 B: How are plant cells different than animal cells? (Holt page 75) Recognize plant cells contain

different organelles than animal cells

Cheek cell/ Elodea lab Cell model


Organelle review sheet Organelle riddle sheet

GRADE 7 SCIENCE 8

LIFE SCIENCE CURRICULUM UNIT 4: What are some of the processes that take place in a Cell?




4-1A: How do particles move into and out of a cell? Explain that the process of

diffusion is how particles move from high to low concentration

Describe how osmosis occurs across a cell membrane

Compare passive transport with active transport

Recognize that osmosis and passive transports are forms of diffusion

Describe why active transport needs ATP

Demo: Place a few drops of dye in a beaker of water and watch the dye diffuse

Demo: Spray perfume and see how smells diffuse

Demo: Have students stand in corner of room and “diffuse”

Demo: Oiled paper bag-waterproof like the cell membrane

Egg demo: Egg in water and corn syrup

5.3.6.A.2

Model and explain ways in which organelles work together to meet the cell’s needs.

4-1 Notes sheet Diffusion worksheet Reinforcement worksheet-p.13 Transparency: Passive and

Active Transport

4-1B: How do very large particles move into and out of a cell? Explain endocytosis and

exocytosis

Demo: It's in the Bag!

5.3.6.A.2


Holt 4-1 Questions 1-3

GRADE 7 SCIENCE 9

4-2: How are the processes of Photosynthesis and Cellular Respiration related? (Holt pages 88-91) Describe how plants perform

photosynthesis using the sun's energy

Describe cellular respiration as the process of breaking down food in the presence of oxygen to release energy

Define Fermentation as not needing oxygen

Recognize that the products of respiration and photosynthesis are recycled

Photosynthesis and Cellular Respiration notes sheet (color pics)

Yeast balloons

5.3.6.B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products.

Transparency: Photosynthesis and Cellular Respiration (Cycle) Transparency: 4-2 Notes Worksheet: Photosynthesis vs. Cellular Respiration Worksheet: Reinforcement Cycle Worksheet: with clip art Holt 4-2; 3 vocab words & questions 1-4

4-3A: How do cells divide? (Holt pages 92-95) Describe the 3 steps of the cell

cycle: Interphase, Mitosis, and Cytokinesis

Recognize humans have 46 chromosomes or 23 pairs of homologous chromosomes

Define: chromosome, binary fission, chromatids, centromere

Cell Cycle Notes

5.3.6.A.2


5.3.8.D.1

Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits.

Cell division video

GRADE 7 SCIENCE 10

4-3B: What are the stages of mitosis? Describe what happens in each

of the 4 stages of mitosis: Prophase, Metaphase, Anaphase, & Telophase

Show PMAT with hands Yarn/Chalk Activity (Modeling

Mitosis) Onion Slides showing stages of

mitosis

5.3.6.A.2


5.3.8.D.1


overhead of various stages of mitosis

Brain Pop videos PowerPoint Holt 4-3; 8 vocab & questions

1-4

GRADE 7 SCIENCE 11

LIFE SCIENCE CURRICULUM UNIT 5: What is Genetics?




5-1A: Why do organisms resemble their parents? (Holt page 106) Define the following terms:

heredity, genetics, genes, alleles, genotype, phenotype, dominant, recessive, punnett square, probability, Mendel, true-breeding

Describe Mendel’s experiments

5-1 PowerPoint

5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction. 5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. 5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics. 5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. 5.3.8.D.2 Explain the source of variation among siblings. 5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information or to an organism’s development, and how these changes are passed on.

Holt 5-1 questions 1-3 5-1 Notes sheet (vocab) Poster: Human Genetic

Disorders

GRADE 7 SCIENCE 12

5-1B: How can we predict the traits of offspring? (Holt pages 111-112) Be able to use the punnett

square to predict the outcomes of crosses

Recognize that some traits show incomplete dominance

Lab- Investigating Inherited Traits

5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction. 5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. 5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics. 5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. 5.3.8.D.2 Explain the source of variation among siblings. 5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information or to an organism’s development, and

Worksheets: Practicing Punnett Squares, Dimples and DNA , practice problems

Video-Bill Nye- Genes Video- Clone 5-1 Quiz

GRADE 7 SCIENCE 13

5-2: How are sex cells created? Explain the difference between

mitosis and meiosis Understand that meiosis creates

sex cells (sperm and egg) which have half the number of ordinary body cells

Recognize that meiosis produces 4 cells from 1 single cell

Recognize that the sex chromosomes determine the sex of an offspring and are designated x and y

5-2 PowerPoint Reebop Lab

5.3.6.D.3

Distinguish between inherited and acquired traits/characteristics.

