Franklin City Public Schools 1 | Page 7 th Grade Life Science Pacing Guide – 2020-2021 1st Nine Weeks September 2020 October 2020 November 2020 M T W Th F 1 NW1 2 3 4 LD 7 LD 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 M T W Th F 1 TWD 2 PD 5 6 7 8 9 12 13 14 IR1 15 16 19 20 21 22 23 26 27 28 29 30 M T W Th F 2 3 4 NW1 5 NW2 6 9 10 11 12 RC1 13 16 17 18 19 20 23 TB 24 TB 25 TB 26 TB 27 TB 30 Assessment Dates: Units Topics Text Reference/Chapter Standards of Learning Time Frame # of blocks/days Week 1 Science Pre-Test MAP Testing Success Maker Science Pre-Test MAP Testing Success Maker 3 days Week 1 Living Things Photosynthesis The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include: a) Photosynthesis Unit 2 – Cells – Lesson 6 Photosynthesis and Cellular Respiration - Virginia Science Fusion Textbook New Energy for Life Science – Warm-up: Engage Your Brain pp. 137; Cooking with Chloroplast – (Guided Reading Activity) pp. 140-141; Complete Visualize It! – pp. 140 and Infer! pp.141 LS.5a-c 2 day Week 2 Living Things Cells a) Cell Theory; Unit 2 – Cells – Lesson 1 The Characteristics of Cells - Virginia Science Fusion Textbook New Energy for Life Science –Warm-up: Engage Your Brain pp. 75; Guided Reading Cell- ebrate! pp.76-79 LS.2c 2 days Week 2 Living Things Cells a) Cell Structure and Organelles; Unit 2 – Cells – Lesson 1 - Virginia Science Fusion Textbook New Energy for Life Science - Guided Reading on the Cellular - pp. 80 – 81. Project: The student will label the organelles of a plant and animal cell structure. https://www.cellsalive.com /worksheets/AnimalCellMo del.pdf ; https://www.cellsalive.com /worksheets/PlantCellMod el.pdf LS.2a 3 days Week 3 Place Division dates for Benchmark, Universal Screener, Checkpoints, etc. Professional D. Report Cards Benchmark Assessment Holiday Start Nine Weeks Interim Report End of Nine Weeks Early Closings
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Franklin City Public Schools 1 | P a g e
7th Grade Life Science Pacing Guide – 2020-2021 1st Nine Weeks
September 2020 October 2020 November 2020
M T W Th F
1 NW1
2 3 4 LD
7 LD
8
9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30
M T W Th F
1 TWD
2 PD
5
6
7 8 9
12
13 14 IR1
15 16
19 20 21 22 23
26 27 28 29 30
M T W Th F
2 3 4 NW1
5 NW2
6
9
10
11 12 RC1
13
16
17
18
19
20
23 TB
24 TB
25 TB
26 TB
27 TB
30
Assessment Dates:
Units
Topics
Text
Reference/Chapter
Standards of
Learning
Time Frame
# of blocks/days Week 1
Science Pre-Test
MAP Testing
Success Maker
Science Pre-Test
MAP Testing
Success Maker
3 days
Week 1
Living Things
Photosynthesis
The student will investigate and
understand the basic physical and
chemical processes of
photosynthesis and its importance to
plant and animal life. Key concepts
include:
a) Photosynthesis
Unit 2 – Cells – Lesson 6
Photosynthesis and
Cellular Respiration -
Virginia Science Fusion
Textbook New Energy
for Life Science –
Warm-up: Engage Your
Brain pp. 137;
Cooking with
Chloroplast – (Guided
Reading Activity) pp.
140-141; Complete
Visualize It! – pp. 140
and Infer! pp.141
LS.5a-c 2 day
Week 2
Living Things
Cells
a) Cell Theory; Unit 2 – Cells – Lesson 1
The Characteristics of
Cells - Virginia Science
Fusion Textbook New
Energy for Life Science
–Warm-up: Engage
Your Brain pp. 75;
Guided Reading Cell-
ebrate! pp.76-79
LS.2c 2 days
Week 2
Living Things
Cells
a) Cell Structure and Organelles; Unit 2 – Cells – Lesson 1
SOLs: LS.5 The student will investigate and understand the basic physical and
chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include:
a) energy transfer between sunlight and chlorophyll;
b) transformation of water and carbon dioxide into sugar and oxygen;
c) photosynthesis as the foundation of virtually all food webs
LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts
include:
a) cell structure and organelles;
b) similarities and differences between plant and animal cells;
c) development of cell theory; and
d) cell division.
LS.3 The student will investigate and understand that living things show patterns of cellular organization. Key
concepts include:
a) cells, tissues, organs, and systems; and
b) patterns of cellular organization and their relationship to life processes in living things.
LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to
new generations. Key concepts include:
a) the structure and role of DNA;
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) characteristics that can and cannot be inherited;
e) genetic engineering and its applications; and
f) historical contributions and significance of discoveries related to genetics.
Essential Knowledge, Skills and Processes:
LS.5 In order to meet this standard, it is expected that students will:
• describe the process of photosynthesis in terms of raw materials and products generated.
• identify and describe the cellular organelles involved in the process of photosynthesis.
• explain how organisms utilize the energy stored from the products of photosynthesis.
• compare and contrast the processes of photosynthesis and cellular respiration.
• relate the importance of photosynthesis to the role of producers as the foundation of food webs.
• design an investigation from a testable question related to photosynthesis. The investigation may be a complete
experimental design or may focus on systematic observation, description, measurement, and/or data collection and
analysis.
LS.2 In order to meet this standard, it is expected that students will:
• distinguish among the following: cell membrane, cytoplasm, nucleus, cell wall, vacuole, mitochondrion,
endoplasmic reticulum, and chloroplast.
• correlate the structures of cell organelles with their functions.
• compare and contrast examples of plant and animal cells, using the light microscope and images obtained from
other microscopes.
• describe and sequence the major points in the development of the cell theory.
• identify the three components of the cell theory. †
• sequence the steps in the cell cycle, including the phases of mitosis.
• differentiate between the purpose of mitosis and meiosis.
• design an investigation from a testable question related to animal and plant cells. The investigation may be a
complete experimental design or may focus on systematic observation, description, measurement, and/or data
collection and analysis. An example of such a question is: “Do onion cells vary in shape or structure depending on
where they are found in the plant?”
LS.5 In order to meet this standard, it is expected that students will:
• explain the relationship among cells, tissue, organs, and organ systems.
• differentiate between unicellular organisms and multicellular organisms and name common examples of each.
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• compare and contrast how unicellular and multicellular organisms perform
various life functions. This includes the application of knowledge about systems
in organisms.
• explain the role that each life function serves for an organism: ingestion, digestion and removal of waste, stimulus
response, growth and repair, gas exchange, and reproduction.
• explain that there is a specific range or continuum of conditions that will meet the needs of organisms.
• model how materials move into and out of cells in the processes of osmosis, diffusion, and selective permeability.
This includes creating and interpreting three-dimensional models and/or illustrations demonstrating the processes
involved. Students should be able to analyze the components of these models and diagrams and communicate their
observations and conclusions.
• create plausible hypotheses about the effects that changes in available materials might have on particular life
processes in plants and in animals.
• conduct basic investigations related to understanding cellular organization, with emphasis on observations of cells
and tissue. This investigation should focus on the skills developed in LS.1.
LS.12 In order to meet this standard, it is expected that students will:
• recognize the appearance of DNA as double helix in shape.
• explain that DNA contains coded instructions that store and pass on genetic information from one generation to the
next.
• explain the necessity of DNA replication for the continuity of life.
• explain the relationship among genes, chromosomes, and alleles.
• demonstrate variation within a single genetic trait.
• distinguish between dominant and recessive traits.
• distinguish between genotype and phenotype.
• use Punnett squares to predict the possible combinations of inherited factors resulting from single trait crosses.
• differentiate between characteristics that can be inherited and those that cannot be inherited.
• identify aspects of genetic engineering and supply examples of applications. Evaluate the examples for possible
controversial aspects.
• describe the contributions of Mendel, Franklin, Watson, and Crick to our basic understanding of genetics.
Essential Vocabulary:
The students will use the following vocabulary throughout the nine weeks of study to support student learning:
(word/definition)
Week 1 Photosynthesis – plants use energy from sunlight, carbon dioxide, and water to make sugars.
Chloroplast – the organelle of a plant where photosynthesis takes place.
Chlorophyll – green pigment found in plants.
Glucose – is a sugar that stores chemical energy.
Cellular respiration – the process of breaking down food to produce ATP.
Week 2 Cell – smallest functional and structural unit of all living organisms.
Organism – is any living thing.
Cell membrane – is a protective layer that covers a cell’s surface.
Cytoplasm – the region enclosed by the cell membrane that includes the fluid and all of the organelles
of the cell.
Organelle – is small body in a cell’s cytoplasm that is specialized to perform a specific function.
Nucleus – the brain of the cell.
Prokaryote – is a single-celled organism that does not have a nucleus or membrane-bound organelles
Eukaryote – is organism made up of cells that contain their DNA in a nucleus.
Cell theory – All organisms is made up of one or more cells; the cell is the basic unit of all organisms;
and all cells come from existing cells.
Week 2 Nucleus - the brain of the cell.
Nucleolus - produces ribosomes, which move out of the nucleus and take positions on the rough
endoplasmic reticulum where they are critical in protein synthesis.
