Huntsville City Schools - Instructional Guide
2015 - 2016
Course: Honors Life Science
Grade:
7th
NOTE:
1.
Honors Life Science students should perform Project Based Learning (PBL) assignments, as well as LTF labs.
2.
Labs listed in resources are suggestions but do not exclude the use of other resources.
3.
Time will not allow incorporation of all of the suggested resources.
7th grade AMSTI kit key to name codes:
Kit name
Investigating Biodiversity & Interdependence (IBI)
Studying the Development and Reproduction of Organisms (SDRO)
Investigating Digestion & motion (IDM)
Hudson/Alpha Genetics & Biotechnology
Exploring Respiration & Circulation (ERC)
1st 9 week grading period Aug. 4, 2015 – Oct. 2, 2015: COS 1, 4, 6, 7
AMSTI KIT: Investigating Biodiversity & Interdependence (IBI)
Honors Life Science PBL suggestions for 1st 9 week grading period:
1. Insect or leaf collection (with classification of collected items)
2. Research project to Investigate relationship between organisms and the environment. Objective: team will create a lesson that teaches the class
about an environmental issue. Suggested topic areas: Endangered Species (general or focus on one particular species); Protecting / preserving
Rainforests (or wetlands or any other biome in danger); Wildlife Conservation (national parks, reserves, hunting); Pollution (air, water); Global Climate
Change; Energy Conservation (alternate fuels, hybrid cars, the "green movement"); Waste Management (recycling, landfills, toxic waste, etc); Human
1
Overpopulation (food & water shortages, habitat destruction); Genetically modified crops and animals. For example: Honeybees – where have they
gone?
7th grade Life Science
Standard
COS # 1. Identify steps in
the scientific method.
(8th grade)
“I Can” Statements
(unwrapped by school
teams)
I can:
 Identify steps in the
scientific process.
 Identify appropriate
laboratory
equipment.
 Follow proper
safety laboratory
procedures.
 Measure dimension,
volume, and mass
using SI Units.
Resources
(by school teams)
Pearson Science and Technology Ch. 1
“What is Science
Pearson Science and Technology Ch. 3
“The tools of Science”
Pearson Science and Technology
Appendix A “Safety Symbols”
Pearson Science and Technology
Appendix B “Using a Laboratory
Balance”
Pacing
Recommendation
/ Date(s) Taught
Week 1:
8/4-8/8/7
Pearson performance assessment Ch. 3
“A Graph Shows A Trend””
LTF: Foundation lesson 9: Essay
writing skill
LTF: Gummy worm lab
I can:

Pearson 1:1 What is Life?
Identify the
characteristics that
AMSTI IBI #1
AMSTI IBI #4 Create a Pond
Note: These terms should be
introduced to students at the beginning
of the year and retaught on an ongoing
basis through the year:
Science, Scientific method, scientific
inquiry, observing,, inferring, predicting,
classifying, evaluating, question,
hypothesis, control, controlled
experiment, variable, manipulated
variable, responding variable, controlled
experiment, data, conclusion, model,
ethics, personal bias, cultural bias,
experimental bias, objective, scientific
theory, scientific law, data, graph,
table, chart, metric system, SI, meter,
kilometer, centimeter, millimeter,
volume, liter, cubic centimeter,
milliliter, mass, weight, meniscus,
density, gram, kilogram, milligram,
controlled experiment, test tube,
graduated cylinder, beaker, balance
scale, stopwatch, microscope, estimate,
safety symbol
LTF: Penny Lab
Scientific Method
COS # 1. Describe
characteristics common to
living things, including
growth and development,
Key Vocabulary Terms
Week 2:
8/10- 8/14
Growth, organism, cell, unicellular,
multicellular, metabolism, stimulus,
response, development, asexual
reproduction, sexual reproduction,
2
reproduction, cellular
organization, use of energy,
exchange of gases, and
response to the
environment.
•Identifying homeostasis as
the process by which an
organism responds to its
internal or external
environment
•Predicting how an
organism’s behavior impacts
the environment
•Identifying unicellular
organisms, including
bacteria and protists, by
their methods of
locomotion, reproduction,
ingestion, excretion, and
effects on other organisms
COS # 4. Describe
organisms in the sixkingdom classification
system by their
characteristics.






I can:

•Recognizing genus and
species as components of a
scientific name.