5.3.8.D.1


5.3.8.D.2

Explain the source of variation among siblings.

Holt 5-2 Q 1-3 5-2 Guided notes sheet Vocab garden review sheet Chapter 5 jeopardy game Chapter 5 test

GRADE 7 SCIENCE 14

LIFE SCIENCE CURRICULUM UNIT 7: How Does Evolution Happen?




7-1A: How are fossils formed and how does the fossil record give us proof that evolution took place? Define fossil, imprint,

mold, cast Create a fossil of a sea

shell Recognize that scientist

need to make inferences based on indirect evidences

Describe how the fossil record shows evidence of evolution

Fossil Lab Ancient Puzzle Activity

5.3.6.E.1

Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.

GRADE 7 SCIENCE 15

7-1B: Who was Charles Darwin and what is evolution? Define adaptation, species,

evolution, fossil, fossil record, vestigial structure

Recognize that scientific theories: develop over time, depend on the contributions of many people, and reflect the social and political climate of their time

Discuss how evolution is supported by evidence including comparative anatomy, comparative embryology, comparative cytology, and comparative biochemistry

Geologic Time Scale Activity

5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent.

Bill Nye “Evolution” 7-1 PowerPoint Holt 7-1 Darwin Video

7-2: How can evolution be explained? Define trait, selective

breeding, natural selection, mutation

Discuss Darwin's Theory of Natural Selection

Observe variation within two species (finches)

Observe individuals born with certain traits

Bergen County Zoo presentation “Amazing Adaptations”

Capturing Food Activity (Woolybooger Lab)

5.3.6.E.1

Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.

5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent.

Holt 7-2 7-2 PowerPoint

GRADE 7 SCIENCE 16

7-3: How do new species arise? Define generation time,

speciation Describe that changes

in environmental conditions can affect the survival of individual organisms with a particular trait

Discuss Darwin's finches

Discuss more recent examples of evolution such as industrial melanism in peppered moths, antibiotic resistant bacteria, and pesticide resistant insects

Moth Activity 5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.

Holt 7-3 7-3 PowerPoint Chapter 7 Jeopardy Chapter 7 Test

GRADE 7 SCIENCE 17

LIFE SCIENCE CURRICULUM UNIT 9: How are Living Things Classified?




9-1 A: Why is it necessary to classify living things? List the 7 levels of

classification Define classification,

kingdom, phylum, class, order, family, genus, species, taxonomy, and dichotomous key

Note that organisms are grouped together based on similar characteristics

Kingdom of Shoes lab activity

(Holt pages 202- 203) Shape Classification

worksheet KPCOFGS notes sheet

with questions

9-1 B: How are organisms named? (Holt pages 204-207) Explain the importance of

having scientific names for species

Explain how scientific names are written (binomial nomenclature)

Describe how dichotomous keys help in identifying organisms

Understand how to use a dichotomous key

Lab: Using a Dichotomous Key

Cat classification overhead

Dichotomous Key overhead

Holt 9-1; questions 1-4 & 6 vocab words

Worksheet- Classification table

Worksheet- fun with fictitious animals

GRADE 7 SCIENCE 18

GRADE 7 SCIENCE 19

LIFE SCIENCE CURRICULUM UNIT 10: Bacteria and Viruses




10-1: What are the characteristics of bacteria? Describe the major

characteristics of a prokaryotic cell

Describe reproduction in bacteria- binary fission

Describe the different shapes of bacteria (cocci, bacilli, spirilla)

Compare and contrast eubacteria and archaebacteria

Define endospore

Worksheet: Shapes of Bacteria

Bacteria Bonanza worksheet as notes

5.3.8.A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions.

