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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
GRADE 7 SCIENCE
2015
Scope, Sequence, Timeline
Correlation to Grade Level Expectations, Benchmarks, the
Louisiana Comprehensive Curriculum and Textbook
Revised 2015
Cathie Smith Seventh Grade: Life Science
2
Instructions for use:
The books used in the 7th
grade Life Science curriculum are: Name of Textbook (Regular): Pearson /Prentice Hall Interactive Science Name of Textbook (Honors): Glencoe Life Science – A Closer Look
Copyright date (Regular): 2012 Cost (Regular): $75.97 Copyright date (Honors): 2012 Cost (Honors): $78.51
The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of Education
website at www.louisianabelieves.com
Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as
Inquiry GLEs and the Content GLEs.
LCC Features:
BLM: Black Line Masters [Note: Not all activities have a BLM]
Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built
in link to the literacy strategy in the 2008 Comprehensive Curriculum.
Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific
Assessments]
There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this
document.
Online Resources:
Pearson: A school code is needed to register and can be requested from the www.Pearsonsuccessnet.com
ConnectED Master Access Codes – Codes can be redeemed at http://connected.mcgraw-hill.com/
o Glencoe A Closer Look Grade 7 Teacher Edition DBOX-YG66-BFSD-H94D
o Glencoe A Closer Look Grade 7 Student Edition DHFZ-ESVG-DF89-3WCW (Note – This student code is NOT to share with
students. It is for the teacher to have online access to a student edition of the text. Once registering online, student codes will be
generated to share with students.)
McGraw Hill Technical Support : 1-800-437-3715 or [email protected]
Revised 2015
Cathie Smith Seventh Grade: Life Science
3
Grade Level Expectations for Seventh Grade Science
Science as Inquiry
The Abilities Necessary to Do Scientific Inquiry
1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)
2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)
3. Use a variety of sources to answer questions (SI-M-A1)
4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2)
5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)
6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)
8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)
9. Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3)
10. Identify the difference between description and explanation (SI-M-A4)
11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line
graphs, diagrams, scatter plots, symbols) (SI-M-A4)
12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)
13. Identify patterns in data to explain natural events (SI-M-A4)
14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)
15. Identify and explain the limitations of models used to represent the natural world (SIM-A5)
16. Use evidence to make inferences and predict trends (SI-M-A5)
17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and
predictions (SI-M-A6)
18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)
(SI-M-A7)
20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)
21. Distinguish between observations and inferences (SI-M-A7)
22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)
23. Use relevant safety procedures and equipment to conduct scientific investigations(SI-M-A8)
24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-
M-A8)
Revised 2015
Cathie Smith Seventh Grade: Life Science
4
Understanding Scientific Inquiry
25. Compare and critique scientific investigations (SI-M-B1)
26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)
27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)
28. Recognize that investigations generally begin with a review of the work of others (SIM-B2)
29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)
30. Describe why all questions cannot be answered with present technologies (SI-M-B3)
31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)
32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)
33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)
34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)
35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)
36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5)
37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)
38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)
39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA
fingerprinting) (SI-M-B7)
40. Evaluate the impact of research on scientific thought, society, and the environment(SI-M-B7)
Revised 2015
Cathie Smith Seventh Grade: Life Science
5
Physical Science
Properties and Changes of Properties in Matter
1. Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) (PS-M-A9)
Life Science
Structure and Function in Living Systems
2. Compare the basic structures and functions of different types of cells (LS-M-A1)
3. Illustrate and demonstrate osmosis and diffusion in cells (LS-M-A1)
4. Compare functions of plant and animal cell structures (i.e., organelles) (LS-M-A2)
5. Compare complete and incomplete metamorphosis in insects (e.g., butterflies, mealworms, grasshoppers) (LS-M-A3)
6. Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals (LS-M-
A3)
7. Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4)
8. Distinguish between aerobic respiration and anaerobic respiration (LS-M-A4)
9. Relate structural features of organs to their functions in major systems (LS-M-A5)
10. Describe the way major organ systems in the human body interact to sustain life (LSM-A5)
11. Describe the growth and development of humans from infancy to old age (LS-M-A6)
12. Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) (LS-M-
A6)
13. Identify and describe common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and
prevented (LS-M-A7)
Reproduction and Heredity
14. Differentiate between sexual and asexual reproduction (LS-M-B1)
15. Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity (LS-M-B1)
16. Explain why chromosomes in body cells exist in pairs (LS-M-B2)
17. Explain the relationship of genes to chromosomes and genotypes to phenotypes(LS-M-B2)
18. Recognize genetic errors caused by changes in chromosomes (LS-M-B2)
19. Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square (LS-M-B3)
20. Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits (LS-M-B3)
21. Use a Punnett square to demonstrate how sex-linked traits are inherited (LS-M-B3)
22. Give examples of the importance of selective breeding (e.g., domestic animals, livestock, horticulture) (LS-M-B3)
Revised 2015
Cathie Smith Seventh Grade: Life Science
6
Populations and Ecosystems
23. Classify organisms based on structural characteristics, using a dichotomous key (LSM-C1)
24. Analyze food webs to determine energy transfer among organisms (LS-M-C2)
25. Locate and describe the major biomes of the world (LS-M-C3)
26. Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3)
27. Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4)
28. Differentiate between ecosystem components of habitat and niche (LS-M-C4)
29. Predict the impact changes in a species’ population have on an ecosystem (LS-MC4)
Adaptations of Organisms
30. Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)
31. Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1)
32. Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2)
33. Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2)
34. Explain how environmental factors impact survival of a population (LS-M-D2)
Science and the Environment
35. Identify resources humans derive from ecosystems (SE-M-A1)
36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1)
37. Identify and describe the effects of limiting factors on a given population (SE-M-A2)
38. Evaluate the carrying capacity of an ecosystem (SE-M-A2)
39. Analyze the consequences of human activities on ecosystems (SE-M-A4)
40. Construct or draw food webs for various ecosystems (SE-M-A5)
41. Describe the nitrogen cycle and explain why it is important for the survival of organisms (SE-M-A7)
42. Describe how photosynthesis and respiration relate to the carbon cycle (SE-M-A7)
43. Identify and analyze the environmental impact of humans’ use of technology (e.g., energy production, agriculture, transportation, human
habitation) (SE-M-A8
Revised 2015
Cathie Smith Seventh Grade: Life Science
7
Seventh Grade Suggested Time Line
Note: The Louisiana Comprehensive Curriculum Units are taught in the following order to insure coherence and
scaffolding of knowledge.
First Nine Weeks: Unit 1: Chemistry of Life – Activities 1-4………….………..........................................................3 weeks
Introduction
Lab Safety
Chemistry of Life Introduction
Unit 2: Plant and Animal Cells…….............................................................................................3 weeks
Unit 1: Chemistry of Life – Activities 5-9…………………............................................................3 week
Photosynthesis and Respiration
Diffusion and Osmosis
Carbon and Nitrogen Cycles
Second Nine Weeks: Unit 6: Reproduction and Heredity……………………..………………….......................................4 weeks
Unit 3: Living Organisms………………...…………………..……………………...…………………4 weeks
Third Nine Weeks: Unit 7: Health and Diseases.……………………………………...……………….………...………....4 weeks
Unit 4: Ecology……………………………………………....….……...……….…..…………….…...2 weeks
Unit 5: Balance within Ecosystems……………………………………………………………………..3 weeks
Fourth Nine weeks: Unit 8: Food Webs and Cycles………………………………………………………………………….2 weeks
Body System Review / Frog Dissection………………..…………………………...……….……….....2 weeks
Sex Education……………………………………………………………………………………………3 weeks
NOTE: LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.
Revised 2015
Cathie Smith Seventh Grade: Life Science
8
First Nine Weeks
Unit 1: Chemistry of Life – Activities 1-4
Unit 2: Plant and Animal Cells
Unit 1: Chemistry of Life – Activities 5-9
Revised 2015
Cathie Smith Seventh Grade: Life Science
9
Unit 1: Chemistry of Life – Activities 1-4
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying
questions that
can be used to
design a
scientific
investigation.
SI 3 - Use a variety of sources
to answer questions
►Activity #1
Safety in the Science
Classroom
Pg. 3-4
►BLM:
“Safety Contract”
Pearsonsuccessnet.com
Scientific thinking
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“Science Inquiry”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 9
Launch Lab
Is It Alive?
Page 213
Mini lab
How Related are
Organisms?
NOS 2
The Big Idea
How Can Science
Provide Answers
to Questions
about the World?
Page 823
How do Air
Pollutants Move?
Ch.1:3
pgs.19-20
pg.1-82
SR 12-
SR13
Safety
NOS 6 – 7
Science
Inquiry
Note: Glencoe Text
NOS – Nature of Science
SR – Student Resources
Revised 2015
Cathie Smith Seventh Grade: Life Science
10
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
PS-M-A9
Identify
elements and
compounds
found in
common foods,
clothing,
household
materials, and
automobiles.
SI 11 - Construct, use, and
interpret appropriate graphical
representations to collect,
record, and report data (e.g.,
tables, charts, circle graphs,
bar and line graphs, diagrams,
scatter plots, symbols)
SI 19 - Communicate ideas in
a variety of ways (e.g.,
symbols, illustrations, graphs,
charts, spreadsheets, concept
maps, oral and written reports,
equations)
PS 1 – Identify the elements
most often found in living
organisms (e.g., C, N, H, O, P,
S, Ca, Fe)
Λ SI 3
►Activity #2
Served with A Grain of
NaCl
Pg. 4-5
Pearsonsuccessnet.com
Line graphs
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“Graphs in Science”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Pearsonsuccessnet.com
Elements and
compounds
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab “Chem.