•Identifying contributions of
Aristotle and Linnaeus to
the early history of
taxonomy

all living things
share.
Identify the cell as
the basic unit of life.
Identify the basic
chemicals of life.
Explain how all
living things need
energy.
Explain the
difference between
growth and
development.
Identify
homeostasis as the
process by which an
organism responds
to its environment.
Explain that all
organisms
reproduce.
Explain why
organisms are
classified and how
they are assigned
scientific names.
Recognize genus
and species as
components of a
scientific name.
Explain how
taxonomic keys are
useful.
spontaneous generation, controlled
experiment, autotroph, heterotroph,
homeostasis
AMSTI IDM #14 Maintaining
homeostasis teacher demo (body in
balance) – this comes in the 3rd kit
shipment – teachers may prefer to
wait and use it at that time
Pearson 1:2 Classifying Life
AMSTI IBI 1
Week 3:
8/17-8/21
Taxonomic key, classification,
taxonomy, binomial nomenclature,
genus, species
AMSTI
SDRO 1 or IDM 1 (same lab, comes in
each of the two kits)
AMSTI SDRO 11 (in the 2nd kit
shipment)
LTF: “Caminalcules Discovery”
LTF: “Extraterrestrial Enigma”
3
COS # 4. Describe
organisms in the sixkingdom classification
system by their
characteristics.
•Recognizing genus and
species as components of a
scientific name.
I can:


•Identifying contributions of
Aristotle and Linnaeus to
the early history of
taxonomy
COS # 6. Describe evidence
of species variation due to
climate, changing
landforms, interspecies
interaction, and genetic
mutation.
I can:




COS #7. Describe biotic and
abiotic factors in the
environment.
I can:

Pearson 1:3 Domains and Kingdoms
Explain how
organisms are
classified into
domains and
kingdoms.
Identify the
contributions of
Aristotle and
Linnaeus to the
early history of
taxonomy
Identify biotic and
abiotic parts of
habitat.
Classification, Domain, Kingdom,
Aristotle, Linnaeus, Archaebacteria,
Eubacteria, Protista, Fungi, Plantae,
Animalia, scientific name, genus,
species, prokaryote, nucleus, eukaryote,
evolution, branching tree diagram,
shared derived characteristic,
convergent evolution
Week 5:
8/31 – 9/7
Sept 7 Labor Day
holiday
species, adaptation, evolution, natural
selection, habitat, variation,
homologous structures, genetic
diversity, symbiosis, Darwin,
specialization, common ancestors,
extinction, fossils, gradualism,
punctuated equilibrium, mutation
Week 6:
9/08-9/11
organism, habitat, biotic factor, abiotic
factor, species, population, community,
ecosystem, ecology, birth rate, death
rate, immigration, emigration,
population density, limiting factor,
Pearson 1:4 Evolution and
Classification
LTF: Classification Webquest
“Surveying Animalia Attributes”
Pearson 6:1 Darwin’s Theory
Explain how natural
selection leads to
species variation
over time.
Illustrate how fossils
provide evidence
that organisms have
changed over time.
Evaluate
homologous
structures to
determine common
ancestry.
Describe how new
species form.
Week 4:
8/24-8/28
Pearson 6:2 Evidence of Evolution
Pearson 6:3 Rate of
Change
LTF: “Create a Species”
LTF: “Beak vs Food”
LTF: “Bean Bunny Evolution”
Pearson 15:1 Living Things and the
Environment.
Pearson 15:2 Populations
4
•Classifying organisms as
autotrophs or heterotrophs.
•Arranging the sequence of
energy flow in an ecosystem
through food webs, food
chains, and energy pyramids
COS # 7. Describe biotic and
abiotic factors in the
environment.
•Classifying organisms as
autotrophs or heterotrophs.