5.3.8.D.1 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent

Holt 10-1; 2 vocab & questions 1-4

8 minute Moneran video Binary Fission overhead Shapes of Bacteria Overhead

10-2: Where can we find bacteria? Understand that bacteria

are all around us Explain why life on Earth

depends on bacteria Describe helpful and

harmful aspects of bacteria

Define decomposer, bioremediation, antibiotic, pathogenic,& parasitic

Bacterial Culture/Nutrient Agar Plates (*do 2-3 days in advance)

Bacteria Wanted Posters Microviewer Labs

“Harmful Bacteria” & “Helpful Bacteria”



Holt 10-2; 3 vocab & questions 1-4

GRADE 7 SCIENCE 20

10-3: Are viruses living? Recognize viruses have

some characteristics of living things but are not alive

Recognize viruses, although not alive, can reproduce in a host and cause a variety of illnesses

Know the structure of a bactieriophage virus

Describe the steps of the lytic cycle

Define virus and host

Notes: Lytic cycle steps Create bacteriophage

models and pictures Viral Replication Lab Microviewer Lab Activity:

Virus

5.3.6.C.3 All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die. 5.3.8.C.1 Symbiotic interactions among organisms of different species can be classified as: Producer/consumer Predator/prey Parasite/host Scavenger/prey Decomposer/prey

Holt 10-3 Virus Video Reinforcement

worksheets Worksheet: Alive or Not Virus bingo Chapter 10 test

GRADE 7 SCIENCE 21

LIFE SCIENCE CURRICULUM

UNIT 11: Protist and Fungi




11-1 A: What are the characteristics of Plantlike Protists? (Holt pages 244-254) Discuss organelles of the

Euglena Recognize that euglenas

perform photosynthesis Describe the function of

the contractile vacuole Observe how the euglena

moves Describe the function of

the eyespots

Live protist lab part A: Euglena



eugena overhead Video scope with euglena United streaming- euglena

video clip Protist powerpoint/notes

11-1 B: What are the characteristics of the Amoeba? Locate the nucleus, cell

membrane, cytoplasm Describe the functions of

pseudopods Observe cytoplasmic

streaming

Live protist lab part B: Amoeba



amoeba overhead Video scope with amoeba United streaming- amoeba

video clip Protist powerpoint/notes

GRADE 7 SCIENCE 22

11-1 C: What are the characteristics of Paramecium? Describe the functions of

cilia and oral groove Observe a paramecium

moving and eating

Live protist lab:Paramecium



paramecium overhead Video scope with

paramecium United streaming-

paramecium video clip Protist powerpoint/notes

11-1 D: What are protists? Describe the

characteristics of all protists

Explain how protists reproduce

Describe spore forming protists

Describe the life cycle of Plasmodium vivax

Protist powerpoint / notes 5.3.8.A.1 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions.


Plasmodium vivax life cycle overhead

Holt 11-1; questions 1-4 Protists on Parade

worksheet Vocab chapter review

sheet

GRADE 7 SCIENCE 23

11-2: What do fungi look like? Describe the major

characteristics of unicellular and multicellular fungi

Distinguish between the 4 main groups of fungi

Recognize structural and reproductive features (hyphae, mycelium, buds, spores) and their function

Describe how fungi can be helpful or harmful

Define fungus, hyphae, mycelium, spore, mold, lichen

Fungus notes sheet Spreading spores demo Yeast Balloon Demo Fungus worksheet with

graphing & 3 types Identify Fungi lab:

mushrooms, yeast, mold



Movie “Fungi- The Rotten World Around Us”

Holt 11-2; 6 vocab words Fungus PowerPoint

GRADE 7 SCIENCE 24

LIFE SCIENCE CURRICULUM UNIT 15: What are Invertebrates?




15-1A : What are the major characteristics of simple invertebrates? Describe the difference

between radial and bilateral symmetry

Define invertebrate, bilateral symmetry, radial symmetry, asymmetrical, ganglia, gut, and coelom

Symmetry worksheets

Holt 15-1; 7 vocab words

15-1B: How are sponges different from other animals? Describe major

characteristics of animals from the phyla porifera

Describe how a sponge takes in food and oxygen

Lab: Comparing Natural and Synthetic Sponges

5.3.6.B2 Illustrate the flow of energy (food) through a community 5.3.6.A1 Model the interdependence of the human body’s major systems in regulating its internal environment 5.3.8.A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life

