Grade 7

Biology

2011-2012Science Course of Study

Course Description

This course investigates the composition, diversity, complexity and interconnectedness of life on Earth. Fundamental concepts of heredity and evolution provide a framework through inquiry-based instruction to explore the living world, the physical environment and the interactions within and between them. Students engage in investigations to understand and explain the behavior of living things in a variety of scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.

Prerequisites: A grade of C or better in physical science.

Credit: 1

Biology

2011-2012Science Course of Study

TOPIC: Cell Structure and Function

CONTENT STATEMENT:

Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a complex network of proteins provides organization and shape. Within the cell are specialized parts for the transport of materials, energy transformation, protein building, waste disposal, information feedback and movement. In addition to these basic cellular functions, most cells in multicellular organisms perform some specific functions that others do not.

CONCEPTS

VOCABULARY

Cell consists of small interrelated parts.

Eukaryotic cells are more complex than prokaryotic cells.

Relate the function of a plasma membrane to maintaining homeostasis.

Eukaryotic

Prokaryotic

Cell

Tissue

Organ

Organ System

Organism

Nucleus

Nucleolus

Nuclear Membrane (pores)

Cytoplasm

Mitochondrion

Ribosomes

Vacuole

Chloroplasts

Endoplasmic Reticulum (rough and smooth)

Cell Wall

Golgi Bodies

Lysosomes

Plasma Membrane

Phospholipids

Cytoskeleton (microtubules, microfilaments)

Cilia

Flagella

Homeostasis

Microscope

Resolution

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY(contd)

Magnification

Light Microscope

Scanning Electron Microscope (SEM)

Transmission Electron Microscope (TEM)

PERFORMANCE SKILLS:

Students will be able to identify parts of cells and explain their functions.

Students will be able to explain the historical development of the cell theory.

Relate advancements in microscope technology to discoveries about cells and cell structure.

TOPIC: Biochemistry

CONTENT STATEMENT:

A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules.

CONCEPTS

VOCABULARY

Levels of organization. (elements form compounds, compounds form organelles, organelles form cells, cells form tissues, etc.)

Structure of an atom.

Biomolecules and their importance.

pH scale

Elements

Compounds

Cells

Tissue

Organ

Organ System

Organism

Atoms

Protons

Electrons

Neutrons

Proteins

Amino Acids

Lipids

Carbon

Carbohydrates

pH

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY (contd)

Acids

Bases

Peptide bonds

Covalent bonds

Ionic bonds

Saccharide

Disaccharide

Polysaccharide

Glucose

Fructose

Sucrose

Starch

Nucleic Acids

Monomer

Polymer

Mixtures

Solutions

PERFORMANCE SKILLS:

Explain how biochemical processes are necessary for the growth of an organism.

Explain how energy is necessary to synthesize organic molecules.

Use diagrams of molecules to explain the building of polymers.

Define acids and bases and relate their importance to biological systems.

TOPIC: Cellular Processes

CONTENT STATEMENT:

Cell functions are regulated. Complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Most cells function within a narrow range of temperature and pH. At very low temperatures, reaction rates are slow. High temperatures and/or extremes of pH can irreversibly change the structure of most protein molecules. Even small changes pH can alter how molecules interact.

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY

Cell division in eukaryotic cells and prokaryotic cells.

Cell division in somatic and gametic cells.

Similarities and differences of meiosis and mitosis.

Movement of molecules across membranes is both active and passive.

ATP provides energy for all body functions

Cellular wastes transported out of cell.

Plants use the energy of sunlight to convert water and carbon dioxide into oxygen and high-energy sugars.

Process of photosynthesis.

Process of Cellular respiration.

Process of chemosynthesis.

Homeostasis

ATP (ADP, AMP)

Osmosis

Diffusion

Hypotonic

Hypertonic

Isotonic

Active Transport

Passive Transport

Pinocytosis

Phagocytosis

Facilitated Diffusion

Transport Proteins

Plasma Membrane

Concentration Gradient

Solute

Solvent

Mixtures

Solutions

Mitosis

Meiosis

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

Interphase

Centrioles

Spindle Fibers

Centromeres

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY (contd)

Sister Chromatids

Tetrad

Homologous Chromosomes

Cell Plate

Cleavage furrow

Photosynthesis

Cellular Respiration

Chloroplast

Chlorophyll

Light Dependent Reaction

Light Independent Reaction (Calvin Cycle)

Carbon

Carbon dioxide

Oxygen

Sugar

Stroma

Thylakoid

Electron Transport Chain

Glycolysis

Lactic Acid Fermentation

Aerobic

Anaerobic

Pyruvic Acid

Alcoholic Fermentation

Krebs Cycle (Citric Acid Cycle)

Pigments

Carotenoids

Nondisjunction

Crossing over

Synapsis

Binary Fission

Gametes

Haploid

Diploid

Somatic

Zygote

Biology

2011-2012Science Course of Study

PERFORMANCE SKILLS:

Students will be able to explain how osmosis, diffusion, active transport, and passive transport are important processes to cells and give specific examples of each.

