seventh grade curriculum map ---1st...
TRANSCRIPT
Seventh Grade Curriculum Map ---1st Semester
1st 9 weeks
Topics Standards
Welcome to class Lab Safety
Notes: May be used as department sees fit, ideally these days will be planned day to day,
to allow students to transfer from one teacher to another without disruption of content.
Syllabus, rules, safety, textbooks, science fair, etc.
Chapter 1: What is
Science Chapter 1.1 Science and the
Natural World ★ science
★ observing
★ inferring
★ predicting
★ classifying
★ evaluating
★ making
models
★ variable
★ independent
variable
★ dependent
variable
Chapter 1.2 Thinking Like a
Scientist ★ skepticism
★ ethics
★ personal bias
★ cultural bias
★ experimental
bias
★ objective
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use
appropriate reference materials to support scientific understanding,
plan and carry out scientific investigation of various types, such as
systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.7.N.1.2: Differentiate replication (by others) from repetition
(multiple trials).
SC.7.N.1.3: Distinguish between an experiment (which must involve
the identification and control of variables) and other forms of
scientific investigation and explain that not all scientific knowledge is
derived from experimentation.
SC.7.N.1.4: Identify test variables (independent variables) and
outcome variables (dependent variables) in an experiment.
*** All Nature of Science standards are on-going ***
★ subjective
★ deductive
reasoning
★ inductive
reasoning
Chapter 1.3
Measurement- A
Common Language ★ metric system
★ International
System of
Units (SI)
★ mass
★ weight
★ volume
★ meniscus
★ density
Chapter 1.4 Mathematics and
Science ★ estimate
★ accuracy
★ precision
★ significant
figures
★ percent error
★ mean
★ median
★ mode
★ range
★ anomalous
data
Chapter 1.5 Graphs in Science ★ graph
★ linear graph
★ nonlinear
graph
Chapter 1.6 Scientific Inquiry ★ scientific
inquiry
★ hypothesis
★ controlled
experiment
★ data
★ repeated trials
★ replication
Chapter 2: The
World of Science Chapter 2.1 Scientific Explanation ★ scientific
explanation
★ empirical
evidence
★ opinion
Chapter 2.2 Scientists
and Society ★ controversy
Chapter 2.3 How Science Changes ★ scientific
theory
★ scientific law
Chapter 2.4 Models as
Tools in Science ★ model
★ system
★ input
★ process
★ output
★ feedback
SC.7.N.1.5: Describe the methods used in the pursuit of a scientific
explanation as seen in different fields of science such as biology,
geology, and physics.
SC.7.N.1.6: Explain that empirical evidence is the cumulative body of
observations of a natural phenomenon on which scientific
explanations are based.
SC.7.N.1.7: Explain that scientific knowledge is the result of a great
deal of debate and confirmation within the science community.
SC.7.N.2.1: Identify an instance from the history of science in which
scientific knowledge has changed when new evidence or new
interpretations are encountered.
SC.7.N.3.1: Recognize and explain the difference between theories and
laws and give several examples of scientific theories and the evidence
that supports them.
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific
models.
***These standards are on-going throughout and do not have content
limits. They are assessed through an applied practice of the
content.***
2nd 9 weeks
Topics Standards
Chapter 9: Waves
and Light Chapter 9.1 Photosynthesis ★ electromagnetic
wave
★ electromagnetic radiation
★ wavelength
★ frequency
★ electromagnetic spectrum
★ radio waves
★ microwaves
★ infrared rays
★ visible light
★ ultraviolet
rays
★ X-rays
★ gamma rays
Chapter 9.2 Reflection and Mirrors ★ ray
★ regular
reflection
★ image
★ diffuse
reflection
★ plane mirror
★ virtual image
★ concave
mirror
★ optical axis
★ focal point
★ real image
SC.7.P.10.1: Illustrate that the sun's energy arrives as radiation with a
wide range of wavelengths, including infrared, visible, and ultraviolet,
and that white light is made up of a spectrum of many different colors.
Students will:
• illustrate how energy arrives to Earth from the Sun • differentiate the variety and types of radiation present from the
Sun, including:
o infrared, visible, and ultraviolet
• investigate with a prism the colors that compose white light
(ROYGBIV)
• identify the parts of a wave on a diagram, including: o amplitude, wavelength, crest, trough
SC.7.P.10.2: Observe and explain that light can be reflected, refracted,
and/or absorbed.