Cytosol - The cytosol is the "soup" within which all the other cell organelles reside and where most of
the cellular metabolism occurs.
Cytoplasm - the region enclosed by the cell membrane that includes the fluid and all of the organelles
of the cell.
Centrosome - is an area in the cell where microtubules is produced.
Centriole - (animal cells only): Each centriole is a ring of nine groups of fused microtubules. In the
complete animal cell centrosome, the two centrioles is arranged such that one is perpendicular to the
other.
Golgi - is actually a stack of membrane-bound vesicles that are important in packaging
macromolecules for transport elsewhere in the cell.
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Lysosome - an organelle in the cytoplasm of eukaryotic cells containing degradative enzymes enclosed
in a membrane. Peroxisome - are membrane-bound packets of oxidative enzymes.
Secretory Vesicle - Cell secretions - e.g. hormones, neurotransmitters - is packaged in secretory
vesicles at the Golgi apparatus. The secretory vesicles is then transported to the cell surface for release.
Week 2 & 3 Cell Membrane - is a protective layer that covers a cell’s surface.
Mitochondria - provide the energy a cell needs to move, divide, produce secretory products, contract -
in short they are the power centers of the cell.
Vacuole - is a membrane-bound sac that plays roles in intracellular digestion and the release of cellular
waste products.
Cell Wall (plant cells only) - a rigid, protective cell wall made up of polysaccharides. In higher plant
cells, that polysaccharide is usually cellulose.
Chloroplast (plant cells only) - are specialized organelles found in all higher plant cells. These
organelles contain the plant cell's chlorophyll responsible for the plant's green color and the ability to
absorb energy from sunlight.
Endoplasmic Reticulum - is a vast network of membrane-bound vesicles and tubules called the
endoplasmic reticulum, or ER for short.
Smooth endoplasmic reticulum breakdown of lipid-soluble toxins in liver cells, and control of
calcium release in muscle cell contraction.
Rough Endoplasmic Reticulum - "pebbled" by electron microscopy due to the presence of numerous
ribosomes on its surface.
Ribosomes - are packets of RNA and protein that play a crucial role in both prokaryotic and eukaryotic
cells. They are the site of protein synthesis.
Cytoskeleton - helps to maintain cell shape and is an organized network of three primary protein
filaments: microtubules; actin filaments (microfilaments); and intermediate fibers.
Week 4 Cell Membrane - is a protective layer that covers a cell’s surface.
Mitochondria - provide the energy a cell needs to move, divide, produce secretory products, contract -
in short, they are the power centers of the cell.
Vacuole - is a membrane-bound sac that plays roles in intracellular digestion and the release of cellular
waste products.
Cell Wall (plant cells only) - a rigid, protective cell wall made up of polysaccharides. In higher plant
cells, that polysaccharide is usually cellulose.
Chloroplast (plant cells only) - are specialized organelles found in all higher plant cells. These
organelles contain the plant cell's chlorophyll responsible for the plant's green color and the ability to
absorb energy from sunlight.
Endoplasmic Reticulum - is a vast network of membrane-bound vesicles and tubules called the
endoplasmic reticulum, or ER for short.
Smooth endoplasmic reticulum breakdown of lipid-soluble toxins in liver cells, and control of
calcium release in muscle cell contraction.
Rough Endoplasmic Reticulum - "pebbled" by electron microscopy due to the presence of numerous
ribosomes on its surface.
Ribosomes - are packets of RNA and protein that play a crucial role in both prokaryotic and eukaryotic
cells. They are the site of protein synthesis.
Cytoskeleton - helps to maintain cell shape and is an organized network of three primary protein
filaments: microtubules; actin filaments (microfilaments); and intermediate fibers.
Week 4 Cell division – is the process by which a parent cell divides into two or more daughter cells. Mitosis – a type of cell division that results in two daughter cells each having the same number and
kind of chromosomes as the parent nucleus, typical of ordinary tissue growth.
Meiosis – is a process where a single cell divides twice to produce four cells containing half the
original amount of genetic information.
Week 5 Cellular Transport – It is the movement of substances across the cell membrane either into or out of
the cell.
Osmosis – a process by which molecules of a solvent tend to pass through a semipermeable membrane
from a less concentrated solution into a more concentrated one, thus equalizing the concentrations on
each side of the membrane.
Diffusion - is the movement of molecules from an area of high concentration of the molecules to an
area with a lower concentration.
Week 6 Cells – is the basic structural, functional, and biological unit of all known organisms.
Tissues – any of the distinct types of material of which animals or plants is made, consisting of
specialized cells and their products.
Organs – a group of tissues in a living organism that have been adapted to perform a specific function.
Systems -
Week 7 DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the
information that determines the traits that a living thing inherits needs to live.
Double helix – the structure of DNA is a twisted ladder shape, a two-sided ladder.
Genes – are segments of DNA that relate to a certain trait.