I can:

Describe the levels
of organization
within an
ecosystem.
Describe the
interactions
between living
things.
Name and describe
energy roles that
organisms play in an
ecosystem.
•Classifying organisms as
autotrophs or heterotrophs.
•Arranging the sequence of
energy flow in an ecosystem
through food webs, food
chains, and energy pyramids
carrying capacity, natural selection,
adaptation, niche, competition,
predation, predator, prey, symbiosis,
parasitism, mutualism, commensalism,
parasite, host
LTF: “ Baby Dice Island”
LTF: “ Clouds, Cockatoo, & Cactus Oh
My”
Pearson 16:1 Energy Flow in
Ecosystems
Week 7:
9/14 9/18
LTF: “ Field of Beans”
½ Day 9/18
producer, consumer, herbivore,
carnivore, omnivore, scavenger,
decomposer, food chain, food web,
energy pyramid
AMSTI IBI 8 Revisiting your Pond
AMSTI IDM 4 (3rd kit) - teacher demo
Pearson
•Arranging the sequence of
energy flow in an ecosystem
through food webs, food
chains, and energy pyramids
COS # 7. Describe biotic and
abiotic factors in the
environment.
Pearson 15:3 Interactions Among
Living Things
I can:
Explain how energy moves
through an ecosystem. I can:
 Identify the factors
that affect
biodiversity.
 Identify ways that
human activity
threatens and
protects
biodiversity.
16:5 Biodiversity
Week 8:
LTF: “ Toothpick Birds”
9/21-9/25
LTF: “Tragedy in the Making”
Biodiversity, keystone species, gene,
extinction, endangered species,
threatened species, habitat destruction,
habitat fragmentation, poaching,
captive breeding
Additional lessons
5
COS # 1, 4, 6, 7
REVIEW
Common assessment
(benchmark)
Week 9:
9/28-10/2
Oct 2, 2015:
End 1st 9 week
6
FALL BREAK 10/5-10/09/15
2nd 9 week grading period Oct. 12, 2015 – Dec. 18, 2015: COS 1, 2, 5
AMSTI KIT: Studying Development & Reproduction of Organisms (SDRO)
Honors Life Science PBL suggestions for 2nd 9 week grading period:
1. Cell Project: Make a model of a typical animal or plant cell, including organelles identified individually. Chart with all organelles listed and information
describing functions of each organelle to be submitted with model.
2. Select a plant and animal, compare & contrast including: scientific name, identifying characteristics, including internal structures, external structures,
methods of locomotion, methods of reproduction, and stages of development.
3. Compare and contrast photosynthesis and cellular respiration.
4. Cells Alive Internet Activity
Standard
COS # 2. Identify functions of
organelles found in
eukaryotic cells, including the
nucleus, cell membrane, cell
wall, mitochondria,
chloroplasts, and vacuoles
Identifying components of
the cell theory

Identifying cells as
prokaryotic or
eukaryotic

Listing the sequence
of the mitotic cell
cycle
“I Can” Statements
(unwrapped by school
teams)
I can:
 Describe the
structure and
function of the
cell.
 Identify cells as
prokaryotic or
eukaryotic.
 Identify the
components of
the cell theory. I
can:
 Explain how
microscopes
magnify images.
Resources
(by school teams)
Pearson 2:1 Discovering Cells
LTF : “Cell Factory”
AMSTI IBI 5
AMSTI SDRO 2 Wisconsin fast plants
Pacing
Recommendation
/ Date(s) Taught
Week 1:
10/12-10/16
Key Vocabulary Terms
Cell, microscope, nucleus, cell
membrane, cytoplasm,
Prokaryotic, Eukaryotic, cell
theory, Schleiden, Schwann,
Virchow, prokaryote, eukaryote,
organelle , compound light
microscope, electron microscope,
Hooke, Leeuwenhoek
AMSTI IDM 5
Begin 2nd 9 week PBL lesson
7
COS # 2. Identify functions of
organelles found in
eukaryotic cells, including the
nucleus, cell membrane, cell
wall, mitochondria,
chloroplasts, and vacuoles
Identifying components of
the cell theory

I can:


Pearson 2:2 Looking Inside Cells
Identify the
structure and
function of cell
organelles.
List the levels of
organization.
LTF: “Is it plant or animal?” LTF:
“Microscope Mystery”
LTF: “Up Close and Personal”
LTF: “Picturing Life”
AMSTI IBI 2
AMSTI SDRO 3 exploring cells
AMSTI SDRO 4 cabbage moths
Week 2:
10/19-10/23
½ Day 10/23
Identifying cells as
prokaryotic or
eukaryotic
Cell wall, cell membrane, nucleus,
nucleolus, mitochondrion,
chloroplast, chlorophyll, vacuole,
vesicle, ribosome, cytoplasm,
mitochondria, endoplasmic
reticulum, Golgi apparatus,
vacuole, chloroplast, lysosome,
multicellular, unicellular, cell,
tissue, organ, organ system,
organism