Comp. in cells”
worksheets Lab zone,
access your
understanding, review
and reinforce, enrich,
quiz
Pearsonsuccessnet.com
Food webs and cycles
Work sheets cycles in
matter
NOS 28 – 29
Blueprints for
Success – Mitosis
Text pages-
138 – 139
Mitosis and
Meiosis
Pages 178 – 179
Gummy Bear
Genetics
Ch 2:3
pg.5-9,
24-25,36,
42-83
Ch 3:1,
13:2
pg.66-92,
498-500
Pages 12 –
15
Pages 74 –
75
SR-24 – SR
-28
Science
Applications
Revised 2015
Cathie Smith Seventh Grade: Life Science
11
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
I-M-A7
Communicating
scientific
procedures,
information, and
explanations
PS-M-A9
Identify elements
and compounds
found in common
foods, clothing,
household
materials, and
automobiles.
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
PS-M-A2
Understanding that
all matter is made
up of particles
called atoms and
that atoms of
different elements
are different.
SI 19 - Communicate
ideas in a variety of ways
(e.g., symbols,
illustrations, graphs,
charts, spreadsheets,
concept maps, oral and
written reports, equations)
PS 1 – Identify the
elements most often
found in living organisms
(e.g., C, N, H, O, P, S, Ca,
Fe)
►Activity #3
Elemental Information
Pg. 5-6
Research
essential
elements
Construct atomic
model
Writing
equations and
balancing
formula’s
►BLM:
“What Am I?”
Literacy Strategy:
“Word Grid”
Pearsonsuccessnet.com
Line graphs
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“Graphs in Science”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Pearsonsuccessnet.com
Elements and
Compounds
Pages 286 – 287
What does a
Lichen look like?
Pages 322 – 323
Compare and
Contrast
Extreme
Plants
NOS 19, 28-29
Ch 2:3
Page 1-
41,42-82,
61-63
Ch 3:1,
13:2
Pg 88-92,
498-500
LA 5
Periodic
Table-
Back cover
Pages 46-
47,
524, 713 -
719
Page 488
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying
questions that can
be used to design
a scientific
investigation.
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-A8
Utilizing safety
procedures during
scientific
investigations
LS-M-A4
Describe the basic
processes of
photosynthesis
and respiration
and their
importance to life.
SI 1 - Generate testable
questions about objects,
organisms, and events that
can be answered through
scientific investigation
SI 22 - Use evidence and
observations to explain and
communicate the results of
investigations
SI 23 - Use relevant safety
procedures and equipment
to conduct scientific
investigations
LS 8 - Distinguish
between aerobic
respiration and anaerobic
respiration
^SI 2, 7
►Activity #4
Detecting carbon
dioxide Pg. 5-6
(Note- Bromothymol
Blue can be used
instead of limewater to
test for CO2)
*See Safety Note*
Literacy Strategy:
“Learning Logs”
Myscienceonline.com
Skills Scientists Use,
Scientific Inquiry, Lab
Safety
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“Scientists and the
Natural World” ,
“Scientific Inquiry” ,
“Safety in the Science
Laboratory”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
NOS 20 – 29
Page 8
Extended lesson 1
Air Breathing
Catfish
Pages 730- 731
How does soil
type affect plant
growth?
Page 721
How do scientists
use variables?
Page 590
Using Blood
Counts to
Evaluate Health
Page 197
Can You Observe
Changes Through
Tine in
Collections of
Everyday Things?
Ch 1:1,3
pg 19-20, 1-
82
pg. 5 labs,
pg. 1-82
Ch2:5
pg 72-83
Page 19
Page 43
SR 2 – SR 11
Scientific
Methods
Page 70
Page 233
Revised 2015
Cathie Smith Seventh Grade: Life Science
13
Unit 2: Plant and Animal Cells
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-B3
understanding that
mathematics,
technology, and
scientific
techniques used in
an experiment can
limit or enhance
the accuracy of
scientific
knowledge
SI-M-B7
Understanding
that scientific
development /
technology is
driven by societal
needs and funding.
SI 29 - Explain how
technology can expand
the senses and contribute
to the increase and/or
modification of scientific
knowledge
SI 30 - Describe why all
questions cannot be
answered with present
technologies
SI 39 - Identify areas in
which technology has
changed human lives
(e.g., transportation,
communication,
geographic information
systems, DNA
fingerprinting)
SI 40 - Evaluate the
impact of research on
scientific thought,
society, and the
environment
^ SI 6, 7, 19
►Activity #1
Microscopes – A
Closer Look
Pg. 15-16
*See Safety Note*
Literacy
Strategy:
“Learning Logs”
*See Page 22
Activity Specific
Assessment (Descriptive)
Pearsonsuccessnet.com
ADVANCES IN
GENETICS,
SCIENTISTS AND
SOCIETY
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“ADVANCES IN
GENETICS” ,
“SCIENTISTS AND
SOCIETY” worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
LA 2 – 5
NOS 28 -29
Pg. 27- Lab
Can a water drop
make objects appear
bigger or smaller?
Pg. 30- Lab
How do microscopes
help compare living
things?
Pg. 832
Developing
Technology
Water-saving
technologies
Pg. 832 Lab
What is in the Air?
Pg. 157
Science and Society
Pioneering the
Science of Genetics
Ch 1:4
pg 29-31,
36, 126-129
Ch 11 :3-4
pg 424-434
Pgs.
818 – 819
SR Math
Review
14 -23
Revised 2015
Cathie Smith Seventh Grade: Life Science
14
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-B3
understanding that
mathematics,
technology, and
scientific
techniques used in
an experiment can
limit or enhance
the accuracy of
scientific
knowledge
SI-M-B5
Understanding
that scientific
knowledge is
enhanced through
peer review,
alternative
explanations, and
constructive
criticism.
SI 19 - Communicate
ideas in a variety of
ways (e.g., symbols,
illustrations, graphs,
charts, spreadsheets,
concept maps, oral and
written reports,
equations)
SI 29 - Explain how
technology can expand
the senses and
contribute to the
increase and/or
modification of
scientific knowledge
SI 35 – Explain how
skepticism about
scientific explanations
lead to new
understandings
Λ SI 25
►Activity #2
Cell Theory
Pg. 16-17
Literacy Strategy:
“RAFT – Writing
Assignment”
R= Role of Writer
A= Audience
F= Form of Writing
T=Topic of Writing
(on ground-breaking
discovery by a scientist
and the acceptance of the
cell theory)
*See Page 22
Activity Specific
Assessment (Scientist to
their contribution to the
cell theory)
Pearsonsuccessnet.com
SCIENTISTS AND
SOCIETY, ADVANCES
IN GENETICS, USING
GENETIC
INFORMATION
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“SCIENTISTS AND
SOCIETY” , “ADVANCES IN
GENETICS” , USING
GENETIC INFORMATION
worksheets
Lab zone, access your
understanding, review and
reinforce, enrich, quiz
Page 53 Lab
Cell
Appendages
Page 472-473
Lab
What Changes
an Earthworm’s
Behavior?
Page 626 Lab
Can One Bad
Apple Spoil a
Bunch?
NOS 19
How Can You
Build Your Own
Scientific
Instrument?
Page 47 Lab
How Can You
Observe DNA?
Ch 1:4
pg 29-
31,36
Ch 11 :3-4
pg 424-434
Page 49
A Very
Powerful
Microscope
Revised 2015
Cathie Smith Seventh Grade: Life Science
15
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A1
Describe the
observable
components and
functions of a cell
and movement of
molecules into
and out of cells.
LS-M-A2 Comparing and
contrasting the
basic structures
and functions of
different plant
and animal cells.
LS 2 – Compare the
basic structures and
functions of different
types of cells
LS 4 – Compare
functions of plant and
cell structures
Λ SI 6, 7, 19
►Activity #3
Differentiating between a
Plant and Animal Cell
Pg. 17-18
*See Safety Note*
Literacy Strategy:
“Learning Logs”
Pearsonsuccessnet.com
ENERGY FOR LIVING
THINGS, CELLULAR
RESPIRATION
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“PHOTOSYNTHESIS” , “CELLULAR
RESPIRATION”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 54 Lab
How do
Eukaryotic and
Prokaryotic Cells
Compare?
Page 59 Lab
How are Plant
Cells and
Animals Cells
Similar and How
are They
Different?
Page 51 Lab
Why Do Eggs
have Shells?
Page 503
Skill Practice
How Do the
Three Types of
Muscle Cells
Compare?
Ch 4:1,2
Pg 123-25,
131-138
Pages
51 – 58
Revised 2015
Cathie Smith Seventh Grade: Life Science
16
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying questions
that can be used to
design a scientific
investigation.
SI-M-A3
Using mathematics
and appropriate tools
and techniques to
gather, analyze, and
interpret data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
LS-M-A1
Describe the
observable
components and
functions of a cell
and movement of
molecules into and
out of cells.
SI 1 – Generate testable
questions about objects,
organisms, and events
that can be answered
through scientific
investigation
SI 6 - Select and use
appropriate equipment,
technology, tools, and
metric system units of
measurement to make
observations
SI 7 - Record
observations using
methods that
complement
investigations (e.g.,
journals, tables, charts)
SI 21 - Distinguish
between observations
and inferences
LS 2 – Compare the
basic structures and
functions of different
types of cells
►Activity #4
Who’s In The Pond
Pg. 18-19
►BLM:
“Who’s in the
Pond”
*See Safety Note*
Literacy
Strategy:
“KWL – BLM
Graphic Organizer
Literacy
Strategy:
“Learning Logs”
Pearsonsuccessnet.com
CELLS, PARTS OF A
CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” , “LOOKING
INSIDE CELLS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 61 Lab
What Does a Cell
Membrane Do?
Page 63 Lab
How is a Balloon
Like a Cell
Membrane?
Page 67 Lab
How does an
Object’s Size
Affect the
Transport of
Materials?