Students will:
• investigate different ways light can be reflected, refracted, and/or
absorbed
• cite examples when light is reflected, refracted, and/or absorbed • compare how light is absorbed between lighter and darker objects
SC.7.P.10.3: Recognize that light waves, sound waves, and other waves
move at different speeds in different materials. Students will:
• recognize that light and sound energy move in the form of
waves, however light waves do not require a medium within
which to travel
• explain how waves move at different speeds through different
mediums:
o solid, liquid, gas
★ convex
mirror
Chapter 9.3 Refraction and Lenses ★ index of
refraction
★ mirage
★ lens
★ concave lens
★ convex lens
Chapter 10: Energy
and Heat Chapter 10.1 Energy
Transformations and
Conservation ★ energy
★ state
★ solid
★ liquid
★ gas
★ freezing point
★ boil
★ boiling point
★ potential
energy
★ kinetic
energy
★ energy transformation
★ law of
conservation
of energy
★ friction
Chapter 10.2 Temperature, Thermal
Energy, and Heat ★ temperature
SC.7.P.11.1: Recognize that adding heat to or removing heat from a
system may result in a temperature change and possibly a change of
state.
Students will:
• describe temperature as the average molecular kinetic energy
• predict and investigate the possible change in temperature (oC)
when heat is added or removed from a system
• predict and investigate the possible change in state of matter
when heat is added or removed from a system
• recognize that the internal energy of an object includes the energy
of random motion of the object’s atoms and molecules, often
referred to as thermal energy
SC.7.P.11.2: Investigate and describe the transformation of energy
from one form to another.
Students will:
• differentiate between potential and kinetic energy • identify and describe the transformation of energy from one
form to another, such as: o mechanical energy (the sum of potential and kinetic energy)
o sound, thermal, electrical, chemical, thermal, electrical, light
• cite examples of multiple energy transformations • investigate transformations, such as:
o potential to kinetic, electrical to sound, light to thermal, etc.
★ Fahrenheit
scale
★ Celsius scale
★ Kelvin scale
★ absolute zero
★ heat
Chapter 10.3 The Transfer of Heat ★ convection
★ convection
current
★ radiation
★ conduction
SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor
destroyed, only changed from one form to another.
• apply the Law of Conservation of Energy to determine where
energy transformations occur on a diagram, such as: o the swing of a pendulum or movement on a roller-coaster
• investigate the Law of Conservation of Energy to show how
energy is not lost but transformed as heat as a result of
friction NOS Focus: Collecting data, drawing and defending conclusions.
SC.7.P.11.4: Observe and describe that heat flows in predictable ways,
moving from warmer objects to cooler ones until they reach the same
temperature.
Students will:
• describe heat as the flow of thermal energy from warmer
objects to cooler ones, until both objects reach the same
temperature
• predict and investigate the direction thermal energy flows on a diagram
• describe the concept of specific heat (no calculations) as
related to conductors and insulators
Honors:
SC.912.P.10.1: Differentiate among the various forms of energy and
recognize that they can be transformed from one form to others.
1. differentiate among the various forms of energy and energy
transformation 2. identify examples of transformation of energy, such as: o Heat to light in incandescent electric light bulbs o Light to heat in laser drills
Chapter 3: Earth’s Structure and
SC.7.E.6.1: Describe the layers of the solid Earth, including the
lithosphere, the hot convecting mantle, and the dense metallic liquid
Materials Chapter 3.1 Earth Interior ★ seismic wave ★ pressure ★ crust ★ basalt ★ granite ★ mantle ★ lithosphere ★ asthenosphere
★ outer core ★ inner core
Chapter 3.2 Convection and the Mantle ★ radiation ★ convection ★ conduction ★ density ★ convection
current
Chapter 3.3 Classifying Rocks ★ rock-forming
mineral ★ grain ★ texture ★ igneous rock ★ sedimentary
rock ★ metamorphic
rock
Chapter 3.4 Igneous and
and solid cores.