Holt pages 346-347 Porifera Invertebrate

Booklet Page Facts about sponges

worksheet Sponge samples

GRADE 7 SCIENCE 25

15-1C: What is a Cnidarian? Describe the function of

tentacles and nematocysts Describe the difference

between a polyp and a medusa

List examples from the phylum cnidaria

Describe how a cnidarian takes in food

Describe the nervous system of a cnidarian

Lab: Hydra and daphnia


Cnidaria Invertebrate Booklet Page

Holt pages 348-349 Video- Cnidaria with quiz

15-1D: What is a flatworm? Recognize the major

characteristics of the phyla Observe a planaria eating,

moving, responding to light, and regenerating

Planaria lab

5.3.6.B2 Illustrate the flow of energy (food) through a community

5.3.6.A1 Model the interdependence of the human body’s major systems in regulating its internal environment 5.3.8.A2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life

Holt pages 350-351 Invertebrate Booklet Page Platyhelminthes info sheet

with picture of planaria

GRADE 7 SCIENCE 26

15-2A: What is an annelid? Recognize the major

characteristics of the phyla Dissect the earthworm to

study the external and internal anatomy

Locate the organs of the closed circulatory system, tubelike digestive system, and nervous system

Define segment

Lab: Earthworm dissection


Website: Yuckiest Site on the Internet- Worm World

Earthworm PowerPoint Annelid worksheet Video- Annelid

15-2B: What is the meaning of the word mollusk? Compare and contrast the

methods of movement, eating, and defense of all three mollusk classes

Describe the body parts of a mollusk

Define open and closed circulatory system

Clam lab Squid lab Menu Project Mollusk Bingo Notes Chart comparing

gastropods, bivalves, and cephalopods


Holt pages 352-354 Videos- “A Multitude of

Mollusks” & “Cephalopods-Incredible Suckers”

Mollusk Booklet Page

GRADE 7 SCIENCE 27

15-3A: What are arthropods? Identify 4 main

characteristics of arthropods

Identify different classes of arthropods

Describe different body parts of the 4 kinds of arthropods

Describe Insect metamorphosis (2 types)

Define exoskeleton, compound eye, antennae, mandible, and metamorpohosis

Six-Legged Thermometer Arthropod Notes sheet


Holt pages 357-365 Arthropod Booklet Page PowerPoint Worksheets: riddles/ insect

or arachnid

15-3B: What are echinoderms? Describe the main

characteristics of echinoderms

Describe the water vascular system

Define endoskeleton

Notes sheet


PowerPoint Echinoderm Booklet Page

GRADE 7 SCIENCE 28

LIFE SCIENCE CURRICULUM UNIT 16: Cold-Blooded Vertebrates




16-2: What are fish? (Holt pages 377-381) Distinguish between the

three classes of fish and their characteristics

Describe the function of a swim bladder and an oily liver

Explain the difference between internal and external fertilization

Define

Guided Notes


Holt 16-2; Questions 1-4 Fish PowerPoint Bill Nye “Fish”

16-3 A: How do tadpoles become adult frogs? Describe Frog

metamorphosis Explain how amphibians

breathe List common

characteristics of amphibians

Distinguish between types of amphibians

Define

Poster Project guided notes


Holt 16-3 Amphibian PowerPoint National Geographic: Amphibians and Reptiles

GRADE 7 SCIENCE 29

16-3 B: What body systems can be identified in a frog? Demonstrate proper use of

dissecting tools Identify organisms based

on internal and external characteristics

Recognize structural features and function of a frog

Frog dissection lab


Froguts website Dissection PowerPoint (Holt pages 382-386)

16-4: How are reptiles adapted to life on land? List major characteristics

of reptiles Relate the structure and

function of reptiles to their success on land

Describe the characteristics of an amniotic egg

Name the 3 orders of modern reptiles

Define

Venn diagram (compare fish, amphibians, and reptiles)

Guided notes


(Holt pages 387-391) Reptile PowerPoint Holt 16-4; Questions 1-3 & 2 vocab Bill Nye “Reptiles” Chapter 18 Crossword Chapter 18 Review Game- “I Have… Who Has” Chapter 16 Quiz

GRADE 7 SCIENCE 30


UNIT 17: Birds and Mammals




17-1A: What characteristics do all birds share? Name 2 characteristics

that birds share with reptiles

List the characteristics of perching birds, birds of prey, water-birds, and flightless birds

