Middle School
th
7 grade Life Science
Instructional Plan
Seminole County Public Schools
Dept of Teaching and Learning
2015-2016
School Board of Seminole County:
Karen Almond
Jeffrey Bauer
Tina Calderone, Ed.D
Amy Lockhart
Dede Schaffner
Superintendent:
Dr. Walt Griffin
Deputy Superintendent of Instructional Excellence and Equity:
Dr Anna-Marie Cote
Middle School Executive Director:
Dr Shelia Windom
Director of Teaching and Learning:
Dr Corbet Wilson
Secondary Science Specialist:
Dr Rachel Hallett-Njuguna
2012-2013 Writing Committee*:
MaryJane Meherg (Rock Lake MS)
Melissa Cole (Milwee MS)
Stephanie Keener (Sanford MS)
Cassandra Perez (Jackson Heights MS)
Cynthia Gooch (Indian Trails MS)
Alan Lee and Krystal Deloreto (Teague MS)
Joan Schwartz and Kathy Collins (Greenwood Lakes MS)
Jasmine Seeram-Owens and Melanie Francher (Millennium MS)
Peg Voke and Adam Goodman (Markham Woods MS)
Jenna Kalkvik and Lisa Perrault (Tuskawilla MS)
Jarret Anderson and Patricia Jackson (South Seminole MS)
Joanne Babyak and Octavia Martin (Lawton Chiles MS)
*Many teachers have contributed to editing this IP since 2013
Instructional Plan for Middle School
7th grade Life Science
This Instructional Plan has been designed to support a common scope and sequence of
classroom instruction while allowing teachers to exercise their creativity when generating
lessons.
Explanation of contents
NGSSS Standards: these are the Next Generation Sunshine State Standards as mandated by
the Florida DOE to be covered during the course
Florida Standards: these are the national standards that have been adopted by Florida for Math
and Language Arts. Every science course has a few Florida standards from both content areas
embedded. These standards will not be assessed during the science course, but should be
infused throughout as part of best practices.
Learning Goals: these statements were created to address the core concepts of each unit; a
student who has mastered the learning goal with confidence and accuracy, will have mastered
the benchmarks in the unit. Scales to monitor student proficiency have been included for
teacher use
Symbols:
This symbol links an Earth Science benchmark with a supporting Life Science or Physical
Science benchmark. These supporting benchmarks are to be introduced and not assessed
for mastery as they will be covered more thoroughly in future grades
This symbol indicates a benchmark which has a Common Lab associated with it.
Common Labs were gathered/developed by the curriculum writing group and should be a
part of every 6th grade science student’s experience.
This symbol indicates a topic for which there is a DBQ written. Teachers are able to use
DBQs at their discretion. As additional DBQs are created, these symbols will be
updated.
Concepts: shorthand reference to the content covered in the indicated benchmarks to help
teachers understand the focus of the unit in a glance
Scale Vocabulary: these words are critical to the comprehension of the benchmarks within the
unit, they reflect the requirements of a Level 2 on the corresponding Scale.
Textbook references: relate to Pearson Interactive Science: Earth Science, Adopted 2010
Lab Component Definition from FLDOE: Laboratory investigations that include the use of scientific
inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental
procedures, and safety procedures are an integral part of this course. The National Science Teachers Association
(NSTA) recommends that at the middle school level, all students should have multiple opportunities every week
to explore science laboratory investigations (labs). School laboratory investigations are defined by the National
Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools, materials,
data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school
classroom should help all students develop a growing understanding of the complexity and ambiguity of
empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations.
Learners should understand measurement error; and have the skills to aggregate, interpret, and present the
resulting data (NRC 2006, p. 77; NSTA, 2007).
Special Notes:
Instructional Practices
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following
strategies on a routine basis:
1. Ensuring wide reading from complex text that varies in length.
2. Making close reading and rereading of texts central to lessons.
3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text
and cultivate independence.
4. Emphasizing students supporting answers based upon evidence from the text.
5. Providing extensive research and writing opportunities (claims and evidence).
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English
language learners (ELL) to communicate information, ideas and concepts for academic success in the content
area of Science. For the given level of English language proficiency and with visual, graphic, or interactive
support, students will interact with grade level words, expressions, sentences and discourse to process or
produce language necessary for academic success The ELD standard should specify a relevant content area
concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for
communication and social skills. To access an ELL supporting document which delineates performance
definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SC.pdf