Chromosomes – in eukaryotic cell, one of the structures in the nucleus that are made up of DNA and
protein; in a prokaryotic cell, the main ring of DNA.
Allelles – one of the alternative forms of a gene that governs a characteristic, such as hair color.
Traits – a distinguishing quality or characteristic, typically one belonging to a person.
Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more
specific traits.
Phenotype – an organism’s appearance or other detectable characteristics.
Punnett square – a graphic used to predict the results of a genetic code.
Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an
individual.
Recessive – describes an allele that will be masked unless the organism is homozygous for the trait.
Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a
heterozygous individual is an intermediate of the phenotype of the two homozygous parents.
Codominance – a condition in which to alleles are expressed such as that the phenotype of a
heterozygous individual is a combination of the phenotypes of the two homozygous parents.
Week 8 DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the
information that determines the traits that a living thing inherits needs to live.
Double helix – the structure of DNA is a twisted ladder shape, a two-sided ladder.
Genes – are segments of DNA that relate to a certain trait.
Allelles – one of the alternative forms of a gene that governs a characteristic, such as hair color.
Traits – a distinguishing quality or characteristic, typically one belonging to a person.
Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more
specific traits.
Phenotype – an organism’s appearance or other detectable characteristics.
Punnett square – a graphic used to predict the results of a genetic code.
Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an
individual.
Recessive – describes an allele that will be masked unless the organism is homozygous for the trait.
Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a
heterozygous individual is an intermediate of the phenotype of the two homozygous parents.
Codominance – a condition in which to alleles are expressed such as that the phenotype of a
heterozygous individual is a combination of the phenotypes of the two homozygous parents.
Week 9 Benchmark Review & Benchmark Testing
Essential Questions:
Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation
of the content:
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The Student Learning Experience:
W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding
and independent application?
I. Assessment Activity: Performance Task for Project Based Learning Component
Week 1 • What is photosynthesis? (Photosynthesis the process of a green plant making their own food
(sugar) using carbon dioxide and water.)
• What is the purpose of photosynthesis? (The purpose of photosynthesis is for a plant to produce
glucose.)
• What is needed for photosynthesis to be carried out? (The following things are needed for
photosynthesis –chlorophyll, sunlight, water and carbon dixode.)
Week 2 • What is the cell theory? (The cell theory is three basic characteristics of all cell and organisms: all
organisms are made up of one or more cells; the cell is the basic unit of all organisms; and all cells
come from existing cells.)
Week 3 • What is the difference between a plant and animal cell? (A plant cell contains a large, singular vacuole
that is used for storage and maintaining the shape of the cell. In contrast, animal cells have many,
smaller vacuoles. Plant cells have a cell wall, as well as a cell membrane. ... Animal cells simply have
a cell membrane, but no cell wall.)
Week 4 • How can science provide answers to your questions about the world around you?
• 2. What characteristics do all living things share?
• 3. What do the structures in a cell do?
• 4. How does cell differentiation lead to the organization within a multicellular organism?
Week 5 • Review week.
Week 6 • What is a group of cells that are alike and work together? What is the dark structure in the middle of the
cell? (A nucleus.)
Week 7 • What is sexual reproduction and why is it beneficial?
• 2. What is the order of the phases of meiosis, and what happens during each phase?
• 3. Why is meiosis important
• 4. Why did Mendel perform crosspollination experiments?
• 5. What did Mendel conclude about inherited traits?
• 6. How do dominant and recessive factors interact?
• 7. What determines the expression of traits?
Week 8 • What is sexual reproduction and why is it beneficial?
• 2. What is the order of the phases of meiosis, and what happens during each phase?
• 3. Why is meiosis important
• 4. Why did Mendel perform crosspollination experiments?
• 5. What did Mendel conclude about inherited traits?
• 6. How do dominant and recessive factors interact?
• 7. What determines the expression of traits?
Week 9 Benchmark Review & Testing
Goal The students will create a model of a plant or animal cell.
Role Create a Model of the Plant or Animal Cell with the correct organelles and labeling.
Audience Teachers, and Students.
Situation Each student must create a model of a Plant or Animal Cell.
Students will take their knowledge of the plant and animal cells and create a 3-dimensional model of it. The
organelles should be in the correct order and be relatively proportioned to each of the other organelles. Everything
should be clearly labeled. This is a project meant to not only see how students view a plant and animal cell, but to
also showcase their creativity. Students are encouraged to use color and to get creative while learning. All projects
are due no later than (Date to be provided – No projects will be accepted late.!!!!!)
All organelles should be included. (Be correct color.)
I would prefer that you not go out and purchase the kit of a plant or animal cell. I would like to see more creativity.
Clay, Play Dough (when this dries it cracks, really bad)
And various other materials.
All organelles must be labeled with:
1. Name of the organelle.
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2. The organelle should be mounted in place.
