Science Curriculum Map
Grade Level: 7
Title: Cells and Heredity
Time Frame: 7 Weeks
Enduring Understanding: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction and
heredity.
Essential Questions: What is the smallest unit of life? What are the structure and function of the major components of plant and animal
cells? What are the similarities and differences of plant and animal cells? How are cellular processes essential to the survival of organisms?
How is genetic information passed from parent to offspring? How do you predict traits using Punnett squares? How do you distinguish
inherited traits from those acquired from environmental traits?
Concept
Topic
Standard
7-2:
The student
will
demonstrate
an
understanding
of the
structure and
function of
cells, cellular
reproduction,
and heredity.
(Life
Science)
Indicators
Vocabulary
Development
7-2.1 Summarize
the structures and
functions of the
major components of
plant and animal
cells (including the
cell wall, the cell
membrane, the
nucleus,
chloroplasts,
mitochondria, and
vacuoles).
Cell
Organelles
Cell membrane
Diffusion
Osmosis
Cytoplasm
Nucleus
Vacuole
Chloroplasts
Mitochondria
Cell wall
It is essential for
students to know
that a cell is the
It is not essential that
students know
endoplasmic reticulum,
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Assessment Strategies
State Guidelines
Formative
Matching cell parts and
functions on the Smartboard
Instructional Activities/
Extension Activities
a. Read about plant and
animal cells
b. Label a drawing of plant
and animal cells
Listening as students describe
c. Make an edible model of
their edible models.
a plant cell.
d. Make a flip book with
Drawings of edible models
the name, drawing, and
Scientific drawings of cells
function of each organelle.
e. Communication-Create
Observe students playing I have, an individual cell projectwho has
Choices- Children’s book,
Music Video, Must have
Daily exit slips, warm ups, and
analogy and use proper
check ups
vocabulary.
f. Video-Introducing the
Cell
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Resources
Streamline Video
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smallest unit of life
that conducts all life
functions.
Golgi bodies,
lysosomes, or
ribosomes; active and
passive transport across
the cell membrane.
Summative
Quizzes
Tests
Cell Projects
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7-2.2 Compare the
major components of
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Compare similarities
and differences
Summarize the structures
and functions of the major
components of plant and
animal cells
Generalize the main points
regarding the major
functions of the cell
structures (including cell
wall, the cell membrane, the
nucleus, chloroplasts,
mitochondria, and vacuoles)
Identify individual parts of
the cell or their functions
Illustrate parts of the cell
using words, pictures, or
diagrams
Classify the cell structures
as either a structure in an
animal cell or a plant cell
Explain the processes of
diffusion and osmosis
Students independently make a
Venn Diagram
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g. Observe, draw, and
measure plant and animal
cells
h. Games-I have who has
I Debate- Research the use
of stem cells in the treatment
of diseases and participate in
a debate for or against their
use.
Write an essay or a letter to
the editor of a paper
expressing your views for or
against the use of stem cells
to treat medical conditions.
(persuasive)
a. Create a Venn Diagram
comparing and contrasting
Squibbs Cells
and Heredity
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plant and animal
cells.
It is essential for
students to know
that even though all
living organisms are
made of cells that
contain similar
structures, there are
differences between
the structures of the
cells of plants and
animals.
7-2.3 Compare the
body shapes of
bacteria (spiral,
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plant and animal cells
b. Watch a Squibbs cartoon
explaining the difference in
Scientific drawings
plant and animal cells.
c. View both plant and
Relationships between
animal cells in the
structure & function
 Compare the major
microscope, make scientific
components of plant and
drawings and then compare
animal cells
the two.
 Detect how the plant and
d.
Make cell models
It is not essential for
animal cells structures are
students to know other
(baggies
for animal cell, deli
similar and different
organelles in plant and  Identify the component
containers for plant cells with
animal cells or to know
wall. Use small items such as
parts of plant and animal
the chemical processes
macaroni to represent
cells
that occur within the
organelles. Green colored
 Exemplify cell parts that
cell parts.
perform specific functions in water for plant cell, colorless
for animal, etc.) Have
either plant or animal cells
students try to stack up the
 Illustrate plant and animal
animal cells, then the plant
cells to indicate cell
cells. Students will infer that
structures in each type of
cell using pictures, words, or cell wall is for support, while
animals have other structures
diagrams
 Classify cells as either plant such as skeletons for
or animal based on their cell support.
parts
Physical
Characteristics
Bacteria
Spiral
comparing/contrasting plant and
animal cells
Check for correct classification
of bacteria pictures.
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a. Classify pictures of
bacteria according to shape
and record the names of
DVD
Prepared sides
Microscopes
Purchased Live
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coccus, and bacillus)
and the body
structures that
protists (euglena,
paramecium,
amoeba) use for food
gathering and
locomotion.
Bacillus
Coccus
Check protists cutouts for
correct information.
Tests, quizzes, and cartoon or
movie
bacteria.
b. Compare and contrast
moneran and protist.
c. Cut out the shape of each
protist and write about their
movements on the shape.
d. Make a “protist” cartoon
or horror movie.
e. Make a tree map to
classify protists and one to
classify bacteria
Protists
Euglena
Flagella
Paramecium
Cilia
Amoeba
Pseudopods
Check tree maps
Dichotomous keys
Students practice drawing,
labeling and describing bacteria
and protists.