Students will:
•identify and describe the layers of the Earth, including:
o crust, lithosphere, hot convecting mantle, the outer liquid core,
and high- pressure inner solid core
•identify the layer of the Earth that has convection currents
resulting in plate tectonics
•differentiate the density differences between the layers of the
Earth
•build a model of the Earth’s Layers based on characteristics of the
layers
SC.7.E.6.2: Identify the patterns within the rock cycle and relate them
to surface events (weathering and erosion) and sub-surface events
(plate tectonics and mountain building).
Students will:
• describe the processes resulting in the formation of the different
rock types:
o Igneous
o Sedimentary
o Metamorphic
• describe the process of the rock cycle in terms of the different rock
types
• identify patterns within the rock cycle and relate them to surface
events, including:
o weathering, erosion, and deposition
Honors:
SC.912.E.6.1: Describe and differentiate the layers of Earth and the
interactions among them.
SC.912.E.6.2: Connect surface features to surface processes that are
responsible for their formation.
Metamorphic Rocks ★ extrusive
rock ★ intrusive rock ★ foliated
Chapter 3.5 Sedimentary Rocks ★ sediment ★ weathering ★ erosion ★ deposition ★ compaction ★ cementation ★ clastic rock ★ organic rock ★ chemical rock
Chapter 3.6 The Rock Cycle ★ rock cycle
Seventh Grade Curriculum Map ---2nd Semester 3rd Nine Weeks
Topics Standards
Chapter 4: Earth’s
History Chapter 4.1 Fossils ★ fossil
★ mold
★ cast
★ petrified fossil
★ carbon film
SC.7.E.6.3: Identify current methods for measuring the age of Earth
and its parts, including the law of superposition and radioactive dating.
Students will:
• identify and describe current methods for measuring the age of the
Earth, including:
o relative dating: Law of Superposition
o absolute dating: radioactive dating, carbon dating
• explain how folding and faulting may affect the accuracy of
★ trace fossil
★ paleontologist
★ evolution
★ extinct
Chapter 4.2 The Relative Age of
Rocks ★ relative age
★ absolute age
★ law of
superposition
★ extrusion
★ intrusion
★ fault
★ index fossil
★ unconformity
Chapter 4.3 Radioactive Dating ★ radioactive
decay
★ half-life
Chapter 4.4 Geologic Time ★ geologic time
scale
★ era
★ period ★ uniformitarianism
Law of Superposition to date the age of the Earth
SC.7.E.6.4: Explain and give examples of how physical evidence
supports scientific theories that Earth has evolved over geologic time
due to natural processes.
Students will:
• give examples of physical evidence that supports scientific
theories that Earth has evolved over geological time due to
natural processes, such as:
o index fossils, rock layers, and radioactive dating
Chapter 5: Plate
Tectonics Chapter 5.1 Drifting Continents ★ continental drift
★ Pangaea
★ fossil
Chapter 5.2
SC.7.E.6.5: Explore the scientific theory of plate tectonics by describing
how the movement of Earth's crustal plates causes both slow and rapid
changes in Earth's surface, including volcanic eruptions, earthquakes,
and mountain building.
Students will:
• describe the Theory of Plate Tectonics
o cite examples of physical evidence that supports the Theory
of Plate Tectonics
Sea-Floor Spreading ★ mid-ocean
ridge
★ sea-floor
spreading
★ deep-ocean
trench
★ subduction
Chapter 5.3 The Theory of Plate
Tectonics ★ plate
★ divergent
boundary
★ convergent
boundary
★ transform
boundary
★ plate tectonics
★ fault
★ rift valley
NOS Focus: differentiate between scientific theories and scientific laws.
• explain how convection currents cause Earth’s crustal plates to
move, including: o convergent, divergent, and transform boundaries
• describe how the movement of crustal plates can cause changes to
Earth’s surface
o earthquakes, volcanic eruptions and mountain building • explain the role of subduction in plate movement
Honors:
SC.912.E.6.3: Analyze the scientific theory of plate tectonics and identify
related major processes and features as a result of moving plates.
1. discuss the development of plate tectonic theory, which
is derived from the combination of two theories:
continental drift and seafloor spreading 2. explain the origin of geologic features and processes that result
from plate tectonics (e.g. earthquakes, volcanoes, trenches, mid-
ocean ridges, island arcs and chains, hot spots, earthquake
distribution, tsunamis, mountain ranges)
3. investigate plate tectonics using models
Chapter 6: Volcanoes Chapter 6.1 Volcanoes and Plate
Tectonics ★ volcano
★ magma
★ lava
★ Ring of Fire
★ island arc
★ hot spot
SC.7.E.6.5: Explore the scientific theory of plate tectonics by describing
how the movement of Earth's crustal plates causes both slow and rapid
changes in Earth's surface, including volcanic eruptions, earthquakes,
and mountain building.