Page 6H Activity
Magnification
and Resolution
Page 9 Lab
Is it Alive?
Ch 4 :1,2
Pg 123-125,
131-138
Pg 19,20, 43-51
Pages 52 –
59
Pages 61 –
66
NOS 6
Revised 2015
Cathie Smith Seventh Grade: Life Science
17
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A5
developing
models and
predictions using
the relation-ships
between data and
explanations
LS-M-A1
Describe the
observable
components and
functions of a cell
and movement of
molecules into
and out of cells.
LS-M-A2 Comparing and
contrasting the
basic structures
and functions of
different plant and
animal cells.
SI 15 - Identify and
explain the limitations
of models used to
represent the natural
world
LS 2 – Compare the
basic structures and
functions of different
types of cells
LS 4 – Compare
functions of plant and
cell structures
Λ SI 3
►Activity #5
Cell Structures
Pg. 19 – 20
*See Page 22
Activity Specific
Assessment (label a
drawing of a plant and
animal cell)
Pearsonsuccessnet.com
CELLS, PARTS OF A
CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” , “LOOKING
INSIDE CELLS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Pages 216 – 217
Model
Adaptations in
Organisms
Page 52 Visual
Plant Cell
Page 53
Fast Track
Cell Appendages
Page 56 Guiding
Questions
Cell Organelles
Ch 4 :1,2
Pg 123-125,
131-138
Pg 17
Pages 52 – 53,
Pages 55 – 57,
59
Pages 62 – 63
Revised 2015
Cathie Smith Seventh Grade: Life Science
18
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A5
Developing models and
predictions using the
relation-ships between
data and explanations
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-B4 Using data and logical
arguments to propose,
modify, or elaborate on
principles and models
LS-M-A1
Describe the observable
components and
functions of a cell and
movement of molecules
into and out of cells.
LS-M-A2 Comparing and
contrasting the basic
structures and functions
of different plant and
animal cells
SI 15 - Identify and
explain the limitations of
models used to represent
the natural world
SI 19 - Communicate
ideas in a variety of ways
(e.g., symbols,
illustrations, graphs,
charts, spreadsheets,
concept maps, oral and
written reports,
equations)
SI 33 - Evaluate models,
identify problems in
design, and make
recommendations for
improvement
LS 2 – Compare the
basic structures and
functions of different
types of cells
LS 4 – Compare
functions of plant and
cell structures
►Activity #6
Cell Walk-
Through
Pg. 20-21
Literacy
Strategy:
Graphic
Organizer / Venn
Diagram
*(compare plant
& animal cell)
Pearsonsuccessnet.co
m
CELLS, PARTS OF
A CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” ,
“LOOKING INSIDE
CELLS” worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 59 Inquiry
Lab
How are Plant
Cells and
Animal Cells
Similar and How
are They
Different?
Page 209 Inquiry
Lab
How is the
Structure of a
Spoon Related to
its Function?
Page 294 video
Why are there so
Many Plants?
Page 297 Inquiry
Lab
What is a Plant?
Ch 4 :1,2
Pg 123-125,
131-138
Pg 17
Pages
52- 59
Pages
297 - 300
Revised 2015
Cathie Smith Seventh Grade: Life Science
19
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 2:
PLANT AND
ANIMAL CELLS
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A2
Comparing and
contrasting the
basic structures
and functions of
different plant and
animal cells.
SI-M-A5 Developing
models and
predictions.
SI-M-B4 using data and
logical
arguments to
propose,
modify, or
elaborate on
principles and
models
LS 4 – Compare
functions of plant and
cell structures
SI 15 - Identify and
explain the limitations
of models used to
represent the natural
world
SI 33 - Evaluate
models, identify
problems in design,
and make
recommendations for
improvement (SI-M-
B4)
Λ LS 2
SI 6, 7, 19
►Activity #7
Cell Model
Pg. 16
►BLM:
“What’s In My Cell”
Literacy Strategy:
“Word Grid”
Pearsonsuccessnet.com
CELLS, PARTS OF A
CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” , “LOOKING
INSIDE CELLS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Bellringer page 297
Pads on Pods
Page 298 Mini Lab
How does Water
Loss from a Leaf
Relate to the
Thickness of the
Cuticle?
Page 294 Video
Why are Plants in
so Many Different
Environments?
Page 336 Mini Lab
Can you Observe
Plant Processes?
Page 85 Inquiry Lab
Why isn’t Your Cell
Like Mine?
Ch 4 :1,2
Pg 123-125,
131-138
Pg 17
Pages
52 - 59
Pages
548 -549
Revised 2015
Cathie Smith Seventh Grade: Life Science
20
Unit 1: Chemistry of Life – Activities 5-9
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A4
Describe the basic
processes of
photosynthesis
and respiration
and their
importance to life.
LS 7 – Construct a word
equation that illustrates
the process of
photosynthesis and
respiration
Λ SI 11, 19, 22
►Activity #5
Photosynthesis
Pg. 6-7
Literacy Strategy:
“SQPL”
Student Questions for
Purposeful Learning
*See Page 12
Activity Specific
Assessment (Venn
Diagram)
Pearsonsuccessnet.com
ENERGY FOR
LIVING THINGS,
CELLULAR
RESPIRATION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“PHOTOSYNTHESIS”
, “CELLULAR
RESPIRATION”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Mini Lab page
336
Can you observe
plant processes?
Page 339
Extended Science
Deforestation and
Carbon Dioxide
in the
Atmosphere
Page 69
What do You
Exhale?
Pages 74 75
Photosynthesis
and
Light
Ch 3: 3,4
pg 105-109
Pages 70 –
72
Pages
334- 33
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A2
Designing and
conducting a
scientific
investigation
SI-M-A3
Using mathematics
and appropriate tools
and techniques to
gather, analyze, and
interpret data
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
LS-M-A4
Describe the basic
processes of
photosynthesis and
respiration and their
importance to life.
SI 4 - Design, predict
outcomes, and conduct
experiments to answer
guiding questions
SI 7 - Record observations
using methods that
complement investigations
(e.g., journals, tables, charts)
SI 12 - Use data and
information gathered to
develop an explanation of
experimental results
SI 13 - Identify patterns in
data to explain natural events
SI 22 - Use evidence and
observations to explain and
communicate the results of
investigations
LS 7 – Construct a word
equation that illustrates the
process of photosynthesis and
respiration
Λ SI 1,
►Activity #6
Plants and Food
Pg. 7 - 8
Literacy
Strategy:
“Q t A”
Questioning the
Author
Literacy
Strategy:
“Learning
Logs”
Pearsonsuccessnet.com
SCIENTIFIC
METHODOLOGY,
SCIENTIFIC
MODELS,
PHOTOSYNTHESIS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“SCIENTIFIC
INQUIRY” ,
“MODELS AS TOOLS
IN SCIENCE” ,
“PHOTOSYNTHESIS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
NOS 20 – 27
Page 32- 33
Page 590 -591
Using Blood
Count to
Evaluate Health
Page 239- 240
How Do Bacteria
Affect the
Environment?
Page 240
Can
Decomposition
Happen Without
Oxygen?
Page 245
How Do Lab
Techniques
Affect an
Investigation?
Ch 1:3
pg 19-20
throughout
book in
margins
Ch 2 :4
pg. 9, 65-70
pg 6,7
pg 5, 1-82,
Ch 3:3,4
pg 105-109
Pages 70 – 75
Page- 337
Page 391
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 22 -
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying
questions that can
be used to design
a scientific
investigation.
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
LS-M-A4
Describe the basic
processes of
photosynthesis
and respiration
and their
importance to life.
SI 2 Identify problems,
factors, and questions that
must be considered in a
scientific investigation
SI 12 - Use data and
information gathered to
develop an explanation of
experimental results
SI 19 - Communicate
ideas in a variety of ways
(e.g., symbols,
illustrations, graphs,
charts, spreadsheets,
concept maps, oral and
written reports, equations)
SI 22 - Use evidence and
observations to explain
and communicate the
results of investigations
LS8 - Distinguish
between aerobic
respiration and anaerobic
respiration
^ SI 7
►Activity #7
Aerobic and Anaerobic
Respiration
Pg. 9 - 10
*See Page 12
Activity Specific
Assessment (Equation for
Photosynthesis and
Respiration)
Pearsonsuccessnet.com
SCIENTIFIC
INQUIRY, LINE
GRAPHS,
CELLULAR
RESPERATION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“SCIENTIFIC
INQUIRY” , “GRAPHS
IN SCIENCE”
“CELLULAR
RESPIRATION”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
NOS 4 – 10
Page 199
Are There
Variations
Within Your
Class?
Page 159
What is the
Span of Your
Hand?
Page 67
How Does an
Object’s Size
Affect the
Transport of
Material?
Ch1 :3
pg 19-20
pg 6-7
Ch 2:3
pg 61-63, 1-82
pg 5
Ch 3:4
add to 109-110
Page -233
NOS 20 – 27
Page 605
SR 2 – SR 11
Scientific
Methods
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 23 -
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1:
CHEMISTRY OF LIFE
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying questions
that can be used to
design a scientific
investigation.
SI-M-A3
Using mathematics
and appropriate tools
and techniques to
gather, analyze, and
interpret data
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
LS-M-A1 Describe the
observable
components and
functions of a cell and
movement of
molecules into and out
of cells.