3. Use a variety of items to create your cell.
4. You MUST know the function of the organelles and cell parts.
Product Final Product/ Presentation
Standard/Criteria
for success
Rubrics –
Name: Date: Period:
Rubric—Plant or Animal Cell Project In this project, you will make a model of a plant or animal cell. You can represent it using any of the following
ways listed below. You must include labels for each of the parts.
This can be in any form (2-dimensional or 3-dimensional) and may be made with any materials you choose.
You MUST include the organelles for your plant or animal cell:
Name of the organelle or part
Function of the organelles.
Name: Date: Period:
Rubric—Plant or Animal Cell Project This rubric will be used as a guideline to grade your project. Make sure you have covered each area on your project to earn the best grade possible.
Category Awesome 15 points (ea.)
Good 10 points (ea.)
Okay 8 points (ea.)
Needs Improvement 5 points (ea.)
Unacceptable 0 points (ea.)
Organelles
All organelles are represented and labeled in the plant or animal model.
1-2 organelles or labels are missing.
What happened? Missing labels and organelles.
Only three to two organelles labeled; or four or more missed labeled.
No organelles are labeled.
Correct Color of Organelle
All organelles are color coded correctly.
1-2 organelles color codes of not correct.
3-5 organelles color codes are not correct.
6-7 organelles color codes are not correct.
No organelles are color code correctly.
Function of the organelle
Correct function for all organelles.
1-2 organelle function is off.
3-5 organelle function is off.
6-7 organelle function is off.
None of the organelle functions is correct.
Size of organelle relative to the size of the cell
All objects is sized correctly.
1-2 objects is sized incorrectly.
3-5 objects is sized incorrectly.
6-7 objects is sized incorrectly.
8-9 objects is sized incorrectly.
Facts about Your cell
Includes all facts your cell.
Includes 6-7 facts about your cell.
Includes 5-6 facts about your cell.
Includes 3-4 facts about your cell.
Includes 1-2 facts about your cell.
Presentation
Includes two important facts, materials used to produce, and two facts learned about your cell. (Plant or Animal)
Includes one important facts, materials used to produce, and two facts learned about your cell. (Plant or Animal)
Includes one important facts, materials used to produce, and one facts learned about your cell. (Plant or Animal)
Includes materials used to produce your cell only. (Plant or Animal)
Includes random information not asked your cell. (Plant or Animal)
Possible Points: 100 Student Score: . Teacher Score: .
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Project Scoring Rubric: (See above Rubric)
Resources:
Week 1 Virginia Science Fusion Textbook – Unit 2 Cells – Lesson 6 Photosynthesis and Cellular Respiration; page
137 Engage Your Brain; Cooking with Chloroplast page 140-141; Photosynthesis video:
LS.12 In order to meet this standard, it is expected that students will:
• recognize the appearance of DNA as double helix in shape.
• explain that DNA contains coded instructions that store and pass on genetic information from one generation to the
next.
• explain the necessity of DNA replication for the continuity of life.
• explain the relationship among genes, chromosomes, and alleles.
• demonstrate variation within a single genetic trait.
• distinguish between dominant and recessive traits.
• distinguish between genotype and phenotype.
• use Punnett squares to predict the possible combinations of inherited factors resulting from single trait crosses.
• differentiate between characteristics that can be inherited and those that cannot be inherited.
• identify aspects of genetic engineering and supply examples of applications. Evaluate the examples for possible
controversial aspects.
• describe the contributions of Mendel, Franklin, Watson, and Crick to our basic understanding of genetics.
LS.13 In order to meet this standard, it is expected that students will:
• interpret data from simulations that demonstrate selection for a trait belonging to species in various environments.
• describe how changes in the environment can bring about changes in a species (adaptation, extinction) through
natural selection.
• describe and explain how fossils are records of organisms and events in Earth’s history.
• explain the evidence for evolution from a variety of sources of scientific data.
• explain how genetic variations in offspring, which lead to variations in successive generations, can result from the
same two parents.
• analyze and evaluate data from investigations on variations within a local population.
• explain how environmental influences, as well as genetic variation, can lead to diversity of organisms.
LS.6 In order to meet this standard, it is expected that students will:
• differentiate among key processes in the water, carbon, and nitrogen cycles and relate how organisms, from bacteria
and fungi to third-order consumers, function in these cycles.
• observe and identify common organisms in ecosystems and collect, record, and chart data concerning the
interactions of these organisms (from observations and print and electronic resources).
• classify organisms found in local ecosystems as producers or first-, second-, or third-order consumers. Design and
construct models of food webs with these organisms.
• observe local ecosystems and identify, measure, and classify the living and nonliving components.
• identify examples of interdependence in terrestrial, freshwater, and marine ecosystems.
• determine the relationship between a population’s position in a food web and its size.