For additional information on the development and implementation of the ELD standards, please contact the
Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.
Florida Standards for Math in Middle School Life Science
Integrate Florida Standards for Mathematical Practice (MP) as applicable.
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MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.7.1 Look for and make use of structure.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
MAFS.6.EE.3.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to
express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the
relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship
between distance and time.
MAFS.6.SP.2.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
MAFS.6.SP.2.5: Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations, Describing the nature
of the attribute under investigation, including how it was measured and its units of measurement, Giving quantitative measures of center (median
and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking
deviations from the overall pattern with reference to the context in which the data were gathered, Relating the choice of measures of center and
variability to the shape of the data distribution and the context in which the data were gathered.
Florida Standards for ELA in Middle School Life Science
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of
Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow
rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with
elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and
demonstrate understanding of multiple perspectives through reflection and paraphrasing.
LAFS.6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
LAFS.6.SL.1.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims
that are not.
LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas
or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.6.SL.2.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.68.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts.
LAFS.68.RST.1.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
LAFS.68.RST.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an
understanding of the topic.
LAFS.68.RST.2.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
LAFS.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or table).
LAFS.68.RST.3.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
LAFS.68.RST.3.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish
the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a
concluding statement or section that follows from and supports the argument presented.
LAFS.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use
appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domainspecific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or
section that follows from and supports the information or explanation presented.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.68.WHST.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.
LAFS.68.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit #1: Nature of Science
1st Nine Weeks
Time Frame: 2 wks
Learning Goal(s): The student will understand and apply appropriate methods of scientific investigation, experimentation,
and research
NGSSS Benchmarks (with Complexity Level)
Concepts
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.
Experiment vs
Investigation
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.
Independent vs
Dependent Variable
Methods of Science
Empirical Evidence
Debating Science
History of Science
Scale Vocabulary
Experiment
Investigation
Variable
(test/independent,
outcome/dependent,
constant)
Empirical evidence
Theory
Law
Model
Control group
Repetition
Replication
Theories
Models
*Additional vocabulary in
the chapter
Textbook references
Chapter 1 and 2
Ancillary Materials
Bias Anyone? (pp 4-6 Scenario Based), Messy Data (pp 10-12, Scenario Based), Keeping Flowers Fresh (pp
25-33, Lab)
**Key Changes**
Optional Extensions
Significant digits, percent error
Course:
7th grade Life Science
Standard(s): SC.7.N.1.1 (Science Fair), SC.7.N.1.2 (Repetition vs Replication), SC.7.N.1.3 (Experiment vs Investigation), SC.7.N.1.4
(Variables), SC.7.N.1.5 (Methods), SC.7.N.1.6 (Empirical Evidence), SC.7.N.1.7 (Debate), SC.7.N.2.1 (Knowledge has
changed), SC.7.N.3.1 (Theories vs Laws), SC.7.N.3.2 (Models)
Topic (Keywords): Nature of Science (Scientific Processes)
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Generate their own hypothesis to investigate, plan and carryout an experiment to potentially support the hypothesis
4.0
 Research the historical development of a scientific theory and discuss the changes and debates that were involved
3.0
2.0
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: understand and apply appropriate methods of scientific investigation, experimentation, and research
 Design and carryout an investigation (N.1.1)
 Differentiate between replication and repetition (N.1.2)
 Identify test (independent) and outcome (dependent) variables in an experiment (N.1.3, N.1.4)
 Describe methods of science that are used in different fields of science (N.1.5)
 Explain and use empirical evidence (N.1.6)
 Identify an instance when scientific knowledge was changed (N.1.7, N.2.1)