SI 1 - Generate testable
questions about objects,
organisms, and events that
can be answered through
scientific investigation
SI 7 - Record observations
using methods that
complement
investigations (e.g.,
journals, tables, charts)
SI 12 - Use data and
information gathered to
develop an explanation of
experimental results
SI 13 - Identify patterns in
data to explain natural
events
SI 22 - Use evidence and
observations to explain
and communicate the
results of investigations
LS 3 – Illustrate and
demonstrate osmosis and
diffusion in cells
^ SI 11, 14, 19
►Activity #8
Moving Molecules
Pg. 10
Literacy Strategy:
“Venn Diagram”
(on diffusion and
osmosis)
*See Page 12
Activity Specific
Assessment (Draw,
label, and describe
Osmosis and
Diffusion)
Pearsonsuccessnet.com
SCIENTIFIC
METHODOLOGY
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“PHOTOSYNTHESIS” “CELLULAR
RESPIRATION”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 51
Why do Eggs
Have Shells?
Page 61
What Does the
Cell Membrane
Do?
Page 65
Math Skills-
Using Ratios
Ch1:3
pg 19-20
Ch2:1
pg 43-51,
126-129
pg 5-9,24,
42-83
pg 7,5-9, 24-
25, 56, 42-82
pg 1-82
Ch 3:2
pg 87, 96
Pages 62-65
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 24 -
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying questions
that can be used to
design a scientific
investigation.
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SE-M-A4
Understanding that
human actions can
create risks and
consequences in the
environment.
importance to life.
SE-M-A7
Demonstrating
knowledge of the
natural cycles such as
the carbon cycle,
nitrogen cycle, water
cycle and oxygen
cycle.
SI 3 - Use a variety of
sources to answer questions
SI 11 - Construct, use, and
interpret appropriate
graphical representations to
collect, record, and report
data (e.g., tables, charts,
circle graphs, bar and line
graphs, diagrams, scatter
plots, symbols)
SI 19 - Communicate ideas
in a variety of ways (e.g.,
symbols, illustrations,
graphs, charts, spreadsheets,
concept maps, oral and
written reports, equations)
SE 39 – Analyze the
consequences of human
activities on ecosystem
SE 41 - Describe the
nitrogen cycle and explain
why it is important for the
survival of organisms
SE 42 - Describe how
photosynthesis and
respiration relate to the
carbon cycle
^ SI 13 ^ LS 7
►Activity #9
Round and Round
They Go
Pg. 11
Literacy
Strategy:
“graphic
organizer”
(trace path of
carbon and oxygen
cycle)
*See Page 55
Activity Specific
Assessment “create comic –
carrying capacity”
Pearsonsuccessnet.com
SCIENTIFIC
METHODOLOGY,
LINE GRAPHS,
CELLULAR
RESPIRATION,HUMA
N RESOURCE USE,
WATER CYCLE
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“SCIENTIFIC
INQUIRY” , “GRAPHS
IN SCIENCE”
“CELLULAR
RESPIRATION”
“HUMANS AND THE
ENVIRONMENT”
“CYCLES OF MATER”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 69
What do you
exhale?
Page 74
Photosynthesis
and Light
Page 714
Is Soil Rich in
N2?
Page 721
How do
Scientists
Use Variables?
Page 723
How Does
Energy Change
Forms?
Ch 1:3
pg 19-20
Ch 2:3
pg 53-63
Ch1 Career
Sec.
Ch 9:4
pg 37,343-
47, 354
Ch 13:2
pg 500-503
Ch 3:4
pg 109
Pages 69 –
74
Pages
713- 719
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 25 -
Second Nine Weeks
Unit 6: Reproduction and Heredity
Unit 3: Living Organisms
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 26 -
Unit 6: Reproduction and Heredity
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum Unit 6
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS–M-B1
Describing the importance
of body cell division
(mitosis) and sex cell
production (meiosis).
SI-M-A2
Designing and conducting
a scientific investigation,
SI-M-A3
Using mathematics and
appropriate tools and
techniques to gather,
analyze, and interpret data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-B5
Understanding that
scientific knowledge is
enhanced through peer
review, alternative
explanations, and
constructive criticism
LS 14 – Differentiate between
sexual and asexual reproduction
SI 4 - Design, predict outcomes,
and conduct experiments to
answer guiding questions
SI 5 - Identify independent
variables, dependent variables,
and variables that should be
controlled in designing an
experiment
SI 7 –Record observations using
methods that complement
investigations (e.g., journals,
tables, charts)
SI 20 - Write clear, step-by-step
instructions that others can
follow to carry out procedures or
conduct investigations
SI 22 - Use evidence and
observations to explain and
communicate the results of
investigations
SI 37 - Use evidence and
observations to explain and
communicate the results of
investigation)
Λ SI 1, 9, 12, 23, 32,
►Activity #1
Reproduction
Pg. 59-61
*See Safety Note*
►BLM:
“Self-Awareness
chart”
►BLM:
“Scoring Rubric”
Literacy
Strategy: “Vocabulary”
*See Page 67
Activity Specific
Assessment “VENN
Diagram”
Pearsonsuccessnet.com
DESCRIBING
LIVING THINGS,
REPRODUCTION ,
CHROMOSOMES
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“WHAT IS LIFE?”,
“ANIMAL
REPRODUCTION
AND
FERTILIZATION”
“CHROMOSOMES
AND
INHERITANCE”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 85
Launch Lab
Why isn’t
Your Cell
Like Mine?
Page 91 TG
Visual
Literacy
Phases of
Mitosis
Page 93
Mini Lab
How does
Mitosis
Work?
Page 92
Math Skills
Use
Percentages
Ch 5:1
Pg -158-
167
Ch 16:3
Pg 212-
219
Ch 10:4
Pg 386-
394
Pages
84 - 95
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 27 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 6:
Reproduction and
Heredity
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations, and
graphs.
SI-M-A5
Developing models
and predictions.
LS-M-B2
Describing the role
of chromosomes and
genes in heredity.
SI 13 - Identify
patterns in data to
explain natural
events
SI 14 - Develop
models to illustrate
or explain
conclusions reached
through
investigation
SI 15 - Identify and
explain the
limitations of
models used to
represent the natural
world
LS 16 – Explain
why chromosomes
in body cells exist in
pairs
Λ SI - 28
►Activity #2
Mitosis
Pg. 61-62
*See Safety Note*
Literacy Strategy:
“Learning Log”
*See Page 67
Activity Specific
Assessment “Phases
of Mitosis”
Pearsonsuccessnet.com
CHROMOSOMES
AND
INHERITANCE,
SEX
CHROMOSOMES,
HUMAN
INHERITANCE
PATTERNS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“PATTERNS OF
INHERITENCE”,
“HUMAN
INHERITANCE”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 129
Launch Lab
How do Yeast
Reproduce?
Page 131 TG
Fast Track
>Mitotic Cell
Division
> Budding
Page 133
Mini Lab
What Parts of
Plants Can
Grow?
Ch 10:4
Pg 386-395
Ch 11:1
Pg 412-417
Pages
130 -136
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 28 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 6:
Reproduction and
Heredity
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations, and
graphs.
LS–M-B1
Describing the
importance of body
cell division
(mitosis) and sex
cell production
(meiosis).
LS-M-B2
Describing the role
of chromosomes
and genes in
heredity.
SI 13 - Identify
patterns in data to
explain natural
events
LS 15 – Contrast the
processes of mitosis
and meiosis in
relationship to
growth, repair,
reproduction, and
heredity
LS 16 – Explain why
chromosomes in
body cells exist in
pairs
Λ SI - 28
►Activity #3
Meiosis and Me
Pg. 62-63
►BLM:
“Reciprocal
Teaching”
Literacy
Strategy:
“Reciprocal teaching”
“VENN Diagram”
Graphic Organizer
Pearsonsuccessnet.com
CHROMOSOMES
AND
INHERITANCE,
SEX
CHROMOSOMES,
HUMAN
INHERITANCE
PATTERNS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“PATTERNS OF
INHERITENCE”,
“HUMAN
INHERITANCE”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 119
Mini Lab
How Does One
Cell Produce 4
Cells?
Page 123
Math Skills
Use Proportions
Page 118
Fast Track
Chromosomes of
Selected
Organisms
Page 117
Launch Lab
Why do
Offspring Look
Different?
Page 138 - 139
Inquiry Lab
Mitosis and
Meiosis
Ch 10:4
Pg 386-395
Ch 11:1
Pg 412-417
Pages 117 -125
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 29 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 6:
Reproduction and
Heredity
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-B2
Describing the role
of chromosomes
and genes in
heredity.
LS 18 – Recognize
genetic errors caused
by changes in
chromosomes
Λ SI 11, 15, 17, 36,
40
►Activity #4
DNA Molecule
Pg. 63 – 64
Literacy Strategy:
“self awareness”
*See Page 67
Activity
Specific
Assessment “DNA”
Pearsonsuccessnet.com
HUMAN
INHERITANCE
PATERNS,
INHERITED
GENETIC
DISORDERS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“HUMAN
INHERITANCE”,
“HUMAN GENETIC
DISORDERS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 159 TG
Fast Track
What Controls
Traits?
Page 170
Launch Lab
How are Codes
Used to Determine
Traits?
Page 171 TG
Fast Track
Four Nucleotide
Shapes
Page 172
Mini Lab
How Can You
Model DNA?
Page 95 TG
Video - DNA
Fingerprinting
Ch 11:1
Pg 412-417
Ch 11:2
Pg 418-423
Page 118
Page 159
Pages 170 –
176
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 30 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 6:
Reproduction and
Heredity
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-B3
Understanding that
mathematics,
technology, and
scientific techniques
used in an
experiment can limit
or enhance the
accuracy of
scientific
knowledge.
LS-M-B2
Describing the role
of chromosomes and
genes in heredity.
LS-M-B3
Describing how
heredity allows
parents to pass
certain traits to
offspring.