Students will demonstrate how the various methods of molecular transport are used by living organisms to maintain homeostasis.

Students will be able to make a model of cells undergoing mitosis.

Students will be able to explain the importance of the stages of both mitosis and meiosis.

Students should be able to relate cancer to cell division.

Describe the role of sunlight in the process of photosynthesis.

Identify the structures in the cell involved in photosynthesis.

Compare and contrast the processes of photosynthesis, chemosynthesis, and cellular respiration.

Relate that photosynthesis and chemosynthesis is a way of capturing and using energy as a way of storing energy in complex molecules and that respiration and fermentation is a way of releasing energy for the use of organisms in their life functions.

TOPIC: Heredity

CONTENT STATEMENT:

Genes are defined as segments of DNA molecules on chromosomes. Inserting, deleting or substituting DNA segments alter genes. An altered gene is passed to every cell that develops from it. The resulting features may increase, decrease or have no observable effect on the offspring's success in its environment. Gene mutations when they occur in gametes can be passed on to offspring.

The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Different genes are active in different types of cells, influenced by the cell's environment and past history. The sequence of DNA bases in a chromosome determines the sequence of amino acids in a protein. The code applies almost universally.

Mendels Laws of Inheritance are interwoven with current knowledge of DNAs structure and function to build toward basic knowledge of modern genetics. Additionally the sorting and recombination of genes in sexual reproduction, and meiosis, results in a variance in traits of the offspring of any two parents are discussed.

Description of variations to Mendels first law should include explanations that include means of describing the allelic relationships for the expression of the trait. Genes that affect more than one trait and traits affected by more than one gene can be introduced using simple real world examples. Additionally genes that modify or regulate the expression of another gene. Dihybrid crosses can be used to explore linkage groups.

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY

Genes are specific sections of DNA that code for specific proteins and specific traits.

Protein synthesis (transcription, translation)

Structure of DNA

RNA Structure

DNA Replication

Chromosomes occur in pairs.

Punnett squares.

Structure of a chromosome.

Mutations (gene, point, chromosome, frameshift, germ cell, somatic cell, deletion) Genetic Disorders (Turner Syndrome, Down Syndrome, Klinefelters syndrome, PKU, Sickle Cell Anemia, Hemophilia, Tay-Sachs, Cystic Fibrosis etc.)

Pedigree Analysis

Karyotype

Mendels Laws

Sex-linked genes

DNA

RNA (mRNA, tRNA, rRNA)

Adenine

Thymine

Cytosine

Guanine

Uracil

Hydrogen Bond

Nucleotide

Base Pair

Helix

Double Helix

Enzyme

Transcription

Translation

Exon

Intron

DNA Replication

Chromosome

Allele

Dominant

Recessive

Homozygous

Heterozygous

Hybrid

Monohybrid

Dihybrid

Genotype

Phenotype

Frame shift

Point mutation

Gene

Translocation

Inversion

Monosomy

Trisomy

X-linked

Segregation

Independent Assortment

Dominant

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY (contd)

Recessive

Down Syndrome

Genetic Disorders

Polyploidy

Sex-linked

Pedigree

Karyotype

Genetic Recombination

Independent assortment

PERFORMANCE SKILLS: Students will be able to make and explain models of DNA, RNA, transcription, and translation.

Students will be able to perform monohybrid crosses.

Students will be able to perform dihybrid crosses.

Students will be able to demonstrate an understanding of probability.

Students will be able to use Punnett squares to predict monohybrid and dihybrid crosses.

Students will be able to identify and explain point mutations such as specific frameshift mutations.

Students will be able to explain the differences between somatic and germ cell mutations.

Students will be able to show the effects of chromosome mutations (translocation, inversions, deletions).

Students will be able to do a pedigree analysis.

Students will be able to identify and explain inheritance of human dominant gene diseases.

Students will be able to identify and explain inheritance of recessive gene disorders.