 Explain the difference between theories and laws and give examples of theories (N.3.1)
 Identify the benefits and limitations of models (N.3.2)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Experiment
 Investigation
 Variable (test/independent, outcome/dependent, constant)
 Empirical evidence
 Theory
 Law
 Model
 Control group
 Repetition
 Replication
The student will:
 List the methods of scientific experimentation
 Conduct an experiment by following prescribed procedures
 Provide evidence for analysis
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Science Experimentation
Each Nine Weeks
Time Frame: 1 week
NGSSS Benchmarks (with Complexity Level)
Concepts
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.
Experimental Design
SC.8.P.8.2: Differentiate between weight and mass recognizing that
weight is the amount of gravitational pull on an object and is distinct
from, though proportional to, mass.
SC.8.P.8.3: Explore and describe the densities of various materials
through measurement of their masses and volumes.
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.1.2: Differentiate replication (by others) from repetition (multiple
trials).
SC.7.N.1.4: Identify test variables (independent variables) and outcome
variables (dependent variables) in an experiment.
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific
models.
Weight vs Mass
Density
Experiment vs
Investigation
Replication vs
Repetition
Independent vs
Dependent
Models
Unit #2: Classification
1st Nine Weeks
Time Frame: 1-2 wks
Learning Goal(s): The student will analyze and describe how and why organisms are classified
NGSSS Benchmarks (with Complexity Level)
SC.6.L.15.1: Analyze and describe how and why
organisms are classified according to shared characteristics
with emphasis on the Linnaean system combined with the
concept of Domains.
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.912.L.15.6: Discuss distinguishing characteristics of the
domains and kingdoms of living organisms.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Concepts
Levels of
Classification
History of
Science
Domains and
Kingdoms (deeper)
(Adv Only)
Scale Vocabulary
Domains
Kingdom
Genus
Species
Archaea
Bacteria
Eukarya
Hierarchy
Binomial nomenclature
*Additional vocabulary in
the chapter
Chapter 8 (Sect 1-3)
Is it Living or non-Living (pg 182, Labs), Classifying Seeds (pg 195, Labs), Living Mysteries
(pg 197, Labs)
Teaching Domains may be new for some
Sect 4 (should be saved for Unit #8: Evolution)
Course:
7th grade Life Science
Standard(s):
SC.6.L.15.1 (Classification), SC.7.N.2.1 (Knowledge has changed)
Topic (Keywords): Classification
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
 Apply their knowledge of classification to determine the correct classification of an “unknown” organism
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: analyze and describe how and why organisms are classified
3.0
2.0
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Describe the general characteristics of each of the Kingdoms of organisms (L.15.1)
Describe the general characteristics of each of the Domains of organisms (L.15.1)
Explain the hierarchy of classification starting with Domains and ending with Species (L.15.1)
Explain how the classification of organisms has changed over time as more evidence has become available (L.15.1, N.2.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Domains
 Kingdom
 Genus
 Species
 Archaea
 Bacteria
 Eukarya
 Hierarchy
 Binomial nomenclature
The student will:
 List the Kingdoms of living things and identify common examples of each
 Recognize that organisms are classified according to shared characteristics
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
Unit #3: Cells and Organelles
1st Nine Weeks
Time Frame: 2-3 wks
Learning Goal(s): The student will investigate the structural and functional components of organisms focusing on
organelles and Cell Theory
NGSSS Benchmarks (with Complexity Level)
SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of
organisms from atoms to molecules and cells to tissues to organs to organ systems to
organisms.
SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells
(cell theory): all organisms are composed of cells (single-celled or multi-cellular), all
cells come from pre-existing cells, and cells are the basic unit of life. Ted-Ed Cell Theory
SC.6.L.14.4: Compare and contrast the structure and function of major
organelles of plant and animal cells, including cell wall, cell membrane,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
Eggs-periment
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.1.6: Explain that empirical evidence is the cumulative body of observations of a
natural phenomenon on which scientific explanations are based.
SC.912.L.14.2: Relate structure to function for the components of plant and animal
cells. Explain the role of cell membranes as a highly selective barrier (passive and
active transport).
SC.912.L.14.3: Compare and contrast the general structures of plant and animal cells.
Compare and contrast the general structures of prokaryotic and eukaryotic cells.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Concepts
Atoms to Molecules
Cell Theory
(introduce Mitosis)
Organelles
Theories
Empirical Evidence
Plant vs animal cells esp.
Cell Membrane
(Advanced Only)
Prokaryotic vs Eukaryotic
cells
(Advanced Only)