Students will:
• describe the Theory of Plate Tectonics
o cite examples of physical evidence that supports the Theory
of Plate Tectonics NOS Focus: differentiate between scientific theories and scientific laws.
Chapter 6.2 Volcanic Eruptions ★ magma
chamber
★ pipe
★ vent
★ lava flow
★ crater
★ silica
★ pyroclastic flow
★ dormant
★ extinct
Chapter 3.3 Volcanic Landforms ★ caldera
★ cinder cone
★ composite
volcano
★ shield volcano
★ volcanic neck
★ dike
★ sill
★ batholith
• explain how convection currents cause Earth’s crustal plates to
move, including:
o convergent, divergent, and transform boundaries • describe how the movement of crustal plates can cause changes to
Earth’s surface
o earthquakes, volcanic eruptions and mountain building
• explain the role of subduction in plate movement
Chapter 7:
Earthquakes Chapter 7.1 Forces in Earth’s Crust ★ stress
★ tension
★ compression
★ shearing
★ normal fault
★ reverse fault
★ strike-slip fault
★ plateau
SC.7.E.6.5: Explore the scientific theory of plate tectonics by describing
how the movement of Earth's crustal plates causes both slow and rapid
changes in Earth's surface, including volcanic eruptions, earthquakes,
and mountain building.
Students will:
• describe the Theory of Plate Tectonics
o cite examples of physical evidence that supports the Theory
of Plate Tectonics NOS Focus: differentiate between scientific theories and scientific laws.
• explain how convection currents cause Earth’s crustal plates to
move, including: o convergent, divergent, and transform boundaries
Chapter 7.2 Earthquakes and Seismic
Waves ★ earthquakes
★ focus
★ epicenter
★ P wave
★ S wave
★ surface wave
★ seismograph
★ Modified
Mercalli scale
★ magnitude
★ Richter scale
★ moment
magnitude scale
Chapter 7.3 Monitoring Earthquakes ★ seismogram
• describe how the movement of crustal plates can cause changes to
Earth’s surface
o earthquakes, volcanic eruptions and mountain building • explain the role of subduction in plate movement
Chapter 8: Land, Air,
and Water Resources Chapter 8.1 Conserving Land and
Soil ★ natural
resources
★ litter
★ topsoil
★ subsoil
★ bedrock
★ erosion
★ nutrient
depletion
★ fertilizer
★ desertification
★ drought
★ land
reclamation
SC.7.E.6.6: Identify the impact that humans have had on Earth, such as
deforestation, urbanization, desertification, erosion, air and water
quality, changing the flow of water.
● identify the beneficial and negative impacts humans
have had on Earth in terms of weathering, erosion, and
deposition
o example: deforestation leads to erosion
o example: protecting sea oats from sand dunes prevents
wind erosion
★ deforestation
★ urbanization
Chapter 8.2 Air Pollution and
Solutions ★ emissions
★ photochemical
smog
★ ozone
★ temperature
inversion
★ acid rain
★ radon
★ ozone layer ★ chlorofluorocarbon
Chapter 8.3 Surface Water and
Groundwater ★ tributary
★ watershed
★ reservoir
★ eutrophication
★ permeable
★ impermeable
★ unsaturated
zone
★ saturated zone
★ water table
★ aquifer
★ artesian well
Chapter 8.4 Water Pollution and
Solutions ★ pesticide
★ sewage
★ sediment
Chapter 8.5
Wetland Environments ★ wetland
4th 9 Weeks
Topics Standards
Chapter 11: Change
Over Time Chapter 11.1 Evidence of Evolution ★ evolution
★ gene
★ homologous
structures
Chapter 11.2 Darwin’s Theory ★ adaptation
★ scientific theory
★ trait
★ natural selection
★ variation
Chapter 11.3 Biodiversity and
Extinction ★ biodiversity
★ extinction
★ endangered
species
★ threatened
species
SC.7.L.15.1: Recognize that fossil evidence is consistent with the
scientific theory of evolution that living things evolved from earlier
species.