Listing the sequence
of the mitotic cell
cycle
COS # 2. Identify functions of
organelles found in
eukaryotic cells, including the
nucleus, cell membrane, cell
wall, mitochondria,
chloroplasts, and vacuoles
 Identifying
components of the
cell theory

Identifying cells as
prokaryotic or
eukaryotic

Listing the sequence
of the mitotic cell
cycle
I can:

I can:

Identify main
compounds
important to cells.
Describe how
materials move
into and out of
the cell.
Pearson 2.3 Chemical Compounds in
Cells
Pearson 2.4
The Cell in it’s Environment
Week 3:
10/26-10/30
Element, compound,
carbohydrate, lipid, protein,
enzyme, nucleic acid, DNA, double
helix
Selectively permeable, passive
transport, diffusion, osmosis,
active transport, endocytosis,
exocytosis
8
COS #5: Identify major
differences between plants
and animals, including
internal structures, external
structures, methods of
locomotion, methods of
reproduction, and stages of
development.
 Describing the
processes of
photosynthesis and
cellular respiration
COS # 2. Identify functions of
organelles found in
eukaryotic cells, including the
nucleus, cell membrane, cell
wall, mitochondria,
chloroplasts, and vacuoles

I can:

I can:


I can:

Listing the sequence
of the mitotic cell
cycle
COS # 1. Describe
characteristics common to
living things, including
growth and development,
reproduction, cellular
organization, use of energy,
I can:

Pearson 3:1 Photosynthesis
Describe the
processes of
photosynthesis
and cellular
respiration.
Week 4:
11/2-11/6
chlorophyll, chloroplast,
photosynthesis, autotroph,
heterotroph, cellular respiration,
fermentation
cell cycle, mitosis, chromosomes,
cytokinesis, interphase, prophase,
metaphase, anaphase, telophase,
replication
Week 5:
11/9-11/13
Virus, host, parasite, vaccine
Bacteria, cytoplasm, ribosome,
flagellum, cellular respiration,
binary fission, conjugation,
endospore, pasteurization,
decomposer
Pearson 3:2 Cellular Respiration
Pearson 3:3 Cell Division
AMSTI SDRO 5 “Modelling mitosis”
Summarize the
functions of cell
division.
Identify the
events that take
place during the
three stages of
the cell cycle in
plants and
animals.
LTF: “Mitosis Mardi Gras Style”
LTF: “Multiplicity: modeling the cell
cycle’’
Write the
equation for
photosynthesis
and respiration
Pearson 7:1 Viruses
Identify
unicellular
organisms
including bacteria
and protists by
Pearson 7:2 Bacteria
Pearson 7:3 Protists Pearson
Veteran’s Day
Holiday Wed. 11/11
Pearson 7:4 Fungi
9
and response to the
environment


Identifying
unicellular
organisms, including
bacteria and
protists, by their
methods of
locomotion,
reproduction,
ingestion, excretion,
and effects on other
organisms


Identifying the
structure of a virus




their methods of
locomotion,
reproduction,
ingestion,
excretion, and
effects on other
organisms.
Name and
describe
structures, shapes
and sizes of a
bacterial cell.
Explain how
bacteria and
protists obtain
food, obtain
energy, and
reproduce.
Describe the
positive roles that
bacteria play in
the natural world.
Describe the
structure and
characteristics of
viruses and how
they multiply
Name and
describe the
characteristics of
Fungi and how
they reproduce.
Describe the roles
that Fungi play in
the natural world.
AMSTI IBI 6
AMSTI IBI 11 investigating mold
AMSTI IBI 12 investigating yeast
Protest, protozoan, pseudopod,
contractile vacuole, cilia, algae,
pigment, spore
Fungus, hyphae, fruiting body,
lichen
10
COS # 5: Identify major
differences between plants
and animals, including
internal structures, external
structures, methods of
locomotion, methods of
reproduction, and stages of
development.
Describing the processes of
photosynthesis and cellular
respiration.
I can:




COS # 5: Identify major
differences between plants
and animals, including
internal structures, external
structures, methods of
locomotion, methods of
reproduction, and stages of
development.