Chapter 3 (Sect 1, 2, 4)
What are the Yeast Cells Doing (pg 73, Labs)
Endoplasmic reticulum, ribosomes, golgi apparatus, lysosomes
Scale Vocabulary
Cell wall
Cell membrane
Nucleus
Cytoplasm
Chloroplasts
Mitochondria
Vacuoles
Atoms
Molecules
Cells
Tissues
Organs
Organ systems
Organism
*Additional vocabulary in
the chapter
Course:
7th grade Life Science
Standard(s):
SC.6.L.14.1 (Organization of organisms), SC.6.L.14.2 (Cell Theory), SC.6.L.14.4 (Organelles), SC.7.N.1.6 (Empirical
evidence), SC.7.N.3.1 (Theories)
Topic (Keywords): Cells and Organelles
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Create a visual analogy of the cell (i.e. correlating the parts of a cell to the parts of a city)
4.0
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate the structural and functional components of organisms focusing on organelles and Cell Theory
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3.0
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Describe and identify patterns in organization of organisms (atoms-molecules-cells-tissues-organs-organ systemsorganisms) (L.14.1)
Investigate and explain the components of Cell Theory (L.14.2, N.3.1)
o All organisms are composed of cells
o All cells come from pre-existing cells
o Cells are the basic unit of life
Compare and contrast the structure and function of major organelles of plant and animal cells (cell wall, cell membrane,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles) (L.14.4, N.1.6)
Distinguish between plant and animal cells using empirical evidence (L.14.4, N.1.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
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Cell wall
Cell membrane
Nucleus
Cytoplasm
Chloroplasts
Mitochondria
Vacuoles
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Atoms
Molecules
Cells
Tissues
Organs
Organ systems
Organism
The student will:
 Recognize that all living things have cells
 Recognize that cells are made up of atoms and molecules
 Recognize that plant and animal cells are different
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit #4: Cell Processes
2nd Nine Weeks
Time Frame: 3 wks
Learning Goal(s): The student will investigate the processes of photosynthesis, cellular respiration, and mitosis and
describe their significance to organisms in maintaining homeostasis
NGSSS Benchmarks (with Complexity Level)
Concepts
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of
light, carbon dioxide, water and chlorophyll; production of food; release of oxygen
Photosynthesis
(review in Unit #9)
Respiration
(review in Unit #9)
SC.8.L.18.2: Describe and investigate how cellular respiration breaks down food to
provide energy and releases carbon dioxide.
SC.7.P.11.2: Investigate and describe the transformation of energy from one
form to another.
SC.8.P.8.5: Recognize that there are a finite number of elements and that their
atoms combine in a multitude of ways to produce compounds that make up all
of the living and nonliving things that we encounter
SC.7.L.16.3: Compare and contrast the general processes of sexual reproduction
requiring meiosis and asexual reproduction requiring mitosis.
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models.
SC.912.L.16.14: Describe the cell cycle, including the process of mitosis. Explain the
role of mitosis in the formation of new cells and its importance in maintaining
chromosome number during asexual reproduction.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Energy Transfer
Elements to
Compounds
Photosynthesis
Cellular Respiration
Chlorophyll
Carbon dioxide
Mitosis
Glucose
Oxygen
Asexual reproduction
Homeostasis
Mitosis
Models
Mitosis (deeper)
Advanced Only
Chapter 3 (Sect 3 and 5)
http://www.sites.ext.vt.edu/virtualforest/modules/photo.html
Specific phases of mitosis
Scale Vocabulary
*Additional vocabulary in
the chapter
Course:
7th grade Life Science
Standard(s):
SC.8.L.18.1 (Photosynthesis), SC.8.L.18.2 (Cellular Respiration), SC.7.L.16.3 (Mitosis), SC.7.N.3.2 (Models)
Related standards (Preview): SC.7.P.11.2 (Energy transformation), SC.8.P.8.5 (Elements and compounds)
Topic (Keywords): Cell Processes
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Create a visual presentation which shows the interrelated nature of photosynthesis and cellular reproduction
4.0
 Create a closed system and use technology (Vernier probes) to collect data as evidence of photosynthesis and cellular
respiration
3.0
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate the processes of photosynthesis, cellular respiration, and mitosis and describe their significance to
organisms in maintaining homeostasis.
 Describe the process of photosynthesis using the terms: light, carbon dioxide, water, glucose, and oxygen (L.18.1, N.3.2)
 Describe the process of cellular respiration using the terms: carbon dioxide, water, glucose, oxygen, and energy (L.18.2,
N.3.2)
 Explain the significance of photosynthesis and cellular respiration (L.18.1, L.18.2)
 Identify which organelles are involved in the processes of photosynthesis and cellular respiration (L.18.1, L.18.2)
 Describe the general processes of asexual reproduction requiring mitosis (L.16.3, N.3.2)
 Explain how each of the cellular processes contribute to maintaining homeostasis (L.18.1, L.18.2, L.16.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0