SI 32 - Explain the use
of statistical methods to
confirm the significance
of data (e.g., mean,
median, mode, range)
LS 19-Apply the basic
laws of Mendelian
genetics to solve simple
monohybrid crosses,
using a Punnett square
LS 20. - Explain the
differences among the
inheritance of dominant,
recessive, and
incomplete dominant
traits
LS 21 -. Use a Punnett
square to demonstrate
how sex-linked traits are
inherited
LS 17 – Explain the
relationship of genes to
chromosomes and
genotypes to phenotypes
Λ SI 4, 8, 14, 31
►Activity #5
Trendy Traits
Pg. 64 – 65
►BLM:
“Self-
Awareness
chart” &
“Punnett Squares”
Literacy
Strategy:
“Self Awareness”
Venn Diagram
*See Page 67
Activity
Specific
Assessment “Punnett Squares”
Pearsonsuccessnet.com
MENDEL’S
OBSERVATIONS,
ALLELES AND
INHERITANCE,
PROBABILITY AND
HEREDITY, HUMAN
INHERITANCE
PATERNS,
INHERETED GENETIC
DISORDERS
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“ WHAT IS
HEREDITY”
“PROBABILITY AND
HEREDITY”,
“HUMAN
INHERITANCE”
“HUMAN GENETIC
DISORDERS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 159
Launch Lab
What is the
Span of Your
Hand?
Page 158 TG
Make the
Connection
Page 161
Mini Lab
Can You Infer
Genotype?
Page 160 TG
Visual Literacy
Chromosome
Pair
Page 162 TG
Analyzing a
Punnett Square
Page 163 TG
Fast Track
Using Ratios to
Predict
Ch 10-1
Pg 368-373
Ch 10:2
Pg 374-379
Ch 11:1
Pg 412-417
Ch 11:2
Pg 418-423
Pages 158- 166
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 31 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 6:
Reproduction and
Heredity
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-B3
Describing how
heredity allows
parents to pass
certain traits to
offspring.
SI-M-B7
Understanding that
scientific
development /
technology is driven
by societal needs
and funding.
LS 22 – Give
examples of the
importance of
selective breeding
SI 40 - Evaluate the
impact of research
on scientific thought,
society, and the
environment
Λ SI 3, 19, 26,
►Activity #6
Selective Breeding
Pg. 66
Pearsonsuccessnet.com
ADVANCES IN
GENETICS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ ADVANCES IN
GENETICS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 163
Visual Literacy
Pedigree
Page 164
Visual Literacy
Types of
Dominance
Page 168
Skill Practice
How can you
Use Punnett
Squares to
Model
Inheritance?
Pages 178-179
Inquiry Lab
Gummy Bear
Genetics
Page 681 TG
A Medical
Breakthrough
Ch 11:3
Pg 424-429
Pages 158 –
166
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 32 -
Unit 3: Living Organisms
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A3
Observing and
analyzing the
growth and
development of
selected
organisms.
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A5
Developing
models and
predictions.
LS 5 – Compare
complete and
incomplete
metamorphosis in
insects
LS 6 – Compare the
life cycles of a variety
of organisms including
flowering & non-
flowering plants, birds,
reptiles, amphibians, &
mammals
SI 10 - Identify the
difference between
description and
explanation (SI-M-A4)
SI 16 - Use evidence to
make inferences and
predict trends
Λ SI 18, 21, 23, 24,
28
►Activity #1
Metamorphosis
Observation
Pg. 26-28
*See Safety Note*
►BLM:
“Metamorphosis
Observations”
Literacy Strategy:
“Learning Logs”
“Story Chain”
“Professor-know-it-all”
*See Page 33
Activity Specific
Assessment (label a
drawing of the stages of
metamorphosis)
Pearsonsuccessnet.com
CELLS, PARTS OF A
CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” , “LOOKING
INSIDE CELLS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 471
Visual Summary-
Metamorphosis
Page 352
Visual Literacy
Alternation of
Generations
Page 469
Mini Lab
Is it Possible to
Select which
Animal will have
the Largest
Newborn if You
Know the
Gestation Period?
Ch 4 :1,2
Pg 123-125,
131-138
Pg 17
Page 470
Pages
352 -358
Pages 468 -
470
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 33 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
Average Honors
LS-M-A3
Observing and
analyzing the
growth and
development of
selected
organisms.
LS-M-A6
Describe how the
human body
changes with age
and listing factors
that affect the
length and quality
of life.
LS 6 – Compare the
life cycles of a variety
of organisms including
flowering & non-
flowering plants,
birds, reptiles,
amphibians, &
mammals
Λ SI 21, 23, 24, 26,
^ LS 5
►Activity #2
Life Cycle Of
Organisms
Pg. 28-29
*See Page 33
Activity Specific
Assessment (label a
drawing and/or
develop a
presentation with the
correct stages in
order.
Pearsonsuccessnet.com
CELLS, PARTS OF A
CELL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“DISCOVERING
CELLS” , “LOOKING
INSIDE CELLS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 129- Inquiry
Lab
How do Yeast
Reproduce?
Page 470
Visual Literacy
Ladybug Life Cycle
Page 389
Fast Track
Infancy
Page 691
Mini Lab
How do Life Stages
After Birth Differ?
Page 692
Inquiry Lab
Educating
Extraterrestrials
about Human
Development
Ch 4 :1,2
Pg 123-125,
131-138
Pg 17
Pages 352-
358
Pages 468 –
470
Pages
130 – 131
Pages
286 – 287
Pages
689 – 692
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 34 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A5
Investigating
human body
systems and their
functions
(including
circulatory,
digestive, skeletal,
& respiratory)
LS 9 – Relate
structural features of
organs to their
functions in major
systems
LS 10 – Describe the
way major organ
systems in the human
body interact to sustain
life
Λ SI 10, 16, 19
►Activity #3
Organs and Organ
Systems
Pg. 29-30
Literacy
Strategy:
“Learning
Logs”
“Professor-know-
it-all”
Pearsonsuccessnet.com
BODY ORGANIZATION
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“BODY
ORGANIZATION”
worksheets
Lab zone, access your
understanding, review and
reinforce, enrich, quiz
Page 103 Mini
Lab
How do Cells
Work Together
to Make an
Organism?
Page 420
Launch lab
Which System
is Faster?
Page 429
Launch Lab
What does it
Eat?
What does it Eat?
Ch 7:1
Pg 243-257
Pages
102-103
Pages
422-425
Pages
430-434
Pages
487-490
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 35 -
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A3 Using mathematics
and appropriate
tools and
techniques to
gather, analyze,
and interpret data
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
LS-M-A5
Investigating
human body
systems and their
functions
(including
circulatory,
digestive, skeletal,
& respiratory
SI 7 - Record observations
using methods that
complement investigations
(e.g., journals, tables,
charts)
SI 11 - Construct, use, and
interpret appropriate
graphical representations to
collect, record, and report
data (e.g., tables, charts,
circle graphs, bar and line
graphs, diagrams, scatter
plots, symbols
SI 12 - Use data and
information gathered to
develop an explanation of
experimental results
LS 9 – Relate structural
features of organs to their
functions in major systems
Λ SI 16, 22, 23
►Activity # 4
Plant Tissues
Pg. 30-31
*See Safety Note
Literacy
Strategy:
“Learning
Logs”
Pearsonsuccessnet.com
BODY
ORGANIZATION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“BODY
ORGANIZATION”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 497
Launch lab
Can You Control
Your Muscles?
Page 496
Fast Track
How Can She do
That?
Page 493
Extended
A Biotic Arm
Ch 7:1
Pg 243-257
Pages
497-500
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 36 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C1
Constructing and
using different
classification
systems based on
the structure of
organisms.
LS 23 – Classify
organisms based on
structural
characteristics, using a
dichotomous key
Λ SI 19, 20
►Activity #5
Classification
Pg. 31
*See Page 33
Activity Specific
Assessment (use a
dichotomous key to
identify leaves)
Pearsonsuccessnet.com
CLASSIFYING
ORGANISMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“CLASSIFYING
LIFE” worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 23
Mini Lab
How Would You
Name an
Unknown
Organism?
Page 25
Skill Practice
How Can You
Identify a
Beetle?
Page 32 Lab
Constructing a
Dichotomous
Key
Page 377
Mini Lab
What is this
Animal?
Ch 5
Pg 169-174
Pages 22 – 23
Page 376 – 379
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 37 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 3:
Living Organisms
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C1
Constructing and
using different
classification
systems based on
the structure of
organisms.
SI-M-A1
Identifying
questions that can
be used to design a
scientific
investigation.
LS 23 – Classify
organisms based on
structural
characteristics, using
a dichotomous Key
SI 3 - Use a variety
of sources to answer
questions
Λ SI 7
►Activity #6
Kingdom and Phyla
Pg. 31 - 32
►BLM:
“Biological
Classification”
Literacy Strategy:
“Split-Page Note
Taking”
Pearsonsuccessnet.com
CLASSIFYING
ORGANISMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“CLASSIFYING
LIFE” worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 377
Visual Literacy
Animal
Symmetry
Page 379
Visual Literacy
Kingdom
Animalia
Page 378
Visual Literacy
Molecular
Biology
Page 381
Extended-
Reading
A Family Tree
for Bats
Page 381- link to
American
Museum of
Natural History
Online
Soar with Bats
Ch 5
Pg 169-174
Pages 376 - 379
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 38 -
Third Nine Weeks
Unit 7: Health and Diseases
Unit 4: Ecology
Unit 5: Balance within Ecosystems
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 39 -
Unit 7: Health and Diseases
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 7:
Health and Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A6
Describe how the
human body changes
with age and listing
factors that affect the
length and quality of
life.
SI-M-A6
Comparing
alternative
explanations and
predictions.