Describing the
processes of
photosynthesis and
cellular respiration.
I can:





Pearson 8:1 What is a Plant?
Identify
characteristics
that all plants
have.
Differentiate the
processes of
photosynthesis
and cellular
respiration.
Differentiate
between vascular
and nonvascular
plants.
Compare and
contrast seed and
seedless plants.
Pearson 8:2 Classifying Plants
LTF: “Shed some light on the problem”
Pearson 8:3 Plant Structures
Describe the
functions of roots,
stems and leaves.
Explain how seeds
become new
plants.
Describe the
structures of a
flower.
Describe how
plants reproduce.
Identify explain
how plants
respond to
stimuli.
Pearson 8:4 Plant Reproduction
Pearson 8:5 Plant Responses and
Growth
Flower Model
AMSTI SDRO 2 (FAST PLANTS revisited)
AMSTI SDRO 6 sexual reproduction in
flowering plants
AMSTI SDRO 7
AMSTI SDRO 8 leaf structure &
transpiration
AMSTI SDRO 9 next generation fast
plants
Week 6:
11/16-11/20
Nov. 23-27
Thanksgiving
Holiday
tissue, cuticle, glucose, carbon
dioxide, oxygen, vascular tissue, ,
bilateral symmetry, amphibians,
seed dispersal, seedless vascular
plants, nonvascular plants,
angiosperms, flower, cone, seed
formation, pistil, gymnosperms, ,
rhizoid, phloem, xylem, frond,
pollen, seed, cotyledon, monocot,
dicot
Week 7:
11/30-12/04
Root cap, cambium, stoma,
transpiration, embryo,
germination, flower, pollination,
sepal, petal, stamen, pistil, ovary,
sporophyte, gametophyte, annual,
biennial, perennial, fertilization,
zygote, cone, ovule, fruit, tropism,
hormone, auxin, photoperiodism,
critical night length, short-day
plant, long-day plant, day-neutral
plant, dormancy
LTF why did the seed cross the road?
11
COS # 5: Identify major
differences between plants
and animals, including
internal structures, external
structures, methods of
locomotion, methods of
reproduction, and stages of
development.
I can:


Pearson 9:1 What is an Animal?
Explain how
animals are
classified.
Determine the
lines of symmetry
in animals.
Pearson 9:2 Animal Body Plans
Week 8:
12/7-12/11
Homeostasis, adaptation,
vertebrate, invertebrate, tissue,
organ, radial symmetry, bilateral
symmetry,
AMSTI IBI 7
AMSTI SDRO 11 assessment;
dichotomous key
12
COS # 5: Identify major
differences between plants
and animals, including
internal structures, external
structures, methods of
locomotion, methods of
reproduction, and stages of
development.

Describing the
processes of
photosynthesis and
cellular respiration.



List the
characteristics of
invertebrates and
their major
groups.
List the
characteristics of
vertebrates and
their major
groups.
Describe the
major groups of
vertebrae
Pearson 9:3 Introduction to
Invertebrates
Week 9:
12/14-12/18
Pearson 9:4 Introduction to
Vertebrates
Pearson 9.5
Vertebrae Diversity
End of Nine
Weeks 12/18
cnidarian, mollusk, arthropod,
exoskeleton, echinoderm,
endoskeleton, chordate,
notochord, vertebra, ectotherm,
endotherm, fish, cartilage,
amphibian, reptile, bird, mammal,
mammary gland, monotreme,
marsupial, placental mammal,
placenta
Review for Common
Assessment
13
3rd 9 week grading period Jan. 5 – March, 4 2016: COS 1,3, 8, 9 ,10, 11
AMSTI KITS: Investigating Digestion and Motion (IDM); Hudson Alpha Genetics & Biotechnology.
Honors Life Science PBL suggestions for 3rd grading period:
1. Select a genetic disorder to research
2. Family tree showing inherited traits
Standard
COS # 11. Identify Mendel's
laws of genetics.