Photosynthesis
Cellular Respiration
Chlorophyll
Carbon dioxide
Mitosis





Glucose
Oxygen
Asexual reproduction
Homeostasis
Glucose
The student will:
 Recognize that photosynthesis is the process plants use to make their own food (glucose)
 Recognize that food is used to produce energy
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
3rd Nine Weeks
Unit #6: Heredity
Time Frame: 3-4 weeks
Learning Goal(s): The student will investigate the concept of heredity and species diversity in terms of cellular
reproduction, DNA, traits, and the impact of biotechnology.
NGSSS Benchmarks (with Complexity Level)
Concepts
SC.7.L.16.3: Compare and contrast the general processes of sexual reproduction
requiring meiosis and asexual reproduction requiring mitosis.
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.
SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations
using Punnett Squares and pedigrees. Alien Genetics Genetics Teacher Info
SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic
engineering, artificial selection) on the individual, society and the environment.
Meiosis
HE.7.C.1.7 Describe how heredity can affect personal health.
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.3.2: Identify the benefits and limitations of the use of scientific models.
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.
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.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Chapter 10, Chapter 11 (Sect 3)
Specific phases of meiosis, rest of Chapter 11
DNA
Punnett Square
Biotechnology
Heredity and Health
Debating Science
History of Science
Scale Vocabulary
Meiosis
Sexual reproduction
Traits
Heredity
Genes
Chromosomes
Genotype
Phenotype
Biotechnology
Pedigree
Punnett square
Homozygous
Heterozygous
Dominant
Recessive
Models
Inheritance patterns
(Advanced Only)
Meiosis (deeper)
(Advanced Only)
*Additional vocabulary in
the chapter
Course:
7th grade Life Science
Standard(s): SC.7.L.16.3 (Meiosis vs Mitosis), SC.7.L.16.1 (DNA), SC.7.L.16.2 (Punnett Square and Pedigrees), SC.7.L.16.4
(Biotechnology), SC.N.1.7 (Debate), SC.N.2.1 (Science has changed), SC.7.N.3.2 (Models)
Topic (Keywords): Heredity
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
 Explore sex-linked traits, polygenic traits, and/or genetic disorders to further understand the complexity of heredity.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate the concept of heredity and species diversity in terms of cellular reproduction, DNA, traits, and the
impact of biotechnology.