• apply the concepts of food chains, food webs, and energy pyramids to analyze how energy and matter flow through
an ecosystem.
• design an investigation from a testable question related to food webs. The investigation may be a complete
experimental design or may focus on systematic observation, description, measurement, and/or data collection and
analysis.
• analyze and critique the experimental design of basic investigations related to food webs.
LS.8 In order to meet this standard, it is expected that students will:
• identify the populations of producers, consumers, and decomposers and describe the roles they play in their
communities.
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• interpret, analyze, and evaluate data from systematic studies and experiments
concerning the interactions of populations in an ecosystem.
• predict the effect of population changes on the food web of a community.
• generate predictions based on graphically represented data of predator-prey populations.
• generate predictions based on graphically represented data of competition and cooperation between populations.
• differentiate between the types of symbiosis and explain examples of each.
• infer the niche of organisms from their physical characteristics.
• design an investigation from a testable question related to interactions among populations. The investigation may
be a complete experimental design or may focus on systematic observation, description, measurement, and/or data
collection and analysis.
Essential Vocabulary:
The students will use the following vocabulary throughout the nine weeks of study to support student learning:
(word/definition)
Week 1 (10) DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the information that
determines the traits that a living thing inherits needs to live.
Double helix – the structure of DNA is a twisted ladder shape, a two-sided ladder.
Genes – are segments of DNA that relate to a certain trait.
Allelles – one of the alternative forms of a gene that governs a characteristic, such as hair color.
Traits – a distinguishing quality or characteristic, typically one belonging to a person.
Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more specific
traits.
Phenotype – an organism’s appearance or other detectable characteristics.
Punnett square – a graphic used to predict the results of a genetic code.
Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an individual.
Recessive – describes an allele that will be masked unless the organism is homozygous for the trait.
Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a heterozygous
individual is an intermediate of the phenotype of the two homozygous parents.
Codominance – a condition in which to alleles are expressed such as that the phenotype of a heterozygous
individual is a combination of the phenotypes of the two homozygous parents.
Week 2 (11) DNA – deoxyribonucleic acid, a molecule that is present in all living cells and that contains the information that
determines the traits that a living thing inherits needs to live.
Double helix – the structure of DNA is a twisted ladder shape, a two-sided ladder.
Genes – are segments of DNA that relate to a certain trait.
Allelles – one of the alternative forms of a gene that governs a characteristic, such as hair color.
Traits – a distinguishing quality or characteristic, typically one belonging to a person.
Genotype – the entire genetic makeup of an organism; also the combination of genes for one or more specific
traits.
Phenotype – an organism’s appearance or other detectable characteristics.
Punnett square – a graphic used to predict the results of a genetic code.
Dominant – in genetics, describes an allele that is fully expressed whenever the allele is present in an individual.
Recessive – describes an allele that will be masked unless the organism is homozygous for the trait.
Incomplete dominance – a condition in which two alleles are expressed such as the phenotype of a heterozygous
individual is an intermediate of the phenotype of the two homozygous parents.
Codominance – a condition in which to alleles are expressed such as that the phenotype of a heterozygous
individual is a combination of the phenotypes of the two homozygous parents.
Week 3 (12) Genetics: the study of how traits are passed from one generation to the next. Reproduction: a process that produces a new generation of offspring. Gregor Mendel: the “father of genetics”; he discovered most of principles of heredity while studying pea plants. Trait: an observable characteristic – like hair color, presence of scales, or height - that is passed from one
generation to the next. Heredity: the passing of traits from parent generations to offspring generations. Chromosome: a thread-like structure in the nucleus of a cell that controls heredity. Chromosomes are made up of
DNA, which makes the code for various genes. Homologous Chromosomes: These are chromosome pairs that contain genes for the same characteristics. An
organism gets one of these chromosomes from its mother and the other from its father. Humans have 23
chromosome pairs. 22 of these pairs are homologous chromosomes. The last chromosome pair is made up of the
sex chromosomes, (either xx or xy) which determines the gender of the person.
Gene: A piece of DNA that carries the genetic information to control one trait. Each gene has a specific location
on a specific pair of chromosomes. Allele: A version of a gene; each gene may have more than one version. For example, for height of pea plants
there is a tall gene and a short gene. Tall and short are the alleles for height. Each parent gives their offspring one
allele for each gene. Deoxyribonucleic Acid or DNA: the chemical in chromosomes that contains the genetic code for heredity. It is
shaped like a double helix (a twisted ladder shape). The structure of DNA was discovered by James Watson,
Francis Crick, Maurice Wilkins, and Rosiland Franklin. Nucleus: a cell organelle that stores chromosomes. Genotype: The specific genes that an organism has for a given trait. When writing out genotypes, Alleles are
represented by individual letters. A capital letter is used to represent a dominant gene, and a lower-cased letter is
used to represent a recessive gene. Ex: If a pea plant had a genotype of Tt for height, it would have one dominant gene (tall)
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and one recessive gene (short) for height. Phenotype: The physical appearance of an organism (how they look) for a given trait.
Ex: Curly hair or having a widows peak Dominant gene : It will show up in an offspring that gets that gene; a gene that is able to “cover up” a recessive
gene so that the dominant gene shows up in an organism’s phenotype when the organism is heterozygous for a
trait. It is represented by a capital letter. Recessive gene : A gene that can be “covered up” by a dominant gene. It will get masked in a heterozygous /
hybrid offspring with that gene. The only way that a recessive gene will show up in an organism’s phenotype is: a) If the organism has 2 copies of the recessive gene b) If the organism inherited one copy of the gene, but there is no dominant gene present to
“cover up” the recessive gene. Recessive genes are represented by a lower-case letter.
Week 4 (13) Fossil - preserved part of animals, plants, and other organisms from the distant past.
fossil record - complete set of fossils that has been discovered, and the order in which the fossils appear.
Paleontologist - scientist who studies fossils to learn about life in the past.
radiometric dating - procedure used to determine the age of rocks or fossils by measuring how much of the
radioactive materials in each sample were broken down.
Week 5 (14) Water Cycle – also called hydrologic cycle, cycle that involves the continuous circulation of water in
the Earth-atmosphere system. Of the many processes involved in the water cycle, the most important
are evaporation, transpiration, condensation, precipitation, and runoff. Although the total amount of water
within the cycle remains essentially constant, its distribution among the various processes is continually changing.
Carbon Cycle – in biology, circulation of carbon in various forms through nature. Carbon is a constituent of
all organic compounds, many of which are essential to life on Earth. The source of the carbon found in living
matter is carbon dioxide (CO2) in the air or dissolved in water. Algae and terrestrial green plants (producers)
are the chief agents of carbon dioxide fixation through the process of photosynthesis, through which carbon
dioxide and water are converted into simple carbohydrates.
Nitrogen Cycle - circulation of nitrogen in various forms through nature. Nitrogen, a component
of proteins and nucleic acids, is essential to life on Earth. Although 78 percent by volume of the atmosphere is
nitrogen gas, this abundant reservoir exists in a form unusable by most organisms. Through a series of
microbial transformations, however, nitrogen is made available to plants, which in turn ultimately sustain
all animal life. The steps, which are not altogether sequential, fall into the following classifications: nitrogen
fixation, nitrogen assimilation, ammonification, nitrification, and denitrification. Week 15 No Vocabulary
Week 19 How and why do organisms interact with their environment and what are the effects of these interactions?
The Student Learning Experience:
W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding
and independent application?
I. Assessment Activity: Performance Task for Project Based Learning Component
Week 16 How are terrestrial and aquatic ecosystems connected?
What are 3 abiotic factors that affect marine ecosystems?
What are 3 main ways that organisms in ecosystems
Week 17 What is a consumer?
What is a producer?
What is a decomposer?
Week 18 What is a predator?
What is a prey?
Goal The student will create and discuss the characteristics of the tiny particles that make up all
matter known as atoms and elements. For this mini-project the student will need to illustrate the
atom and a specific element, its parts, and any other applicable information.
Role
Audience Teacher & students
Situation
Product A Drawing, A Song, A Poem, A Children’s Book, 3-D Model, or An Autobiography and a
Atom T-Shirt
Standard/Criteria
for success
Component Exceptional
(10-9 Points)
Acceptable
(8-7 Points)
Marginal
(6-5 Points)
Points
Neatness Extremely neat
and meticulously
constructed;
project appears
to have taken a
lot of time and
effort.
Neatly put
together, but
does have the
potential to be
neater.
Messy project
that appears to
have been
completed at the
last minute.
Creativity Was extremely
clever and
composed with
originality;
uniquely made
project.
Added a few
original touches
to enhance the
project.
Little creative
energy used
during this
project.
Accuracy Atoms and all of
their components
are accurately
and clearly
illustrated within
the project.
Atoms and their
components are
partially accurate
within the
project and/or
some
components are
missing.
Atoms and many
of their
components are
missing and/or
inaccurate.
Presentation Project was
presented in an
enthusiastic,
informative, and
thorough
manner.
Project was
presented in an
informative
manner.
Project was
presented in a
lackluster and
non-informative
manner.
Comments
Out of 40
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Project Scoring Rubric: The rubric is found above.
Resources:
Week 1 (10) Virginia Science Fusion Textbook – Unit 3 – Reproduction and Heredity Lesson 4 – Heredity – Guided Reading
W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding
and independent application?
I. Assessment Activity: Performance Task for Project Based Learning Component
Project Scoring Rubric: (See website in the Standard/Criteria for success section for copy of rubric.
II. Resources: (what materials will be needed to support the project)
III. Technology: (be specific- list actual website)
7TH Grade Life Science Pacing Guide – 2020-2021
4th Nine Weeks
Goal
Role
Audience Teacher & Students
Situation
Product
Standard/Criteria
for success
Franklin City Public Schools 26 | P a g e
7TH Grade Life Science Pacing Guide – 2020-2021
4th Nine Weeks
April 2021 May 2021 June 2021
M T W Th F
1 2 SB
5 SB
6 SB
7 SB
8 SB
9 SB
12 NW3
13 NW4
14
15
16
19
20 RC3
21
22 23
26 27 28 29 30
M T W Th F
3 4 5 6 7
10 11 12 13 14
17 18 19 20 21 IR4
24 25 26 27 28
31 MD
M T W Th F
1 2 3 4
7
8 9 10 11
14 NW4
15 TWD
16 TWd
17
18
21
22
23 24 25
28 29 30
Assessment Dates:
Holiday Checkpoint Assessment Benchmark Assessment Beginning/End of Nine Weeks
its Topics Text Reference/Chapter Standards
of
Learning
Time Frame
# of blocks/days
Week 1 (28) Organisms
The student will investigate and
understand how organisms can be
classified. Key concepts include:
a) The distinguishing characteristics
of domains of organisms;
Grade 7 Virginia Science Fusion
Textbook – Unit 4 Life Over Time
Lesson 5 Classification of Living
Things – Triple Play pp. 306-307.
https://www.youtube.com/watch?v=
BnDRJAt-4aM
Frayer Model for vocabulary:
https://www.worksheetworks.com/
miscellanea/graphic-
organizers/frayer.html
LS.4 a 2 Days
Organisms b) The distinguishing characteristics
of kingdoms of organisms;
Grade 7 Virginia Science Fusion
Textbook Unit 4 Life Over Time
Lesson 5 Classification of Living
Things – My Kingdom for
Eukaryote pp. 308-309.
https://study.com/academy/lesson/c
arolus-linnaeus-classification-
taxonomy-contributions-to-
biology.html
LS.4b 2 Days
Organisms c) The distinguishing characteristics
of major animal phyla and plant
divisions;
Grade 7 Virginia Science Fusion
Textbook Unit 5 Earth’s Organisms
Lesson % Introduction to Animals
– Engage Your Brain – pg. 387 #1-3.
Guided Reading - You Are an
Animal pp. 388 – 395. Visual
Summary pg. 396 #17-21.
Homework Lesson Review pg. 397
#1-10.
LS.4c 1 Day
Week 2 (29) Organisms c) The distinguishing characteristics
of major animal phyla and plant
divisions;
Grade 7 Virginia Science Fusion
Textbook Unit 5 Earth’s Organisms
Lesson % Introduction to Animals
– Engage Your Brain – pg. 387 #1-3.
Guided Reading - You Are an
Animal pp. 388 – 395. Visual
Summary pg. 396 #17-21.
Homework Lesson Review pg. 397
#1-10.
LS.4c 2.5 days
Organisms d) The characteristics that define a
species.
Grade 7 Virginia Science Fusion
Textbook Unit5 Earth’s Organisms
Lesson 6 Animal Behavior – Engage
Your Brain #1-3. How Stimulating
pp. 400 – 407. Visual Summary pg.
408 #18-21. Lesson Review pg. 409
#1-11.
LS.4d 2.5 days
Week 30 - 40
SOL Walk-Up
Review
8th Grade SOL Walk-Up Review
Week
Grade 6 & 7 Virginia Science
Fusion Textbook; SOL 6.1 –
6.9
5 Days
Science 6 Review – SOL Testing and
Post Test Science 6
Grade 6 & 7 Virginia Science
Fusion Textbook; SOL 6.1 –
6.9
25 Days
Place Division dates for Benchmark, Universal Screener, Checkpoints, etc.
Holiday Mock SOL Assessment Benchmark Assessments Last Day of School
W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding
and independent application?
I. Assessment Activity: Performance Task for Project Based Learning Component
Project Scoring Rubric:
II. Resources: (what materials will be needed to support the project)
III. Technology: (be specific- list actual website)
• 3. What are the characteristics of invertebrates?
• 4. How do the invertebrate phyla differ?
• 5. What are the characteristics of all chordates?
• 6. What are the characteristics of all vertebrates?
• 7. How do the classes of vertebrates differ?
Week 4 Review and Testing – TEI Questions and Test Taking Strategies
Week 5 Review and Testing – TEI Questions and Test Taking Strategies
Week 6 Review and Testing – TEI Questions and Test Taking Strategies
Week 7 Review and SOL Testing – TEI Questions and Test Taking Strategies
Week 8 Review and SOL Testing – TEI Questions and Test Taking Strategies