Students will:
• explain how scientists use fossil evidence to support the scientific
theory of evolution:
o that living things evolved from earlier species
o not all species today were alive in the past
• explain what makes Evolution a scientific theory
SC.7.L.15.2: Explore the scientific theory of evolution by recognizing
and explaining ways in which genetic variation and environmental
factors contribute to evolution by natural selection and diversity of
organisms.
Students will:
• describe the ways in which genetic variation (through many
generations) and environmental factors contribute to
evolution by natural selection and diversity • simulate the effects of natural selection and genetic
variation with specific environmental factors, such as:
o food sources, climate change, predators, and geography
NOS Focus: discuss examples of scientific knowledge not derived from
experimentation
(ex: observations, surveys, data collections, simulation)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how
the inability of a species to adapt within a changing environment may
contribute to the extinction of that species.
Students will:
• explain how the inability of a species to adapt in a quickly
changing environment may contribute to the extinction of that
species, such changes may include: o human impact, natural disasters, food scarcity, and non-native
species
• simulate how adaptations may or may not contribute to extinction
Honors:
SC.912.L.15.13: Describe the conditions required for natural selection,
including: overproduction of offspring, inherited variation, and the
struggle to survive, which result in differential reproductive success.
● 1. describe the conditions required for natural selection, including:
overproduction of offspring, inherited variation, and the struggle to
survive, which result in differential reproductive success
SC.912.L.15.6: Discuss distinguishing characteristics of the domains and
kingdoms of living organisms.
Chapter 12: Genetics
and DNA: The Science
of Heredity Chapter 12.1 The Genetic Code ★ nitrogen bases
★ DNA
replication
Chapter 12.2 What is Heredity ★ heredity
★ genetics
★ fertilization
★ purebred
★ allele
★ dominant allele
★ recessive allele
★ hybrid
SC.7.L.16.1: Understand and explain that every organism requires a set
of instructions that specifies its traits, that this hereditary information
(DNA) contains genes located in the chromosomes of each cell, and that
heredity is the passage of these instructions from one generation to
another. Students will:
• describe heredity as the passage of traits from one
generation to another, for example: o acquired vs. learned, a skin wound would not be passed on to
offspring, etc.
• explain why every organism requires a set of instructions to specify
its traits
• explain how genes store hereditary information (in DNA)
and where genes are located within a cell
Chapter 12.3 Probability and Heredity ★ probability
★ Punnett square
★ pedigree
★ phenotype
★ genotype
★ homozygous
★ heterozygous
Chapter 12.4 Chromosomes and
Inheritance ★ meiosis
• describe the location of genes: cells→nucleus--
>chromosome→DNA→ gene
SC.7.L.16.2: Determine the probabilities for genotype and phenotype
combinations using Punnett Squares and pedigrees. Students will:
• differentiate between dominant and recessive traits • differentiate between genotype and phenotypes
• create and solve Punnett Squares to determine the
probabilities for genotype and phenotype outcomes o Punnett Squares will be given in %
• differentiate between a Punnett Square and a pedigree chart
SC.7.L.16.3: Compare and contrast the general processes of sexual
reproduction requiring meiosis and asexual reproduction requiring
mitosis. Students will: • differentiate between the general processes of sexual reproduction
(requiring meiosis) and asexual reproduction (requiring mitosis)
• identify both the advantages and disadvantages of sexual and asexual
reproduction
• differentiate between mitosis and meiosis, including:
o a complete set of chromosomes in mitosis vs. a half set of chromosomes in meiosis
Honors:
SC.912.L.16.16: Describe the process of meiosis, including independent
assortment and crossing over. Explain how reduction division results in
the formation of haploid gametes or spores.
SC.912.L.16.2: Discuss observed inheritance patterns caused by various
modes of inheritance, including dominant, recessive, codominant, sex-
linked, polygenic, and multiple alleles. Chapter 13: Human
Genetics and Genetic
Technology
SC.7.L.16.1: Understand and explain that every organism requires a set
of instructions that specifies its traits, that this hereditary information
Chapter 13.1 Human Inheritance ★ sex
chromosomes
★ sex-linked gene
★ carrier
Chapter 13.2 Human Genetic
Disorders ★ genetic disorder
★ pedigree
★ karyotype
Chapter 13.3 Advances in Genetics ★ clone
★ genetic
engineering
★ gene therapy
★ selective
breeding
★ hybridization
★ inbreeding
★ biotechnology
Chapter 13.4 Using Genetic
Information ★ genome
★ ethics
(DNA) contains genes located in the chromosomes of each cell, and that
heredity is the passage of these instructions from one generation to
another. Students will:
• describe heredity as the passage of traits from one
generation to another, for example: o acquired vs. learned, a skin wound would not be passed on to
offspring, etc.