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
LS 12 – Explain how
external factors and
genetics can influence
the quality and length
of human life (e.g.,
nutrition, smoking,
drug use, exercise)
SI 18 – Identify
faulty reasoning and
statements that
misinterpret or are
not supported by the
evidence
SI 19 - Communicate
ideas in a variety of
ways (e.g., symbols,
illustrations, graphs,
charts, spreadsheets,
concept maps, oral
and written reports,
equations)
Λ SI 40
►Activity #1
Diet, By Popular
Demand
Pg. 70-71
Literacy
Strategy:
“Professor
know-it-all”
Pearsonsuccessnet.com
GOOD NUTRITION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ TAKING CARE OF
YOUR BODY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 682 TG
Fast Track
When is my Birthday?
Page 683
Launch Lab
How Does a Fetus
Develop in the Uterus?
Page 686 TG
From Zygote to Embryo
Page 689 TG
Fast Track
Visual Literacy
Childhood
Page 690
Mini Lab
How Do Life Stages
After Birth Differ?
Pages 692 – 693
Inquiry Lab
Educating
Extraterrestrials
Ch 7:5
Pg 268-273
Pages
683 – 686
Pages
688 – 690
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 40 -
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 7:
Health and Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-B5
Understanding that
scientific knowledge
is enhanced through
peer review,
alternative
explanations, and
constructive
criticism
LS-M-A6
Describe how the
human body changes
with age and listing
factors that affect the
length and quality of
life.
SI 19 - Communicate ideas
in a variety of ways (e.g.,
symbols, illustrations,
graphs, charts spreadsheets,
concept maps, oral and
written reports, equations)
SI 34 -Recognize the
importance of
communication among
scientists about
investigations
in progress and the work of
others
LS 12 – Explain how
external factors and
genetics can influence
the quality and length of
human life (e.g., nutrition,
smoking, drug use,
exercise)
Λ SI 37, 38, 40
►Activity #2
Diet – Related
Illnesses
Pg. 71-72
►BLM:
“Diet Related
Illnesses”
Literacy
Strategy:
“GISTing
Activity”
Pearsonsuccessnet.com
GOOD NUTRITION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ TAKING CARE OF
YOUR BODY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 492 TG
Bone Injuries
and Diseases
Page 500
Mini lab
How Strong are
Hand Muscles?
Page 526
Mini Lab
What Nutrients
are in Foods?
Page 572
Mini Lab
How Can you
Model
Atherosclerosis?
Ch 7:5
Pg 268-273
Pages
492 – 493
Page 501
Pages
508 – 510
Pages
523 – 526
Page 563
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 41 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 7:
Health and
Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
LS-M-A6
Describe how the
human body
changes with age
and listing factors
that affect the length
and quality of life.
SI 11 - Construct,
use, and
interpret appropriate
graphical
representations to
collect, record,
and report data (e.g.,
tables, charts, circle
graphs, bar and line
graphs, diagrams,
scatter plots,
symbols
SI 12 - Use data and
information
gathered
to develop an
explanation
of experimental
results
LS 12 – Explain
how external factors
and genetics can
influence the quality
and length of human
life (e.g., nutrition,
smoking, drug use,
exercise)
SI 19, 37
►Activity #3
Healthy Menu
Pg. 72-73
►BLM:
“Healthy Menu
Opinionnaire”
Literacy Strategy:
“Opinionnaire”
*See Page 78
Activity Specific
Assessment “Diet/Non-
diet Related Illnesses”
Pearsonsuccessnet.com
GOOD NUTRITION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ TAKING CARE OF
YOUR BODY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 575
Skill Practice
How Strong is
Your Heart?
Page 590
Inquiry Lab
Using a Blood
Count to
Evaluate Health
Page 601
Launch Lab
Which Well is
Contaminated?
Page 604
How Does an
Infectious
Disease Spread
Through a
Population
page 623
Mini Lab
How Clean are
Hands?
Ch 7:5
Pg 268-273
Pages
572 – 573
Pages
602 – 607
Page
621 – 624
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 42 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 7:
Health and Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-B7
Understanding that
scientific
development /
technology is driven
by societal needs
and funding.
LS-M-A5
Investigating human
body systems and
their functions.
LS-M-A6
Describe how the
human body
changes with age
and listing factors
that affect the length
and quality of life.
SI 40 – Evaluate the
impact of research on
scientific thought,
society, and the
environment
LS 10 – Describe the
way major organ
systems in the human
body interact to
sustain life
LS 12 – Explain
how external factors
and genetics can
influence the quality
and length of human
life (e.g., nutrition,
smoking, drug use,
exercise)
SI 18, 19
►Activity #4
Smoke Signals
Pg. 73-74
Pearsonsuccessnet.com
GOOD NUTRITION,
SKIN AS A BARRIER,
RESPONSES TO
PATHOGENS
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“ TAKING CARE OF
YOUR BODY”
“THE BODY’S
DEFENSES”
worksheets
Lab zone, access your
understanding, review and
reinforce, enrich, quiz
Page 505
Launch Lab
How Does
Your Skin
Protect Your
Body?
Page 506
Mini Lab
Why are You
Sweating?
Page 537 TG
Large Intestine,
Bacteria and
Digestion
Page 539
Are Digestive
Bacteria
Related to
Obesity?
Ch 12:2
Pg 452-459
Ch 7:5
Pg 268-273
Pages
505 -510
Pages
530 – 537
Pages
541 – 546
Pages
560 – 563
Pages
585 - 588
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 43 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 7:
Health and Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A5
Investigating human
body systems and
their functions.
LS 10 – Describe the
way major organ
systems in the human
body interact to
sustain life
Λ SI 11, 19, 40
►Activity #5
Drug Bust
Pg. 74-75
►BLM:
“Drug Fact Card”
Literacy
Strategy:
“Split-Page Note
Taking”
*See Page 78
Activity Specific
Assessment “Drug Health Risk”
Pearsonsuccessnet.com
BODY MOVEMENT,
MOVING
MATERIALS IN
YOUR BODY
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“ SYSTEM
INTERACTIONS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 611
Launch Lab
Escape the Pox?
Page 612
Mini Lab
How do Layers of
the Skin Protect
Body?
Page 626
Can One Bad Apple
Spoil the Bunch?
Page 645
Skill Practice
How Does the
Nervous System
Respond to Stimuli?
Page 657
Launch Lab
What Makes Hearts
Race?
Page 662
Inquiry Lab
Modeling Negative
Feedback Cycle
Ch 7:2
Pg 268-255
Pages
611 – 617
Pages
636 – 645
Pages
656 - 660
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 44 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 7:
Health and Diseases
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
LS-M-A7
Describing
communicable and
noncommunicable
diseases.
SI 11 - Construct,
use, and interpret
appropriate graphical
representations to
collect, record, and
report data (e.g.,
tables, charts, circle
graphs, bar and line
graphs, diagrams,
scatter plots, symbols
LS 13 – Identify and
describe common
communicable and
noncommunicable
diseases and the
methods by which
they are transmitted,
treated, and
prevented
Λ SI 26, 34, 37, 38,
39
►Activity #6
To Share or
Not To Share
Pg. 75-77
Literacy
Strategy:
“SPAWN
writing assignment”
*See Page 78
Activity Specific
Assessment “Communicable
/ non-communicable
diseases ”
Pearsonsuccessnet.com
PATHOGEN AND
DISEASE,
TYPES OF
PATHOGENS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ INFECTIOUS
DISEASE”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 619
Science and Society
The Victory Over
Chicken Pox
Page 245
Skill Practice
How do Lab
Techniques Affect an
Investigation?
Page 252
Mini Lab
How do Antibiotics
Work?
Page 602 TG
Fast Track
Connecting Disease
with the Source
Page 609
Skill Practice
How Would Work
Areas be Prepared for
Aseptic Techniques?
Ch 12:1
Pg 444-451
Pages
242 – 243
Pages
246 – 253
Pages
272 – 273
Page 283
Pages
604 - 607
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 45 -
Unit 4: Ecology
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C3
Investigating major
ecosystems and
recognizing
physical properties
and organisms
within each.
LS 25 – Locate and
describe the major
biomes of the world
Λ SI 3, 13, 14, 15,
33
►Activity #1
Biome Field Trip
Simulation
Pg. 36-37
►BLM:
“Biome Field Trip”
Literacy Strategy:
“Split-Page Note taking”
*See Page 41
Activity Specific
Assessment “Identify
Biomes”
Pearsonsuccessnet.com
BIOME, HABITAT
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“BIOMES” “LIVING
THINGS IN THE
ENVIRONMENT”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 777
Fast Track
Plant or Animal
Page 777
Launch Lab
What is the
Climate in
China?
Page 778
Mini Lab
How Hot is
Sand?
Visual Literacy
Pages 781, 782,
783
Page 785
Skill Practice
Which Biome is
it?
Ch 8:3
Pg.296-305
Ch 8:1
Pg 284-289
Pages
774 – 783
Pages
786 - 792
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 46 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C4
Explaining the
interaction and
interdependence of
nonliving and living
components within
ecosystem.
LS 28 – Differentiate
between ecosystem
components of
habitat and niche
Λ SI 2, 14, 26, 27,
28, 34, 37
►Activity #2
Panda Bears In
Louisiana
Pg. 37-38
Pearsonsuccessnet.com
BIOME, HABITAT
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“BIOMES” “LIVING
THINGS IN THE
ENVIRONMENT”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 759
Launch Lab
What are the
Roles in your
School
Community?
Bellringer
Transparency
Welcome
Comparisons
eTeacherEdition
page 760
Mini Lab
How can you
Model a Food
Web?
Ch 8:3
Pg.296-305
Ch 8:1
Pg 284-289
Page 759
Pages
760 - 764
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 47 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C4
Explaining the
interaction and
interdependence of
nonliving and living
components within
ecosystems.
LS 28 –
Differentiate
between ecosystem
components of
habitat and niche
Λ SI 1, 19
►Activity #3
My Niche
Pg. 38
Pearsonsuccessnet.com
HABITAT
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“LIVING THINGS IN
THE
ENVIRONMENT”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 766
Inquiry Lab
How can You
Model a
Symbiotic
Relationship?