List some advantages of migration

Bird lab- comparing beaks and feet


Chapter 17 PowerPoint Video: Eyewitness Bird Holt 17-1 Part 1 Questions

1-4

17-1B: How are birds adapted to their lifestyles? (Holt pages 400-409) Describe the adaptations

for flight Recognize that structure is

related to function Define down feather,

contour feather, preening, lift, brooding, endothermic

Bird lab- comparing beaks and feet


Holt 17-1 Part 2 Questions 1-3

GRADE 7 SCIENCE 31

17-2A: What are the major characteristics of mammals? (Holt pages 410-423) Describe the unique

attributes of mammals

Hair Lab Lab: The Most Intelligent

Mammal


Chapter 17 PowerPoint Holt 410-413 Questions 1-3

17-2B: What are the three major groups of mammals? Distinguish between

monotremes, marsupials, and placental mammals

Overhead of baby inside mother (placental)

Mammal Graphic Organizer


Review Sheets 63-64 Holt 416-423Questions 1-4

GRADE 7 SCIENCE 32


UNIT 18-21: Ecology




18-1: How are living things organized in nature? (Holt 18-1;pages 435-437) Distinguish between the

biotic and abiotic environment

Explain how populations, communities, ecosystems, and the biosphere are related

Explain how the abiotic environment relates to communities

Define ecology, biotic, abiotic, population, community, ecosystem, biosphere

Students place pictures of the different levels in order and observe each in order to define the relevant vocabulary

5.3.4.C.1 Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat. 5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem.

18-1 Notes Chapter 18 PowerPoint Holt 18-1 Questions 1-4

GRADE 7 SCIENCE 33

18-2: How do organisms obtain energy? (Holt 18-2; pages 438-443) Describe the functions of

producers, consumers, and decomposers in an ecosystem

Distinguish between a food chain and a food web

Explain how energy flows through a food web

Distinguish between an organism’s habitat and its niche

Define herbivore, carnivore, scavenger, food chain, food web, energy pyramid, habitat, niche

Food Web/Food Chain Activity

Carrying Capacity Graphing Activity

Carrying Capacity outdoor activity

5.3.6.B.2 Illustrate the flow of energy (food) through a community. 5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem.

Chapter 18 PowerPoint BrainPop video/activity Holt 18-2; Define 9 vocab words

18-3: What kind of relationships do organisms share with each other? (Holt 18-3) Define symbiosis,

mutualism, commensalism, parasitism

Analyze sample relationships and identify which relationship applies

Determine Predator/Prey relationships

Define carrying capacity Define coevolution, and

give an example

Activity: Symbiosis

5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem.

Read 18-3; questions 1-3 Chapter 18 PowerPoint Page 66 Reinforcement worksheet (symbiotic relationships) Pages 66-67 vocab review sheets Chapter 18 Quiz

GRADE 7 SCIENCE 34

19-1: How does matter cycle in nature? (Holt 19-1) Identify the main

components of the water cycle, nitrogen cycle, carbon cycle

Recognize that matter is not destroyed nor created just put into different forms

Define precipitation, evaporation, ground water, decomposition, combustion

Cycle Notes Cycle Concept Map

5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).

Holt: Read 19-1; Questons 1-3 Video: The Science of Life: Ecosystems: The role of Abiotic Factors

19-2: How do ecosystems change over time? (Holt 19-2) Explain the reasons for

succession Contrast primary and

secondary succession Define succession, pioneer

species

Succession Notes sheet Do Now: Sample NJASK8

Question Primary Succession Activity

5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).

Holt 19-2 Questions 1-3 P 71 Vocab Review Sheet Chapter 19 PowerPoint Jeopardy Review Ch 19 Quiz

GRADE 7 SCIENCE 35

21-1: How are humans harming our planet? Describe the major

types of pollution Distinguish between

renewable and nonrenewable resources

Explain how habitat destruction affects organisms

Explain the impact of human population growth

Pollution worksheets Acid Rain Lab Chapter 21 Notes Sheets

5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments. 5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem.

Chapter 21 PowerPoint Holt 21-1

21-2: How can we become more “green”? Explain the importance

of conservation Describe the three R’s

and their importance Explain how habitats

can be protected List ways you can help

protect the Earth

Chapter 21 Notes Cleaner Lab Video: The 3 R’s Do Now- Practice NJASK8

Question

5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.

Chapter 21 PowerPoint Holt 21-2 Vocabulary Review Sheet Chapter 21 Quiz

GRADE 7 SCIENCE 36

grade 7 science - westwood regional school · pdf filegrade 7 science curriculum ......

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