• explain why every organism requires a set of instructions to specify
its traits
• explain how genes store hereditary information (in DNA)
and where genes are located within a cell
• describe the location of genes: cells→nucleus--
>chromosome→DNA→ gene
SC.7.L.16.2: Determine the probabilities for genotype and phenotype
combinations using Punnett Squares and pedigrees. Students will:
• differentiate between dominant and recessive traits
• differentiate between genotype and phenotypes
• create and solve Punnett Squares to determine the
probabilities for genotype and phenotype outcomes
o Punnett Squares will be given in %
• differentiate between a Punnett Square and a pedigree chart
SC.7.L.16.3: Compare and contrast the general processes of sexual
reproduction requiring meiosis and asexual reproduction requiring
mitosis. Students will:
• differentiate between the general processes of sexual reproduction
(requiring meiosis) and asexual reproduction (requiring mitosis) • identify both the advantages and disadvantages of sexual and asexual
reproduction • differentiate between mitosis and meiosis, including: o a complete set of chromosomes in mitosis vs. a half set of
chromosomes in meiosis
SC.7.L.16.4: Recognize and explore the impact of biotechnology
(cloning, genetic engineering, artificial selection) on the individual,
society and the environment. • explore the benefits and drawbacks of biotechnology, such as: o cloning, artificial selection, genetic engineering, etc.
Chapter 14:
Populations and
Communications Chapter 14.1 Living Things and the
Environment ★ organism
★ habitat
★ biotic factor
★ abiotic factor
★ species
★ population
★ community
★ ecosystem
★ ecology
Chapter 14.2 Energy Flow in
Ecosystems ★ producer
★ consumer
★ herbivore
★ carnivore
★ omnivore
★ scavenger
★ decomposer
★ food chain
★ food web
★ energy pyramid
Chapter 14.3 Interactions Among
SC.7.L.17.1: Explain and illustrate the roles of and relationships among
producers, consumers, and decomposers in the process of energy
transfer in a food web. Students will:
• differentiate among the roles and relationships among
producers, consumers and decomposers
• differentiate between a food chain and a food web • identify the roles of organisms in food webs
• trace the flow of energy through food chains in a food web
• identify a species in a food web as primary, secondary, or tertiary consumers
• create a food web using a maximum of 15 organisms
SC.7.L.17.2: Compare and contrast the relationships among organisms
such as mutualism, predation, parasitism, competition, and
commensalism. Students will:
• identify the types of symbiotic relationship between organisms,
given a description of their interactions • differentiate the relationships among organisms, including:
o mutualism, predation, parasitism, competition, and
commensalism
SC.7.L.17.3: Describe and investigate various limiting factors in the
local ecosystem and their impact on native populations, including food,
shelter, water, space, disease, parasitism, predation, and nesting sites.
Students will:
• describe and investigate the impact various limiting factors
Living Things ★ natural selection
★ adaptation
★ niche
★ competition
★ predation
★ predator
★ prey
★ symbiosis
★ mutualism
★ commensalism
★ parasitism
★ parasite
★ host
Chapter 14.4 ★ birth rate
★ death rate
★ immigration
★ emigration
★ population
density
★ limiting factor
★ carrying
capacity
(such as food, shelter/space, water, disease, predation, parasitism, nesting space, etc.) have on native populations
• explain how the amount of available resources can restrict the size of a population(carrying capacity) • research an example of how limiting factors impact ecosystems, such as:
o sea turtle nesting sites versus erosion from loss of biodiversity on beaches
Honors:
SC.912.L.17.6:Compare and contrast the relationships among organisms,
including predation, parasitism, competition, commensalism, and
mutualism.
SC.912.L.17.9: Use a food web to identify and distinguish producers,
consumers, and decomposers. Explain the pathway of energy transfer
through trophic levels and the reduction of available energy at successive
trophic levels.