Page 767
Inquiry
Extension
Interaction in a
Ecosystem
Ch 8:1
Pg 284-289
Pages
707 - 709
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 48 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C3
Investigating major
ecosystems and
recognizing
physical properties
and organisms
within each.
LS 26 – Describe
and compare the
levels of organization
of living things
within an ecosystem
Λ LS 28
SI 11, 19
►Activity #4
What’s The Connection?
Pg. 38 - 39
►BLM:
“What’s The
Connection?”
Literacy Strategy:
“Graphic Organizer”
*See Page 41
Activity Specific
Assessment “Arrange in
hierarchy”
Pearsonsuccessnet.com
CLASSIFYING
ORGANISMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“CLASSIFYING
LIFE” worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 707
Launch Lab
Is It Living or
Nonliving?
Brain POP- video
Ecosystems
Bellringer
Transparency
Shifting Ground
eTeacherEdition
Ch 5:2
Pg 168-173
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 49 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C4
Explaining the
interaction and
interdependence of
nonliving and living
components within
ecosystems.
LS 27 – Identify the
various relationships
among plants and
animals (e.g.,
Mutualistic,
Parasitic, Producer,
Consumer)
Λ SI 3, 11, 19, 22
►Activity #5
I Depend On You
Pg. 39 & 40
►BLM:
“Symbiotic
Relationships”
Literacy Strategy:
“Brainstorm”
Literacy Strategy:
“RAFT – Writing
Assignment”
R= Role of Writer
A= Audience
F= Form of Writing
T=Topic of Writing
(to a tropical fish
company)
*See Page 41
Activity Specific
Assessment “Symbiotic
Relationships”
Pearsonsuccessnet.com
COMPETITION AND
PREDATION,
ENERGY ROLES IN
ECOSYSTEMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“INTERACTIONS
AMONG LIVING
THINGS” “ENERGY
FLOW IN
ORGANISMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 711
Science &
Society
Transforming
Mars
Page 723
Launch Lab
How Does
Energy Change
Forms?
Bellringer
Transparency
Food For All
eTeacherEdition
Page 725
Mini Lab
How can you
Classify
Organisms?
Ch 8:2
Pg 290-95
Ch 13:1
Pg 488-495
Pages
723 - 728
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 50 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 4:
ECOLOGY
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-C4
Explaining the
interaction and
interdependence of
nonliving and living
components within
ecosystems.
LS 29 – Predict the
impact changes in a
species’ population
have on an ecosystem
Λ SI 11, 19, 38, 39,
40
►Activity #6- Parachuting
Cats Into Borneo
Pg. 40 & 41
Page 730
Inquiry Lab
How Does Soil
Type Affect Plant
Growth?
Ch 1
Pg 36-37
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 51 -
Unit 5: Balance within Ecosystems
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A3 Using mathematics
and appropriate
tools and techniques
to gather, analyze,
and interpret data
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
SI 7 - Record
observations using
methods that complement
investigations (e.g.,
journals, tables, charts)
SI 11 - Construct, use,
and interpret appropriate
graphical representations
to collect, record, and
report data (e.g., tables,
charts, circle graphs, bar
and line graphs,
diagrams, scatter plots,
symbols
LS 33 – Illustrate how
variations in individual
organisms within a
population determine the
success of the population
LS 34 – Explain how
environmental factors
impact survival of a
population
Λ SI 12, 16, 32
►Activity #1
Bird Beak
Adaptations
Pg. 46
Literacy
Strategy:
“Learning Logs”
Pearsonsuccessnet.com
HABITAT, VALUE
OF BIODIVERSITY
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ADAPTATIONS
AND VARIATIONS”
“BIODIVERSITY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 195
Mini Lab
How do species
change over
time?
Page 201 TG
Darwin’s Theory
Page 205
Mini Lab
Who Survives?
Page 707
Launch Lab
Is It Living or
Nonliving?
Ch 9:2
Pg 328-333
Ch 9:5
Pg 348-357
Pages
194- 195
Pages
201 – 205
Pages
707- 709
Pages
750 – 751
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 52 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D1
Describing the
importance of plant
and animal
adaptation,
including local
examples.
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
LS 30 – Differentiate
between structural and
behavioral adaptations
in a variety of
organisms
LS 34 – Explain how
environmental factors
impact survival of a
population
Λ SI 3, 10, 11, 13,
19
►Activity #2
Adaptations
Pg. 46-47
►BLM:
“Adaptations”
Literacy Strategy: “Vocabulary Self-
Awareness”
Pearsonsuccessnet.com
VALUE OF
BIODIVERSITY,
ADAPTATIONS FOR
SURVIVAL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ADAPTATIONS
FOR SURVIVAL”,
“BIODIVERSITY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 203
Fast Track
Visual Literacy
Natural Selection
Page 205
Mini Lab
Who Survives?
Carriers in
Science
Page 207
Peter and
Rosemary Grant
Page 753
Mini Lab
How Does
Migration Affect
Population Size?
Ch 9:2
Pg 328-331
Ch9:5
Pg 348-357
Pages
124 – 125
Pages
202 – 205
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 53 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D1
Describing the
importance of plant
and animal
adaptation,
including local
examples.
LS 30 – Differentiate
between structural and
behavioral adaptations
in a variety of
organisms
Λ SI 7, 19, 22, 23,
37
►Activity #3
Seeing Is Believing
Pg. 47-48
*See Safety Note*
►BLM:
“Seed Dispersal”
Literacy Strategy: “Graphic Organizer”
“Learning Logs”
Pearsonsuccessnet.com
VALUE OF
BIODIVERSITY,
ADAPTATIONS FOR
SURVIVAL
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ADAPTATIONS
FOR SURVIVAL”,
“BIODIVERSITY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Pages
216- 217
Inquiry Lab
Model
Adaptation in an
Organism.
Page 297
Launch Lab
What is a Plant?
Page 299
Mini Lab
How Does
Water Loss
From a Leaf
Relate to the
Thickness of the
Cuticle?
Ch 9:2
Pg 328-331
Ch9:5
Pg 348-357
Pages
298 – 301
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 54 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D1
Describing the
importance of plant
and animal
adaptation,
including local
examples.
LS 31 -Describe and
evaluate the impact
of introducing
nonnative species
into an ecosystem
Λ SI 1, 13, 19, 22
SE 39, 43
►Activity #4
Natural and man-made
changes in an ecosystem
Pg. 48 – 49
►BLM:
“Ecosystem
Vocabulary Cards”
Literacy Strategy:
“Vocabulary”
*See Page 55
Activity Specific
Assessment
“Creative Presentation”
Pearsonsuccessnet.com
HUMAN RESOURCE
USE, VALUE OF
BIODIVERSITY
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“HUMANS AND
THE
ENVIRONMENT”,
“BIODIVERSITY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Extended
Page 305
Trees in the Sea
Page 307
Launch Lab
Which Holds
more Water?
Page 311
Skill Practice
How do
Differences in
Plant Structures
Reflect Their
Environments?
Page 345
Mini Lab
When will
Plants Flower?
Ch 9:4-5
Pg 343-344,
354-357
Pages 306 –
309
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 55 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
LS 32 – Describe
changes that occur in
various ecosystems
and relate the
changes to the ability
of an organism to
survive
Λ SE 35
SI 3, 18, 19
►Activity #5
Wetland Wonders
Pg. 49-50
►BLM:
“Ecosystem
Cards”
Literacy Strategy:
“Vocabulary”
*See Page 55
Activity Specific
Assessment “Resources
to Wetlands”
Pearsonsuccessnet.com
POPULTION,
SUCCESSION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“POPULATIONS”,
“CHANGING
ECOSYSTEMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 195
Mini Lab
How do
Species
Change Over
Time?
Page 199
Launch Lab
What are the
Variations
Within Your
Class?
Video
What’s Science
Got to do with
It?
Killer Bees
Ch 9:1
Pg 320-325
Ch 9:3
Pg 334-339
Pages
199 - 204
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 56 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
SI-M-A1
Identifying
questions that can
be used to design a
scientific
investigation.
LS 32 – Describe
changes that occur in
various ecosystems
and relate the
changes to the ability
of an organism to
survive
SI 1 -Generate
testable questions
about objects,
organisms, and
events that can be
answered through
scientific
investigation
SI 2 - Identify
problems, factors,
and questions that
must be considered
in a scientific
investigation
Λ SI 5, 6, 7, 8, 9,
20,23, 24, 37
►Activity #6
Temporary Wetlands
Pg. 50 – 51
*See Safety Note*
►BLM:
“Temporary Wetlands”
Literacy Strategy:
“KWL chart”
“Learning Logs”
Pearsonsuccessnet.com
POPULTION,
SUCCESSION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“POPULATIONS”,
“CHANGING
ECOSYSTEMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 205
Mini Lab
Who Survives?
Page 209
Launch Lab
How is the
Structure of a
Spoon Related
to its Function?
Page 213
Mini Lab
How Related
are Organisms?
Ch 9:1
Pg 320-325
Ch 9:3
Pg 334-339
Pages
199 - 204
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 57 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
LS 33 – Illustrate
how variations in
individual organisms
within a population
determine the
success of the
population
LS 32
SI 1, 3, 11, 19, 22
►Activity #7
Alligators and Such!
Pg. 51-52
Pearsonsuccessnet.com
POPULTION,
SUCCESSION
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“POPULATIONS”,
“CHANGING
ECOSYSTEMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 452
Mini Lab
How do Young
Birds
Recognize
Predators?
CH 9:2 Pages
447 - 452
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 58 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SE-M-A1
Demonstrating
knowledge that an
ecosystem include
living an nonliving
factors and that
humans are an
integral part of
ecosystems.