Recognizing Down’s
syndrome and sickle
cell anemia as
inherited genetic
disorders
Using a monohybrid
Punnett square to
predict the
probability of traits
passed from parents
to offspring
COS # 11. Identify Mendel's
laws of genetics.
COS # 11. Identify Mendel's
laws of genetics
“I Can” Statements
(unwrapped by school
teams)
I can:
 Describe the
results of
Mendel’s
experiments.
 Identify the role
of alleles in
controlling the
inheritance of
traits
 Use a monohybrid
Punnett square to
predict the
probability of
traits passed form
parents to
offspring
I can:
 Explain what is
meant by
phenotype and
genotype
I can:
 Describe at least
three complex
Resources
(by school teams)
Pearson 4.1 What is Heredity
AMSTI SDRO 10 – next generation
Pacing
Recommendation
/ Date(s) Taught
Jan 4 Teacher
Work Day
Students return
1/5/16
Key Vocabulary Terms
Mendel, genetics, heredity, trait,
fertilization, purebred, gene,
hybrid, allele, dominant allele,
recessive allele
Hudson Alpha Genetics kit
LTF: “ Punnett Square Exercises”
LTF: “Gene Interactions”
Week 1:
1/5-1/8
Begin 3rd 9 week PBL assignment
Pearson 4.2 Probability and Heredity
Week 2:
1/11-1/15
phenotype, genotype,
probability, Punnett square,
homozygous, heterozygous
Week 3:
1/19-1/22
Jan 18 MLK Jr.
Holiday
Down syndrome, sickle cell
anemia, complete dominance,
incomplete dominance,
codominance, polygenic
LTF: “Thumbs up”
Hudson Alpha Genetics kit
Pearson 4.3 Patterns of Inheritance
LTF: “Yellow Mice”
14


Recognizing Down’s
syndrome and sickle
cell anemia as
inherited genetic
disorders
Using a monohybrid
Punnett square to
predict the
probability of traits
passed from parents
to offspring
COS # 8. Describe the
function of chromosomes.

Identifying genes as
parts of
chromosomes that
carry genetic traits.
COS # 9. Identify the process
of chromosome reduction in
the production of sperm and
egg cells during meiosis.


I can:


patterns of
inheritance.
Discuss how
characteristics
result from
inheritance and
environmental
factors.
Recognize Down's
syndrome and
sickle cell anemia
as inherited
genetic disorders
Describe the role
chromosomes
and genes play in
inheritance.
Identify genes as
parts of
chromosomes
that carry genetic
traits
Hudson Alpha Genetics kit
Pearson 4.4 Chromosomes and
Inheritance
Hudson Alpha Genetics kit
inheritance, Mendel’s Laws of
Inheritence, Law of Dominance,
Law of Segregation, Law of
Independent Assortment
Week 4:
1/25-1/29
½ Day 1/29
Chromosome, DNA,
Chromosome Theory of
Inheritance, Meiosis, sex
chromosomes, diploid, haploid,
sex cells (gametes)
I can:

Identify the
events that
occur during
meiosis.
15
COS # 10. Identify
differences between
deoxyribonucleic acid (DNA)
and ribonucleic acid (RNA).
Examples:
- DNA-double helix, contains
thymine;
- RNA-single stranded,
contains uracil
I can:




• Identifying Watson and
Crick as scientists who
discovered the shape of the
DNA molecule
COS # 8. Describe the
function of chromosomes.

Identifying genes as
parts of
chromosomes that
carry genetic traits.

I can:



Explain what
forms the genetic
code.
Describe how
DNA copies itself.
Describe how a
cell produces
proteins.
Explain how
mutations can
affect an
organism.
Explain how
cancer is related
to mutations and
the cell cycle.
Identify patterns
of inheritance in
humans
Describe the
function of the
sex chromosome
Describe three
ways of producing
organisms with
desired traits
Pearson
5.1 DNA The Genetic Code
5.2 How Cells Make Proteins
5.3 Mutations
Week 5:
2/1-2/5
Nitrogen bases, DNA Replication
Messenger RNA, Transport RNA,
mutation, cancer, tumor,
chemotherapy, James Watson,
Francis Crick, DNA, RNA,
Nucleotide, Deoxyribose, Ribose,
phosphate, Complimentary
bases, Adenine, Thymine,
Guanine, Cytosine, Uracil
Week 6:
2/8 – 2/12
Sex chromosomes, sex linked
genes, carrier
Selective breeding, inbreeding,
hybridization, clone, genetic
engineering, gene therapy
Hudson Alpha Genetics kit
LTF: “Going Bananas for DNA”
Pearson
5.4 Human Inheritance
5.5 Advances in Genetics
16
COS # 3. Relate major tissues
and organs of body systems
to their functions
 Arrange in order the
organizational levels
of the human body
from the cell
through organ
systems
I can:


Pearson 11.1 Body Organization
List the levels of
organization
Describe which
body systems
work together to
obtain and
transport
materials
AMSTI IDM #14 “The Body in Balance”
pg 147 (may have been done earlier as
a teacher demo)
Week 7:
2/15-2/19
Cell, cell membrane, nucleus
cytoplasm, tissue, muscle tissue,
nervous tissue, connective tissue,
epithelial tissue, organ, organ
system
AMSTI IDM #1 “body mapping” labhuman body pre assessment
LTF: “Life-Size Scaling”
COS # 1. Describe
characteristics common to
living things, including
growth and development,
reproduction, cellular
organization, use of energy,
exchange of gases, and
response to the
environment.
 Identify homeostasis
as the process by
which an organism
responds to its
internal or external
environment

Identify
homeostasis as
the process by
which an
organism
responds to its
internal or
external
environment
17
COS # 3. Relate major tissues
and organs of body systems
to their functions.
Review for Common
Assessment / Benchmark
Pearson 11.2 System Interactions
Pearson 11.3 Homeostasis
Week 8:
2/22-2/26
Begin Body Systems Flip Book
Skeleton, skeletal muscle, joint,
nutrient, absorption, gland,
stimulus, response, hormone
Homeostasis, stress
COS # 1. Describe
characteristics common to
living things, including
growth and development,
reproduction, cellular
organization, use of energy,
exchange of gases, and
response to the
environment.
COS # 1,3, 8, 9, 10, 11
Common Assessment
/Benchmark
Continue Body Systems Flip Book
Week 9:
2/29-3/04
Begin PBL project(s) for 4th 9 week
grading period; Begin skeletal system,
as soon as science benchmark
assessment is complete
18
4th 9 week grading period 3/7/16 – 5/26/16: COS 1, 3
AMSTI kit: Exploring Respiration & Circulation (ERC)
Honors Life Science PBL suggestions:
1.
2.
3.
Human body corporation letter: select an organ, convince your “boss” why you are important for the function of the corporation and should keep
your job; Name the organ, the organ system you belong to, your function in the system and organization, and which organs you work well with.
Make a model of a selected organ. Present the model; describe function of the organ, major tissue types in the organ, which organ system it belongs
to, other organs in the system, and specific diseases that affect the organ.
Research Endocrine and/or Integumentary Systems, make a presentation – include all organs, major tissue types, structure of the system, function of
the system, how a human body would be affected if the system quit working correctly or was seriously damaged.
Standard
COS # 3. Relate major tissues
and organs of the skeletal
system to their functions.
“I Can” Statements
(unwrapped by school
teams)
I can:
 Identify the
functions of the
skeletal system
 Explain the role
that joints play in
the play in the
body
 Describe the
characteristics of
bones and how to
keep bones
strong and
healthy
Resources
(by school teams)
11.4 The Skeletal System
AMSTI IDM 10 life in the bone zone
(saved from 3rd kit)
IDM 11 joints & movement
Pacing
Recommendation
/ Date(s) Taught
Week 1:
3/7-3/11
Key Vocabulary Terms
Skeletal system, skeleton,
vertebrae, joint, ligament,
compact bone, spongy bone,
marrow, cartilage, osteoporosis,
hinge joint, ball-and-socket joint,
gliding joint, pivot joint
LTF levers are us
19
COS # 3. Relate major tissues
and organs of the muscular
system to their functions.
I can:


I can:

COS # 3. Relate major tissues
and organs of the digestive
system to their functions.
I can:


11.5 The Muscular System
Identify the types
of the muscles
found in the
body.
Explain how the
skeletal muscles
work in pairs.
AMSTI IDM 12 muscle size & strength
AMSTI IDM 13 muscle fatigue
Week 2:
3/14-3/18
March 21-25
spring break 2016
Muscular system, smooth
muscle, cardiac muscle, Skeletal
muscle, tendon, voluntary
muscle, involuntary muscle,
flexor, extensor
Week 3:
3/28-4/01
Digestive system, mechanical
digestion, chemical digestion,
mouth, saliva, esophagus,
peristalsis, stomach, pancreas,
small intestine, liver, bile, gall
bladder, enzyme, large intestine,
villi, epiglottis, rectum
Describe how the
skeletal and
muscular systems
work together.
Pearson Ch. 12.1 Digestion
Explain why the
body needs food
and what
nutrients it needs.
Describe the
structures and
functions of the
digestion system.
LTF antacid analysis
LTF chew on this
AMSTI IDM 1
IDM #2 Moving through the digestive
tract
IDM #3 exploring carbohydrates
IDM#4 exploring digestion in the
mouth
IDM #5 digestion in stomach
IDM #7 surf area absorption in
digestive tract IDM 9 food choices &
energy
IDM #15 assessment of skeletal,
muscular & digestive systems;
20
COS # 3. Relate major tissues
and organs of the circulatory
system to their functions.
I can:


Pearson Ch. 12.2 Circulatory System
Describe the
structures and
functions of the
cardiovascular
system.
Describe the
characteristics of
blood
Week 4:
4/4-4/08
LTF a fishy tale
LTF how does your heart rate?
½ Day 4/08
AMSTI:
ERC #1 pre assessment
Circulatory system
(cardiovascular system ), blood,
heart, atrium, ventricle, valve,
artery, aorta, capillary, vein,
hemoglobin, red blood cells,
white blood cells, platelets,
plasma, systemic circulation,
pulmonary circulation
ERC #7 diseases & health careers –
research project
ERC #8 the pumping heart
ERC #9 factors affecting heart rate
ERC #10 heart meets resistance
ERC #11 Assessment – exploring
respiration & circulatory systems
COS # 3. Relate major tissues
and organs of the respiratory
system to their functions.
I can:


COS # 3. Relate major tissues
and organs of the nervous
system to their functions.
I can:

Pearson Ch. 12.3 Respiratory System
Identify the
structures and
functions of the
respiratory
system
Explain what
happens during
breathing and gas
exchange
Respiratory system, Respiration,
nose, pharynx, larynx, trachea,
bronchi, lung, alveoli, vocal
cords, diaphragm
Week 6:
4/18-4/22
Nervous system, Central nervous
system, Peripheral nervous
system, neuron , nerve, nerve
impulse, synapse, reflex, brain,
cerebrum, cerebellum, medulla,
spinal cord
LTF a liter a lung
AMSTI:
IDM #6 diffusion & transport
ERC #2 assessing breathing models
ERC #3 how much air can you exhale?
ERC #4 recipe for energy – cellular
respiration
ERC #5 releasing energy from food
ERC #6 respiratory system assessment
Pearson 13.1 The Nervous system
Identify the
structures and
functions of the
nervous system
and create a 3D
Week 5:
4/11-4/15
LTF popcorn dice & everything nice
4/22 Earth Day!
21

COS # 3. Relate major tissues
and organs of the
reproductive, systems to
their functions.
I can:


model of the
system.
Describe how
your senses work
Describe how the
glands of the
endocrine system
control body
processes.
Explain how
negative feedback
controls hormone
levels.
Honors PBL project: Endocrine &
Integumentary Systems
Week 7:
4/25-4/29
Endocrine System, gland, duct,
hormone, target cell,
hypothalamus, pituitary gland,
negative feedback
Reproductive system, testes,
ovaries, uterus, ovulation,
menstrual cycle, egg, sperm,
zygote, embryo, placenta,
Umbilical cord, fetus,
fertilization, egg, sperm,
testosterone, scrotum, semen,
penis, estrogen, fallopian tube,
vagina,
Pearson 13.2 Endocrine System
COS # 3. Relate major tissues
and organs of the
reproductive, systems to
their functions.
I can:
Describe the structures
and functions of the male
and female reproductive
systems.
Pearson 13.3 The Reproductive
System
Review for Benchmark Assessment
Week 8:
5/2-5/6
COS # 1. Describe
characteristics common to
living things, including
growth and development,
reproduction, cellular
organization, use of energy,
exchange of gases, and
response to the
environment.
•Identifying homeostasis as
the process by which an
organism responds to its
Review for common
assessment
BENCHMARK TESTING
Week 9:
5/09-5/13
22
internal or external
environment
COS # 3. Relate major tissues
and organs of the skeletal,
circulatory, reproductive,
muscular, respiratory,
nervous, and digestive
systems to their functions.
•Arranging in order the
organizational levels of the
human body from the cell
through organ systems
COS # 1.
Identify steps in the scientific
method.
(8th grade)
I can:

Identify steps in
the scientific
process.
 Identify
appropriate
laboratory
equipment.
 Follow proper
safety laboratory
procedures.
 Measure
dimension,
volume, and mass
using SI Units.
Awards day
Field day
Computer turn in
Week 10:
5/16-5/20
Revisit science skills material
taught throughout the year to
prepare for 8th grade physical
science
23