3.0


2.0
Explain the general processes of sexual reproduction requiring meiosis (L.16.3)
Compare and contrast the processes and outcomes of meiosis and mitosis (L.16.3, N.3.2)
Understand and explain relevant information related to DNA including: (L.16.1, N.2.1)
o Every organism requires a set of instructions that specifies its traits
o This hereditary information (DNA) contains genes located in the chromosomes of each cell
o Heredity is the passage of these instructions from one generation to another
o Our understanding of DNA and the structure of the DNA molecule has changed over time as new evidence has
been discovered
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees (L.16.2, N.3.2)
Explore and debate the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual,
society, and the environment. (L.16.4, N.1.7)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Meiosis
 Chromosomes
 Punnett Square
 Sexual reproduction
 Genotype
 Homozygous
 Traits
 Phenotype
 Heterozygous
 Heredity
 Biotechnology
 Dominant
 Genes
 Pedigree
 Recessive
The student will:
 Recognize that DNA is needed to pass characteristics from parent to offspring
 Identify ways that offspring sometimes differ from their parents
 Use a Punnett Square to demonstrate a genetic cross
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
2nd -3rd Nine Weeks
Unit #5: Human Body
Time Frame: 7-8 weeks
Learning Goal(s): The student will identify and investigate the functions of organs in the major systems of the human body
and describe ways these systems interact with each other to maintain homeostasis.
The student will compare and contrast the types of infectious agents that may infect the human body.
NGSSS Benchmarks (with Complexity Level)
SC.6.L.14.5: Identify and investigate the general functions of
the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact
with each other to maintain homeostasis. Frog Dissection
Optional Dissection Extension
SC.6.L.14.6: Compare and contrast types of infectious agents that may
infect the human body, including viruses, bacteria, fungi, and parasites
HE.6.C.1.8 Examine the likelihood of injury or illness if engaging in
unhealthy/risky behaviors.
Concepts
Body Systems
Infectious Diseases
Health Risk
HE.7.C.1.3 Analyze how environmental factors affect personal health.
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific
models.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Models
Scale Vocabulary
Digestive system
Respiratory system
Circulatory system
Reproductive system
Excretory system
Immune system
Nervous system
Musculoskeletal system
Bacteria
Virus
Fungus
Parasite
Infectious agent
Pathogen
Antibiotic
Vaccine
*Additional vocabulary in
the chapter
Chapters 4, 5, 6
Specific organ systems, integration of Sun and Sun protection, Human Reproduction should
incorporate the Healthteacher.com materials
Integumentary system, Endocrine system
Course:
7th grade Life Science
Standard(s): SC.6.L.14.5 (Systems of the Body), SC.7.N.3.2 (Models)
Topic (Keywords): Human Body
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
 Relate human anatomy to that of another organism (ie frog, pig, etc…) using dissection or other visual model.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: identify and investigate the functions of organs in the major systems of the human body and describe ways
these systems interact with each other to maintain homeostasis.
3.0



Identify all of the major organs in each system and their functions (L.14.5, N.3.2)
Explain how each system interacts with other systems (L.14.5)
Explain how each system contributes to homeostasis and how the systems together maintain homeostasis (L.14.5)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0




Digestive system
Respiratory system
Circulatory system
Reproductive system




Excretory system
Immune system
Nervous system
Musculoskeletal system
The student will:
 Describe at least one major organ and its function in each body system
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Course:
7th grade Life Science
Standard(s): SC.6.L.14.6 (Infectious agents)
Topic (Keywords): Infectious Agents
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
 Research a disease caused by an infectious agent and create a NIH-style poster with relevant information for the public
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: compare and contrast the types of infectious agents that may infect the human body.
3.0
2.0