SE 36 – Distinguish
the essential roles
played by biotic and
abiotic components
in various
ecosystems
SI 7, 19
►Activity #8:
Relationships between
Biotic and Abiotic
Factors P. 52
Pearsonsuccessnet.com
DESCRIBING
LIVING THINGS,
HABITAT,HUMAN
RESOURCE USE
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“WHAT IS LIFE?”,
“LIVING THINGS
AND THE
ENVIRONMENT”
“HUMAN
RESOURCE USE”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Ch 5:1
Pg 158-167
Ch 8:1
Pg 284- 289
Ch 9:4
Pg 340-347
Pages
706- 709
Pages
787 -793
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 59 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SE-M-A2
Demonstrating an
understanding of
how carrying
capacity and
limiting factors
affect plant and
animal populations.
SE 37 – Identify and
describe the effects of
limiting factors on a
given population
SE 38 - Evaluate the
carrying capacity of
an ecosystem
SE 36
SI 2, 4, 5, 6, 9, 12, 20,
26, 33,
►Activity # 9
Factors that limit plant
and animal populations
Pg. 42 – 43
Literacy Strategy: “Learning Logs”
Pearsonsuccessnet.com
POPULATION SIZE
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“POPULATIONS”,
“CHANGING
ECOSYSTEMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 749
Launch Lab
What Events
Can Change a
Population?
Ch 9:1
Pg 320-327
Page 743
Page 745
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 60 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 5:
Balance Within
Ecosystems
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SE-M-A4
Understanding that
human actions can
create risks and
consequences in the
environment.
SE 39 - Analyze the
consequences of
human activities
on ecosystems
SI 3, 12, 13, 16, 19,
30, 38
LS 34
►Activity #10
Exploring the
Environment
Pg. 53 – 54
*See Page 55
Activity Specific
Assessment
“Carrying Capacity”
Pearsonsuccessnet.com
POPULTIONS,
VALUE OF
BIODIVERSITY
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“POPULATIONS”,
“BIODIVERSITY”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 787
Launch Lab
What Happens
When rivers and
Oceans Mix?
Page 788 TG
Visual Literacy
Human Impact
Page 791 TG
Fast Track
Biodiversity-
Human Impact
Ch 9 :4
Pg 340-347
Ch 9:5
Pg 348-357
Pages
787 – 793
Pages
799 -800
Pages
823 – 827
Pages
831 – 836
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 61 -
Fourth Nine Weeks
Unit 8: Food Webs and Cycles
Body System Review / Frog Dissection
Sex Education (Curriculum in separate document)
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 62 -
Unit 8: Food Webs and Cycles
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 8:
Food Webs and Cycles
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A4
Developing
descriptions,
explanations,
and graphs using
data
SI-M-A7
Communicating
scientific
procedures,
information, and
explanations
SI-M-B5
Understanding that
scientific knowledge
is enhanced through
peer review,
alternative
explanations, and
constructive criticism
SE-M-A5
Tracing the flow of
energy through an
ecosystem with a
knowledge of the
roles of producers,
consumers, and
decomposers.
SI 11 - Construct, use, and
interpret appropriate
graphical representations to
collect, record, and report
data (e.g., tables, charts,
circle graphs, bar and line
graphs, diagrams, scatter
plots, symbols
SI 19 - Communicate ideas
in a variety of ways (e.g.,
symbols, illustrations,
graphs, charts,
spreadsheets, concept
maps, oral and written
reports, equations)
SI 37 - Use evidence and
observations to explain and
communicate the results of
investigation)
SE 40 – Construct or draw
food webs for various
ecosystems
Λ LS 24
►Activity #1
Food Webs
Pg. 80-81
►BLM:
“Feeding
Relationships”
Literacy
Strategy:
“Learning
Logs”
*See Page 86
Activity
Specific
Assessment “Food Web”
Pearsonsuccessnet.com
ENERGY FLOW IN
ECOSYSTEMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ ENERGY FLOW IN
ECOSYSTEM”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 728 TG
Fast Track
Energy
Pyramids
Page 761 TG
Energy Flow
Page 761 TG
Toolbox
Your Energy
Role
Page 523
Launch Lab
How Much
Energy is in an
Almond?
Page 704 H
Energy
Pyramids
Ch 13:1
Pg 488-493
Pages
723 -728
Page 761
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 63 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 8:
Food Webs and
Cycles
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SE-M-A1
Demonstrating
knowledge that an
ecosystem includes
living and nonliving
factors and that
humans are an
integral part of
ecosystems
LS-M-C2
Modeling and
interpreting food
chains and food
webs
LS-M-D2
Explaining how
some members of a
species survive
under changed
environmental
conditions.
SE 35 - Identify
resources humans
derive from
ecosystems
LS 24 - Analyze
food webs to
determine energy
transfer among
organisms
LS 34 – Explain
how environmental
factors impact
survival of a
population
Λ SI 11, 19, SE
40
Activity #2
Energy Transfer
Pg. 81-82
Literacy
Strategy:
“Learning Logs”
*See Page 86
Activity
Specific
Assessment
“Energy
Pyramid”
Pearsonsuccessnet.com
HUMAN RESOURCE
USE, ENERGY
ROLES IN
ECOSYSTEMS,
ENERGY FLOW IN
ECOSYSTEM
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ HUMANS AND
THE
ENVIRONMENT” ,
“ENERGY FLOW IN
ECOSYSTEMS”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 761
Teacher Toolbox
Transparency
Focus on Content:
Food Web
Page 760
Mini Lab
How can you Model
a Food Web?
Page 15 TG
Fast Track
Visual Literacy
Energy Use
Page 704 TG
Big Idea
How do living and
Nonliving Parts of
the Environment
Interact?
Page 707
Launch Lab
Is It Living or
Nonliving?
Ch 9:4
Pg 340-347
Ch 13:1
Pg 488-495
Page 14
Pages
708 - 709
Pages
723 – 726
Page 761
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 64 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 8:
Food Webs and
Cycles
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
LS-M-A4
Describing the basic
processes of
photosynthesis
and respiration
and their importance
to life.
SE-M-A7
Demonstrating
knowledge of the
natural cycles,
such as the
carbon cycle,
nitrogen cycle,
water cycle, and
oxygen cycle.
LS 7 - Construct a
word equation that
illustrates the processes
of photosynthesis and
respiration
SE 41 - Describe the
nitrogen cycle and
explain why it is
important for the
survival of organisms
SE 42 - Describe how
photosynthesis and
respiration relate to the
carbon cycle
Λ SI 11, 19
►Activity #3
Cycles
Pg. 82-84
►BLM:
“Cycles and
More”
Literacy
Strategy:
“Split-Page Note
Taking”
“Learning Logs”
*See Page 86
Activity
Specific
Assessment
“Carbon Cycle”
Pearsonsuccessnet.com
ENERGY FOR LIVING
THINGS,
PHOTOSYNTHESIS,
ENERGY FLOW IN
THE ECOSYSTEM,
CARBON AND
OXYGEN CYCLE,
NITROGEN CYCLE
Planet diary; vocab flash
cards, science coach,
reading web, virtual lab
“ PHOTOSYNTHESIS”
,
“CYCLES OF
MATTER”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 713
Launch Lab
How can You Model
Raindrops?
Page 714 TG
Evaporation,
condensation,
Precipitation
Page 717
Fast Track
Visual Literacy
The Oxygen Cycle
Page 723
Launch Lab
How Does Energy
Change Forms?
Page 336
Can You Observe
Plant Processes?
Ch 3:3
Pg 100-105
Ch 13:2
Pg 496-503
Pages
712 – 719
Pages
334 - 336
Revised 2015
Cathie Smith Seventh Grade: Life Science
- 65 -
Benchmarks
GLEs
Grade Level
Expectation
Comprehensive
Curriculum
Unit 8:
Food Webs and Cycles
Activities
From
Comprehensive
Curriculum
Activities
From
Textbook
Pearson Glencoe
Readings
From
Textbook
Pearson Glencoe
SI-M-A1
Identifying questions
that can be used to
design a scientific
investigation.
SI-M-A4
Developing
descriptions,
explanations, and graphs
using data
SE-M-A1
Demonstrating
knowledge that an
ecosystem includes
living and nonliving
factors and that humans
are an integral part of
ecosystems
SE-M-A4
Understanding that
human actions can
create risks and
consequences in the
environment.
SI 3 - Use a variety
of sources to answer
questions
SI 11 - Construct, use,
and interpret appropriate
graphical representations
to collect, record, and
report data (e.g., tables,
charts, circle graphs, ba
and line graphs,
diagrams, scatter plots,
symbols
SE 35 - Identify
resources humans derive
from ecosystems
SE 39 – Analyze the
consequences of human
activities on ecosystems
SI 16, 19
►Activity #4
Let It Rain On
The Sparta
Pg. 84-85
►BLM:
“Importance of
H2O”
“Water Source
Cards”
“What is an
Aquifer?”
Literacy
Strategy:
“Graphic
Organizer”
Pearsonsuccessnet.com
HUMAN RESOURCE
USE,
HUMAN EFFECTS
ON ECOSYSTEMS
Planet diary; vocab
flash cards, science
coach, reading web,
virtual lab
“ ENERGY FLOW IN
ECOSYSTEM” ,
“HUMANS AND
THE
ENVIRONMENT”
worksheets
Lab zone, access your
understanding, review
and reinforce, enrich,
quiz
Page 811 TG
What do you
think?
Page 813
Where does it
Come From?
Page 817
Mini Lab
How Clean is
Water?
Page 821 TG
Clean Energy
From Underground
Page 829
Skill Practice
How can you
communicate
about Pollution?
Page 838
Inquiry Lab
How can you
conserve a Natural
Resource?
Ch 9:4
Pg 340-347
Pages
812 – 819
Pages 824 -
827
Pages 831 -
836