7 th grade life science
Week Monday Tuesday Wednesday Thursday Friday
1
S7L1. Students will investigate the diversity of living organisms and how they can be compared
scientifically. a. Demonstrate the process for the development of a dichotomous key. b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system
(archaebacteria, eubacteria, protists, fungi, plants, and animals).
EQ: What is a dichotomous key?
Terms: dichotomous key.
Classification
Activities:
Dichotomous key worksheet.
Concepts:
Students will learn and understand the basics of using a dichotomous key
EQ: How do you use dichotomous keys to classify animals?
Terms: dichotomous key.
Classification.
Activites: Create your own dichotomous key, group work.
Classifying groups in the class.
Concepts: Students will dive deeper into classification by classifying their own classmates.
EQ: Why do we classify organisms into groups?
Terms: Organisms
Archaebacterial
Eubacteria
Protist
Fungi
Plants and animals
Activities: Animal kingdom activity.
Understanding each kingdom.
Concepts: Students will learn about the kingdoms and the differences between each.
EQ: How can I use a dichotomous key to classify organisms?
Activites: using a key to classify organisms.
Group work where students layout their own kingdom based on a key.
Concepts: Students will learn how to use a dichotomous key to help classify organisms in specific kingdoms.
EQ: How can I use a dichotomous key to classify organisms?
Activities: ‘create your own animal’
Students will make their own animal, classify that animal, and also create a key for that animal.
Animals will be put on display outside the class.
Concepts: Students are now using what they learned to create their own organism.

2
S7L2. Students will describe the structure and function of cells, tissues, organs, and
organ systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.
3 S7L2. Students will describe the structure and function of cells, tissues, organs, and
organ systems.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. d. Explain that tissues, organs, and organ systems serve the needs cells have for
EQ: What are cells and what do they do?
Terms: cell, tissue, organ
Activites/concepts:
Intro and video on cells, handouts on cells and an activity that shows what cells look like
EQ: What are cells and what do they do?
Terms: cell, tissue, organ.
Activites/concepts:
Diving deeper into cell components.
Intro to what a cell is.
Worksheets and
Activites on cell components.
EQ: What are tissues?
Terms: Tissue,
Organ,
Activites/concepts:
Students learn about tissues and how they are formed. Activities on tissues, worksheets and a virtual guide online to further help introduce the topic.
EQ: What are tissues composed of?
Terms: Tissue,
Organ
Activites/concepts:
Students add on to the previous day and learn how tissues make up organs.
Activity on tissues apart of your body.
EQ: Why are cellular structures important to our bodies?
Terms: nucleus, membrane, cytoplasm, chloroplasts, mitochondria
Activites/concepts:
Explaining the processes of cell structures. Group activity where the groups are certain structures. Class will work as one to visually explain how cells work.
EQ: What organs are important in our body?
Terms: Tissue,
Organ
Activites/concepts:
Students learn the primary organs. Briefly introduce how they are formed and what their purpose it. Activity and worksheet on the human organs. Students will try and replicate the body, almost like playing operation.
EQ: Why are cellular structures important to our bodies?
Terms: nucleus, membrane, cytoplasm, chloroplasts, mitochondria
Activites/concepts:
This day will be solely on microscopes and looking at organisms and their cells.
EQ: What organs do we use more than others?
Terms: Tissue,
Organ
Activites/concepts:
Students start to understand how organs work together.
Activites on the secondary organs and what they are used for.
EQ: Why are cellular structures important to our bodies?
Terms: nucleus, membrane, cytoplasm, chloroplasts, mitochondria
Activites/concepts:
Students create a city cell, project where they draw a city that represents a cell and the structures in it.
Posters hung outside the class
EQ: How do organs benefit us?
Terms: Tissue,
Organ
Activites/concepts:
Test on past two weeks.
Students are learning about organs and their systems. Briefly introduce the systems. Group activity on organ systems.

oxygen, food, and waste removal.
4 S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.
e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease).
EQ: What is the difference between an organ and a system?
Terms: organ system
Organism
Activites/concepts:
Students understand what an organ system is. Activity on systems and what they do. Videos and worksheet to help back it up.
EQ: What is the difference between an organ and a system?
Terms: Respiration, reproduction, circulation, excretion, etc.
Activites/concepts:
Students learn about the certain cell structures. Dive deeper into the importance of each.
Activity online with the organ systems.
Worksheets and group activity on the specific systems.
EQ: Which systems do we use the most?
Terms: Respiration, reproduction, circulation, excretion, etc.
Activites/concepts:
This day is a review for the test the next day.
Teacher and students go over organ systems, tissues, etc. Teacher makes sure students understand material just taught. Study guide that teacher will allow kids to be in groups and work on them.
EQ: Could you live without one of your organ systems?
Terms: Respiration, reproduction, circulation, excretion, etc.
Activites/concepts:
Test day. After the test, students get started on the activity for the next day. See
Friday for details.
EQ: How do organ systems make up organisms?
Terms: Respiration, reproduction, circulation, excretion, etc.
Activites/concepts:
Students create their own organism from top to bottom.
Starting with a key and ending with an entire organism that is full of cells, tissues, and organs.
Students will be in pairs and can either create their own animal or recreate one.