Differentiate between infectious and noninfectious diseases
Explain how each type of infectious agent (bacteria, virus, fungus, and parasite) affect the body
Explain if/how each type of infectious agent can be prevented and/or treated
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Bacteria
 Infectious agent
 Virus
 Pathogen
 Fungus
 Antibiotic
 Parasite
 Vaccine
The student will:
 Recognize that not all diseases are caused by the same thing and therefore cannot be treated the same way
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
3rd Nine Weeks
Unit #7: Evolution
Time Frame: 1-2 weeks
Learning Goal(s): The student will explore the scientific theory of evolution, focusing on genetic variation and adaptation,
and recognize evidence that supports the theory.
NGSSS Benchmarks (with Complexity Level)
SC.7.L.15.1: Recognize that fossil evidence is consistent with the scientific theory of
evolution that living things evolved from earlier species.
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.
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.
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.
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
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.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.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Chapter 8 (Sect 4), Chapter 9
N/A
Concepts
Evolution: Fossils
Carbon Dating
Earth’s Evolution
Evolution: Natural
Selection
Evolution:
Adaptation
Scale Vocabulary
Scientific Theory of
Evolution
Fossil evidence
Genetic variation
Natural selection
Diversity
Adaptation
Extinction
Debating Science
History of Science
Theories
Natural Selection
(deeper)
(Advanced Only)
*Additional vocabulary in
the chapter
Course:
7th grade Life Science
Standard(s):
SC.7.L.15.1 (Fossil Evidence), SC.7.L.15.2 (Natural Selection), SC.7.L.15.3 (Adaptation), SC.N.1.7 (Debate), SC.N.2.1
(Science has changed), SC.7.N.3.1 (Theories)
Related standards (Review): SC.7.E.6.3 (Age of Earth), SC.7.E.6.4 (Earths Evolution)
Topic (Keywords): Evolution
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Select an endangered or threatened animal in Florida and predict the impact of that animal’s extinction on humans and the
4.0
environment
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: explore the scientific theory of evolution, focusing on genetic variation and adaptation, and recognize evidence
that supports the theory.

3.0



Recognize that fossil evidence is one type of evidence that is consistent with the scientific theory of evolution (that living
things evolved from earlier species) (L.15.1, N.1.7, N.2.1, N.3.1)
Recognize and explain ways in which genetic variation and environmental factors contribute to evolution by natural
selection and diversity of organisms (L.15.2, N.1.7, N.2.1, N.3.1)
Relate how the inability of a species to adapt within a changing environment may contribute to the extinction of that
species (L.15.3, N.1.7, N.2.1, N.3.1)
Relate the evolution of species over time to the evolution of Earth over time (L.15.1, N.3.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Scientific Theory of Evolution
 Diversity
 Fossil evidence
 Adaptation
 Genetic variation
 Extinction
 Natural selection
2.0
The student will:
 Recognize that many animals that once lived on Earth are now extinct
 Recognize that many organisms that currently live on Earth have evolved over time
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
4th Nine Weeks
Unit #8: Environment
Time Frame: 3-4 weeks
Learning Goal(s): The student will explore the relationships among organisms in an ecosystem
The student will describe and investigate various limiting factors in the local ecosystem and their impact
on native populations
Scale Vocabulary
NGSSS Benchmarks (with Complexity Level)
Concepts
SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers,
Food Web
consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2: Compare and contrast the relationships among organisms such as
Symbiotic Relationships
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,
Limiting Factors
parasitism, predation, and nesting sites. Limiting Factors
Teacher Info
SC.7.E.6.6: Identify the impact that humans have had on Earth, such as
deforestation, urbanization, desertification, erosion, air and water quality,
Human Impact
changing the flow of water.
SC.6.E.7.9: Describe how the composition and structure of the atmosphere
Atmospheric Protection
protects life and insulates the planet
SC.6.E.7.7: Investigate how natural disasters have affected human life in Florida
Natural Disasters
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.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 triphic levels and the
reduction of available energy at successive trophic levels.
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Chapter 12
Energy pyramids
Empirical Evidence
Relationships (deeper?)
(Advanced Only)
Trophic Levels
(Advanced Only)
Producers
Consumers
Decomposers
Food web
Mutualism
Predation
Parasitism
Competition
Commensalism
Symbiosis
Niche
Heterotrophs
Autotrophs
Limiting factor
Parasitism
Predation
Carrying capacity
Population density
*Additional vocabulary in
the chapter
Course:
7th grade Life Science
Standard(s):
SC.7.L.17.1 (Food Web), SC.7.L.17.2 (Symbiosis), SC.7.N.1.6 (Empirical evidence)
Topic (Keywords): Environment-Relationships
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Create a story/comic to illustrate the relationships between animals and plants in a chosen ecosystem
4.0
 Investigate the relationships within an owl’s ecosystem by dissecting owl pellets
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: explore the relationships among organisms in an ecosystem
3.0