Examine slides (purchased
prepared slides) of the
bacteria under microscope.
Viruses
It is essential for
students to know
bacteria by their
shape and protists
(euglena,
paramecium,
amoeba), by the way
they move and
gather food.
NOTE TO TEACHER
This may be a good
place to introduce
viruses. Even though
viruses are only tested
related to diseases (73.4), students will need
basic knowledge of
viruses.
It is not essential for
students to know other
types of protists or
other characteristics of
bacteria.
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Compare the body shapes
of bacteria
Detect differences among
the shapes of bacteria
(spiral, coccus, and bacillus)
Classify a bacterial cell as
spiral, coccus, or bacillus
Compare the body
structures of protists used
for food gathering and
locomotion
Detect similarities and
differences among the
structures of protists
(euglena, paramecium, and
amoeba) used for food
obtainment and locomotion
Identify a protist as a
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Examine live specimens of
Euglena, paramicum, or
amoeba under microscope.
View locomotion on United
Streaming and compare.
protist
United
Streaming
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euglena, amoeba, or
paramecium based on its
structures for food gathering
or locomotion
7-2.4 Explain how
cellular processes
(including
respiration,
photosynthesis in
plants, mitosis, and
waste elimination)
are essential to the
survival of the
organism.
Cellular Processes
Observe pictures of mitosis
Photosynthesis
Observe students as they act out
processes
It is essential for
students to know
that because a cell is
the smallest unit of
life, it must undergo
certain cellular
processes in order to
ensure the survival
of the organism as a
whole. Some of the
cellular processes
that are essential
It is not essential for
students to know the
stages of mitosis or
meiosis, active or
passive transport, or
endocytosis and
exocytosis.
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Respiration
Observe Smartboard activities
Waste Elimination
Mitosis
Quizzes
Tests
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Explain how cellular
processes are essential to the
survival of the organism
Construct a cause-andeffect model of how the cell
processes including
respiration, photosynthesis
in plants, mitosis, and waste
elimination ensure the
survival of the organism
Compare and Illustrate the
processes of photosynthesis
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a. Review photosynthesis
and respiration using
Smartboard activities, and
worksheets.
b. Scientific InvestigationConduct an experiment to
find out how sunlight affects
the leaves of plants.
c. Observe mitosis and
draw pictures to represent the
process.
d. Explain how cells
eliminate waste. Have
students act out the process.
e. Explain how all are
essential to the survival of the
organism.
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include:
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7-2.5 Summarize
how genetic
information is passed
from parent to
offspring by using
the terms genes,
chromosomes,
inherited traits,
genotype, phenotype,
dominant traits, and
recessive traits.
Traits
DNA
Heredity or inheritance
Observe students as they review
using their flip book.
Genetics Project
Chromosomes
Genes
Allele
Genotype
Phenotype
Inherited traits
Dominant traits
Recessive traits.
Dragon’s and Princess Online
Project
Warm ups and exit slips
Tests
Quizzes

It is essential for
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and respiration
Identify and Recall the
functions of the cellular
processes listed in the
indicator
Summarize the ways that
these processes affect
cellular survival
It is not essential for
Summarize how genetic
information is passed from
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a. Make a flip book to learn Squibbs Cells
terms
and Heredity
b. Watch Squibbs VideoDVD
“Girl Your Phenotype’s
Showing”
c. Write a summary of how
genetic information is passed
from parents to offspring.
d. Clyde and Claire Cartoon
Project or Kootie Katchers
Project- Students will use a
spinner and punnett squares
to determine the traits of
Clyde and Claire or Kooties
and their offspring. They
will then draw or make the
cartoon characters.
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students to know
that offspring may
have the same
physical
characteristics, or
traits, as their
parents because
genetic information
(DNA) is passed
from parent to
offspring during
sexual reproduction.
students to know the
stages of meiosis, or

the structure of DNA
and RNA. Sex-linked
traits, mutations,
incomplete dominance,
co-dominance,
polygenic inheritance,

and genetic engineering
are also not essential
concepts for this
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indicator.
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7-2.6 Use Punnett
squares to predict
inherited
monohybrid traits.
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Punnett square

Purebred
Hybrid
Monohybrid cross
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parent to offspring
Generalize the major points
about inheritance using the
terms genes, chromosomes,
inherited traits, genotype,
phenotype, dominant traits,
and recessive traits
Identify the main
components of genetic
information
Explain how genetic
information passed from
parents to offspring
determines inheritance
Compare genotype and
phenotype or dominant and
recessive traits
e. Complete online dragon
and princess and the pea
activities using knowledge of
Punnett squares and
genotypes and phenotypes.
f. Read about Mendel’s
experiments and compare
them to our observations of
the inherited traits of the f2
generation Wisconsin fast
plants.
Use Punnett squares to
predict inherited
monohybrid traits
Apply procedural
knowledge of a Punnett
square to determine the
possible inheritance of one
Continuation of Clyde and
Claire and their offspring as
seen above
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It is essential for
students to know
that offspring inherit
the genes for
particular traits from
their parents.
It is not essential for
students to know how
to use Punnett squares
to show incomplete
dominance or multiple
traits. Pedigree charts
are also not essential.
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7-2.7 Distinguish
between inherited
traits and those
acquired from
environmental
factors.
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Environmental factors
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
trait
Interpret some basic
information on a Punnett
square
Compare allele
combinations that would
relate to different genetic
predictions
Predict the ratio or
probability of traits
Distinguish between
inherited traits and those
acquired from
environmental factors
Differentiate between traits
that are inherited from
physical characteristics that
are influenced by
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It is essential for
students to know
that all
characteristics that
organisms have are
inherited from their
parents but some can
be influenced by
environmental
factors.
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It is not essential for
students to understand
how mutations or
genetic engineering
cause changes in
inherited
characteristics, or
causes of genetic
disorders.


environmental factors
Exemplify traits that would
occur due to inheritance or
result from environmental
factors
Summarize major points
about inherited traits and
traits influenced by
environmental factors
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