Students will be able to identify and explain human chromosome disorders.

Students will be able to identify an abnormal karyotype.

TOPIC: Fossil Record

CONTENT STATEMENT:

The basic idea of biological evolution is that the Earth's present-day species descended from earlier, common ancestral species. Modern ideas about evolution provide a natural explanation for the diversity of life on Earth as seen in the fossil record, and in the similarities of existing species. From a long-term perspective, evolution is the descent with modification of different lineages from common ancestors.

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY

Radiometric dating

Law of Superposition

Fossilization

Geologic Time

Radiometric Dating

Half-life

Relative Dating

Isotope

Strata

Fossil

Cast

Mold

Petrified

Geologic Time Scale

Mesozoic

Paleozoic

Cenozoic

Precambrian

PERFORMANCE SKILL:

Explain how geologic time can be estimated by multiple methods (rock sequences, fossil correlation, radiometric dating).

TOPIC: Evolutionary Theory

CONTENT STATEMENT:

Historical perspectives as represented by study of the theorys development from the time of Darwin and his contemporaries to current scientific work. Study evolution should include gene flow, mutation, speciation, natural selection and genetic drift.

Biological evolution explains the natural origins for the diversity of life. Emphasis shifts from thinking in terms of selection of individuals with a particular trait to changing proportions of a trait in populations. Evolution is the ongoing adaptation of organisms to environmental challenges and changes.

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY

There is a relationship between structures and their functions in living organisms that can be traced through time.

Patterns of evolution.

Darwinian theories: natural selection, descent with modification

Survival of the fittest. (adaptive advantage)

Genetic Drift.

Jean Baptiste Lamarcks explanation.

History of Darwin as an evolutionist (the voyage of the HMS beagle, Galapogos Islands, writing of The Origin of Species.

Species

Evolution

Mutation

Change

Convergent Evolution

Divergent Evolution

Adaptive Radiation

Selection

Biodiversity

Vestigial Structures

Darwins Laws

Directional Selection

Stabilizing Selection

Disruptive Selection

Natural Selection

Adaptive Advantage

Co-Evolution

Analogous Structures

Homologous Structures

Artificial Selection

Genetic Drift

Acquired trait

Punctuated Equilibrium

Gradualism

PERFORMANCE SKILLS:

Relate diversity and adaptation to structures and their functions in living organisms. Provide examples of vestigial, analogous, and homologous structures in organisms. Give examples of natural selection. Contrast the effects of stabilizing, directional, and disruptive selection on variations in a trait over time. Differentiate between co-evolution, divergent, and convergent evolution.

Differentiate between directional, stabilizing, and disruptive selection.

Explain Darwins theory of descent with modification and natural selection.

Explain Lamarks theory of evolution and describe how it was flawed.

List some of the evidence that led Darwin to his idea of how species might change over time.

Define Evolution. Identify the significance of Charles Darwin in evolutionary history.

Biology

2011-2012Science Course of Study

TOPIC: Population Dynamics

CONTENT STATEMENT:

Populations evolve over time. Evolution is the consequence of the interactions of: (1) the potential for a population to increase its numbers; (2) the genetic variability of offspring due to mutation and recombination of genes; (3) a finite supply of the resources required for life; and (4) the differential survival and reproduction of individuals with the phenotype.

Heritable characteristics influence how likely an organism is to survive and reproduce in a particular environment. When an environment and organisms that inhabit it change, the survival value of inherited characteristics may change.

CONCEPTS

VOCABULARY

Depletion of natural resources.

Changing dynamics of populations. (shifts in populations over time, birth rate, death rate, mortality rate, age structure, life expectancy, immigration, emigration.)

Properties of populations (size, density, and dispersion)

Living organisms have the capacity to produce populations of infinite size, but environments and resources are limited (carrying capacity).

Exponential growth vs. logistic growth models.

Human population growth.

Population

Demography

Exponential Growth

Logistic Growth

Carrying Capacity

Resources

Limiting Factors

Age Structure

Birth Rate

Death Rate

Life Expectancy

Population Density

Density Dependent

Density Independent

Immigration

Emigration

Species Richness

Biodiversity

Zero Population Growth

Negative Population Growth

Mortality

Biology

2011-2012Science Course of Study

PERFORMANCE SKILLS:

Describe advances and issues that have important long-lasting effects on science and society (geologic time scales, global warming, depletion of resources, and exponential population growth).

Use bell curves to illustrate changes in species over time due to changing environmental conditions.

Identify variations among a population and hypothesize how these variations might be advantageous or detrimental to the organism.

Explain the differences between population size, density, and dispersion.

Explain the importance of a populations age structure.

Contrast the three main types of survivorship curves.

Explain the carrying capacity of a population as it relates to the ecosystem and its resources.

Describe limiting factors that affect population growth.

Explain the views of the relationship between species richness and stability.

Differentiate between primary and secondary succession.

Identify some of the characteristics of pioneer species, and examples of each.

Discuss the successional changes that can occur when an existing community is disrupted.

List ways why small populations are vulnerable to extinction.

TOPIC: Diversity and Interdependence of Life

CONTENT STATEMENT:

Organisms transform energy (flow of energy) and matter (cycles of matter) as they survive and reproduce. The cycling of matter and flow of energy occurs at all levels of biological organization, from molecules to ecosystems. The study of food webs, the flow of energy through organisms, and energy flow as unidirectional in ecosystems and the molecules involved in energy flow through living systems are explored.

CONCEPTS

VOCABULARY

Relationship between climatic and resultant biome.

Nature of rainfall & temperature of mid-latitude climatic zone that supports the deciduous forests.

Seven major biomes.

Biomes

Tundra

Permafrost

Taiga

Temperate Deciduous Forest

Temperate Grassland

Desert

Savanna

Tropical Rain Forest

Canopy

Epiphytes

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY (contd)

Characteristics of each major biome (i.e., climate, average temperature, yearly precipitation, soil, vegetation, and life forms).

Ocean zones.

Ponds, rivers and lakes.

The relationships between organisms in food chains, food webs, and ecological pyramids.

Cycles of Matter

Biological magnification.

Classification Systems.

Diversity of Organisms and degree of relatedness between organisms.

The relationships between organisms. (predator/prey, parasite/host, mutualism, commensalism.)

Five levels of ecological organization (biosphere, ecosystem, community, population, and organisms)

Interactions between biotic and abiotic factors in ecosystems.

Adaptations that allow organisms to avoid unfavorable conditions.

Community ecology and interactions such as predation, mimicry, parasitism, competition, mutualism, and commensalisms.

Photic Zone

Aphotic Zone

Intertidal Zone

Neritic Zone

Pelagic Zone

Oceanic Zone

Benthic Zone

Estuary

Oligotrophic Lake

Eutrophic Lake

Food Chain

Food Web

Ecological Pyramid

Carbon Cycle

Nitrogen Cycle

Water Cycle

Taxonomy

Kingdom

Phylum

Class

Order

Family

Genus

Species

Binomial Nomenclature

Linnaeus

Phylogeny

Homologous

Analogous

Vestigial

Dichotomous Key

Produces

Consumers (primary, secondary, tertiary)

Trophic Level

Herbivore

Carnivore

Omnivore

Biomass

Biology

2011-2012Science Course of Study

CONCEPTS

VOCABULARY (contd)

Primary and secondary succession.

Environmental Issues (global warming)

Parasitism

Commensalism

Mutualism

Predation

Ecology

Greenhouse effect

Biosphere

Ecosystem

Abiotic

Biotic

Community

Population

Generalist

Specialist

Mimicry

Detrivores

Niche

Ozone

Competition

Succession (primary, secondary)

Biodiversity

Climax Community

Pioneer Species

Conservation

PERFORMANCE SKILLS:

Construct a food chain, food web, and energy pyramid from real world data.

Explain how they are personally involved in the carbon cycle.

Show an example of biological magnification.

Compare and contrast the carbon cycle and the nitrogen cycle.

Describe the differences among the seven biomes.

Identify climatic characteristics of each biome.

Identify plant and animal life of each biome.

Biology

2011-2012Science Course of Study

PERFORMANCE SKILLS: (contd)

Describe water conservation adaptations of desert organisms.

Contrast tropical rainforests with temperate deciduous forests.

Describe the differences among the neritic and oceanic zones.

Contrast the aphotic and photic zones in the ocean.

Distinguish between eutrophic and oligotrophic lakes.

Classify an organism using a dichotomous key.

Identify homologous, analogous, and vestigial structures.

Explain how energy is stored and how energy is lost between each tropic level.

Explain the symbiotic relationships among organisms.

Explain the relationship of plants, animals, fungi, bacteria, and Protista within ecosystems (producers, consumers, decomposers).

Contrast biotic and abiotic factors and provide examples of each.

Contrast fundamental niches with realized niches.