Explain and illustrate the roles of and relationships among producers, consumers, and decomposers (L.17.1)
Explain how energy is transferred in a food web using empirical evidence (L.17.1, N.1.6)
Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and
commensalism (L.17.2)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0





Producers
Consumers
Decomposers
Food web
Mutualism





Predation
Parasitism
Competition
Commensalism
Symbiosis



Niche
Heterotrophs
Autotrophs
The student will:
 Identify that animals and plants interact within an ecosystem
 Recognize that energy is transferred in a food web
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
Course:
7th grade Life Science
Standard(s): SC.7.L.17.3 (Limiting factors), SC.7.N.1.6 (Empirical evidence)
Related Standards (Review): SC.7.E.6.6 (Human impact), SC.6.E.7.9 (atmosphere), SC.6.E.7.7 (Natural disasters)
Topic (Keywords): Environment-Limiting Factors
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Research a current example of limiting factors in the local ecosystem impacting native populations and create a
4.0
presentation on possible solutions.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: describe and investigate various limiting factors in the local ecosystem and their impact on native populations
3.0


2.0
Explain the significance of various limiting factors such as food, shelter, water, space, disease, parasitism, predation, and
nesting sites within an ecosystem (L.17.3)
Explain the impact of limiting factors on a population using empirical evidence (L.17.3, N.1.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Limiting factor
 Parasitism
 Predation
 Carrying capacity
 Population density
The student will:
 Recognize that factors in an ecosystem can affect organism survival
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit #9: Cycles in Living Systems
4th Nine Weeks
Time Frame: 3-4 weeks
Learning Goal(s): The student will investigate the carbon cycle, including the processes of photosynthesis and cellular
respiration, to show how matter and energy are transferred but conserved in living systems
NGSSS Benchmarks (with Complexity Level)
Concepts
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of
light, carbon dioxide, water and chlorophyll; production of food; release of oxygen
Photosynthesis
SC.8.L.18.2: Describe and investigate how cellular respiration breaks down food to
provide energy and releases carbon dioxide.
SC.8.L.18.3: Construct a scientific model of the carbon cycle to show how matter and
energy are continuously transferred within and between organisms and their physical
environment.
SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of
Mass and Energy.
SC.7.P.11.3: Cite evidence to explain that energy cannot be created
nor destroyed, only changed from one form to another.
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.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis
SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and
anaerobic respiration
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration
Textbook references
Ancillary Materials
**Key Changes**
Optional Extensions
Respiration
Scale Vocabulary
Photosynthesis
Cellular Respiration
Carbon Cycle
Conservation of Mass
Conservation of Energy
Carbon Cycle
Law of Conservation of
Energy
Law of Conservation of
Energy
Empirical Evidence
Photosynthesis Reaction
(Advanced Only)
Cellular Respiration Reaction
(Advanced Only)
Photosyn vs Respiration
(Advanced Only)
*Additional vocabulary in
the chapter
Chapter 13
Photosynthesis/Respiration equation using chemical formula (words only are necessary), Nitrogen cycle
Course:
7th grade Life Science
Standard(s): SC.8.L.18.1 (Photosynthesis), SC.8.L.18.2 (Cellular Respiration), SC.8.L.18.3 (Carbon cycle), SC.8.L.18.4 (Conservation of
Mass and Energy), SC.7.N.1.6 (Empirical evidence)
Related benchmarks (Preview): SC.7.P.11.3 (Conservation of Energy)
Topic (Keywords): Cycles in Living Systems
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0
 Research carbon sources and carbon sinks and recommend ways to prevent imbalances in the carbon cycle
3.0
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate the carbon cycle, including the processes of photosynthesis and cellular respiration, to show how
matter and energy are transferred but conserved in living systems
 Describe and investigate the processes of photosynthesis and cellular respiration in terms of the transfer of energy and
carbon (L.18.1, L.18.2)
 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and
between organisms and their environment (L.18.3)
 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy (L.18.4, N.1.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.0
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Photosynthesis
 Cellular Respiration
 Carbon Cycle
 Conservation of Mass
 Conservation of Energy
The student will:
 Recognize that photosynthesis and respiration involve the transfer of carbon and energy
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated