1
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
GRADE 7 Life SCIENCE CURRICULUM MAP SUMMARY 2012-2013
Unit 1 - Lesson 1 What Is Science – 4 DAYS
Unit 4 – Lesson 2 Infectious Disease – 5 DAYS
Unit 1 - Lesson 2 Scientific Knowledge – 3 DAYS
Unit 5 - Lesson 1 Theory of Evolution by Natural Selection – 5 DAYS
Unit 1 - Lesson 3 Scientific Investigation – 6 DAYS
Unit 5 - Lesson 2 Evidence of Evolution - 5 DAYS
Unit 1 - Lesson 4 Representing Data – 4 DAYS
Unit 6 - Lesson 1 Mitosis – 3 DAYS
Unit 1 - Lesson 5 Science and Society – 2 DAYS
Unit 6 - Lesson 2 Meiosis – 2 DAYS
Unit 2 – Lesson 1 Characteristics of Cells - 5 DAYS
Unit 6 - Lesson 3 Sexual and Asexual Reproduction - 3 DAYS
Mini Assessment 1
Mini Assessment 4
Unit 2 – Lesson 2 Chemistry of Life – 3 DAYS
Unit 6 – Lesson 4 Heredity - 5 DAYS
Unit 2 – Lesson 3 Cell Structure and Function – 5 DAYS
Unit 6 - Lesson 5 Punnett Squares – 5 DAYS
Unit 2 – Lesson 4 Levels of Cellular Organization – 3 DAYS
Unit 7 - Lesson 1 DNA Structure and Function – 1 DAY
Unit 2 – Lesson 5 Homeostasis and Cell Organization – 4 DAYS
Unit 7 – Lesson 2 Biotechnology – 2 DAYS
Unit 2 – Lesson 6 Classification of Living Things – 5 DAYS
Unit 8 – Lesson 1Introduction to Ecology – 3 DAYS
Unit 3 – Lesson 1 Introduction to Body Systems - 5 DAYS
Unit 8 – Lesson 2 Roles in Energy Transfer
Mini Assessment 2
Mini Assessment 5
Unit 3 – Lesson 2 The Skeletal and Muscular Systems – 5 DAYS
Unit 8 - Lesson 3 Interactions in Communities – 5 DAYS
Unit 3 – Lesson 3 The Circulatory and Respiratory Systems – 5
Unit 8 – Lesson 4 Florida’s Ecosystems – 5 DAYS
- 5 DAYS
DAYS
Unit 3 – Lesson 4 The Digestive and Excretory Systems – 5 DAYS
Unit 9 - Lesson 1 Photosynthesis and Cellular Respiration – 5 DAYS
Unit 3 – Lesson 5 The Nervous and Endocrine Systems – 4 DAYS
Unit 9 - Lesson 2 Energy and Matter in Ecosystems - 5 DAYS
Mini Assessment 6
Unit 3 – Lesson 6 The Reproductive System – 5 DAYS
Family Life/Human Sexuality Curriculum BEEP – 5 DAYS
Unit 4 – Lesson 1 The Immune System – 5 DAYS
HIV/AIDS Curriculum BEEP – 5 DAYS
Mini Assessment 3
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
2
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 1 – The Nature of Science
Big Ideas:
1. The Practice of Science
2. The Characteristics of Scientific Knowledge
3. The Role of Theories, Laws, Hypotheses, and Models
4. Science and Society
Essential Questions:
What are the characteristics of science? (Lesson 1)
How do scientists develop explanations? (Lesson 2)
How do scientists discover things? (Lesson 3)
How do scientists show the results of investigations? (Lesson 4)
How do science and society work together? (Lesson 5)
Concepts
Benchmarks: Objectives and Skills
1. Science and
Scientific Explanations
2. Traits of Scientists
3. Science and
Pseudoscience
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.2.1 - Identify an instance from
the history of science in which
scientific knowledge has changed when
new evidence or new interpretations are
encountered.
Pacing Weeks: 19 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and
Labs. (See BEEP for additional
instructional strategies and
advanced coursework)
Lab Safety contract required.
Have students and parents sign
the contract. Keep all contracts
on file in the classroom.
Students without contracts may
not participate in lab activities.
Discussion: Astronomy- the
change in Pluto’s title.
http://spaceplace.nasa.gov/en/ki
ds/st6starfinder/st6starfinder2.s
html
Key Terminology/
Vocabulary
Resources
science
empirical
evidence
pseudoscience
Unit 1
Lesson 1 – What is Science?
www.floridastandards.org
http://www.thinkcentral.com/index.
htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:
 Growing Plants
 Seed Germination
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
3
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
 Force and Fan Carts
1. Developing
explanations
2. Supporting Theories
3. Evaluating Evidence
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.
Lab Safety contract required:
Have students and parents sign
the contract. Keep all contracts
on file in the classroom.
Students without contracts may
not participate in lab activities.
theory
evidence
Unit 1
Lesson 2 – Scientific Knowledge
www.floridastandards.org
http://www.thinkcentral.com/index.
htm
Discussion: Is Pluto a planet?
http://solarsystem.nasa.gov/pla
nets/profile.cfm?Object=Pluto
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
The Occurrence of Water in
Living Things – Scientific
Investigation
http://www.biologycorner.com/
worksheets/water_plants.html
ExploreLearning Gizmos:
 Growing Plants
 Seed Germination
 Force and Fan Carts
1. Conducting a
Scientific Experiment
2. Types of Scientific
Investigations
3. Characteristics of
Good Scientific
Investigations
SC.7.N.1.1 - Define a problem, plan
scientific investigations 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.
 Pattern Finder
Lab Safety contract required:
Have students and parents sign
the contract. Keep all contracts
on file in the classroom.
Students without contracts may
not participate in lab activities.
SC.7.N.1.2 - Design a study using
repeated trials and replication
Working through the steps of
the Scientific Method:
http://www.studygs.net/scimeth
od.htm
SC.7.N.1.4 - Identify test variables
(independent variables) and outcome
variables (dependent variables) in an
Applying scientific method:
http://sciencefairproject.virtuala
ve.net/scientific_method.htm
1 Day equals approximately 1 class period/55 minutes
experiment
observation
hypothesis
test variable
(independent
variable)
outcome variable
(dependent
variable)
data
Unit 1
Lesson 3 – Scientific Investigations
www.floridastandards.org
http://www.thinkcentral.com/index.
htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Grade 7 revised 6/1/2012
4
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
experiment.
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.7.1.7- Explain that scientific
knowledge is the result of a great deal
of debate and confirmation within the
science community.
1. Tables
2. Graphs
3. Models
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.
MA.6.A.3.6 – Construct and analyze
tables, graphs, and equations to
describe linear functions and other
simple relations using both common
language and algebraic notation.
LA.6.4.2.2 – The student will record
information related to a topic, including
visual aids to organize and record
information and include a list of
sources used.
1 Day equals approximately 1 class period/55 minutes
* Science Fair or equivalent
application of the scientific
method is required for all
students. See
www.browardscience.com for
details.
ExploreLearning Gizmos:





Growing Plants
Seed Germination
Force and Fan Carts
Triple Beam Balance
pH Analysis
Lab Safety contract required:
Have students and parents sign
the contract. Keep all contracts
on file in the classroom.
Students without contracts may
not participate in lab activities.
* Science Fair or equivalent
application of the scientific
method is required for all
students. See
www.browardscience.com for
details.
test variable
(independent
variable)
outcome variable
(dependent
variable)
model
Unit 1
Lesson 4 – Representing Data
www.floridastandards.org
http://www.thinkcentral.com/index.
htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
How to read a complex graph:
http://ucatlas.ucsc.edu/howto/gr
aph.html
ExploreLearning Gizmos:
 Graphing Skills
Grade 7 revised 6/1/2012
5
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
 Reaction Time 1 (Graphs and
Statistics)
1. Impact of Science
on Society
2. Science and
Decision-Making
*SC.8.N.4.1 - Explain that science is
one of the processes that can be used to
inform decision making at the
community, state, national, and
international levels. (Not Assessed)
*SC.8.N.4.2 - Explain how political,
social, and economic concerns can
affect science, and vice versa. (Not
Assessed)
*8th Grade Benchmarks addressed in
the 7th grade book.
 Describing Data Using
Statistics
Lab Safety contract required:
Have students and parents sign
the contract. Keep all contracts
on file in the classroom.
Students without contracts may
not participate in lab activities.
* Science Fair or equivalent
application of the scientific
method is required for all
students. See
www.browardscience.com for
details.
society
economics
politics
Unit 1
Lesson 5 – Science and Society
www.floridastandards.org
http://www.thinkcentral.com/index.
htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Discussion: Science and
Society: Bioengineering,
Genetic Engineering,
Technology.
ExploreLearning Gizmos:
 Human Evolution: Skull
Analysis
 DNA Fingerprint
 Star Spectra
 Rainfall and Bird Beaks
 Greenhouse Effect
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
6
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 2 – The Cell
Big Ideas:
14. Organization and Development of Living Organisms
15. Diversity and Evolution of Living Organisms
Essential Questions:
What are living things made of? (Lesson 1)
What are the building blocks of organisms? (Lesson 2)
What are the different parts that make up a cell? (Lesson 3)
How are living things organized? (Lesson 4)
How do organisms maintain homeostasis? (Lesson 5)
How are organisms classified? (Lesson 6)
Concepts
Benchmarks: Objectives and Skills
1. The Cell
2. The Cell Theory
3. Two Types of Cells
SC.6.L.14.2 – Investigate and explain
the components of the scientific
theory of cells (cell theory): all
organisms are composed of cells
(singe-celled or multi-cellular), all
cells come from pre-existing cells,
and cells are the basic unit of life.
MA.6.A.3.6 – Construct and analyze
tables, graphs, and equations to
describe linear functions and other
simple relations using both common
language and algebraic notation.
Pacing Weeks: 25 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and
Labs. (See BEEP for additional
instructional strategies and
advanced coursework)
Prokaryote, Animal and Plant
cell Animations
http://www.wiley.com/legacy/c
ollege/boyer/0470003790/anim
ations/cell_structure/cell_struct
ure.htm
Prokaryotes, Eukaryotes, &
Viruses Tutorial and quiz for
students
http://www.biology.arizona.edu
/cell_bio/tutorials/pev/page2.ht
ml
Key Terminology/
Vocabulary
Resources
cell
organism
cell membrane
cytoplasm
organelle
nucleus
prokaryote
eukaryote
Unit 2
Lesson 1 – The Characteristics of
Cells
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Prokaryotes, Eukaryotes, Plant
Cell, Animal Cell and Cell
Theory
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
7
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
http://www.middleschoolscienc
e.com/life.htm
How to create a graph
http://nces.ed.gov/nceskids/crea
teagraph/
http://nces.ed.gov/nceskids/gra
phing/classic/
Introduction on Light
Microscope
http://www.biologycorner.com/
worksheets/e-lab.html
Microscope Virtual Lab
http://www.biologycorner.com/
worksheets/microscopevirtual.html
Microscope Labeling
http://www.biologycorner.com/
resources/microscope-boxed.gif
Virtual Compound Microscope
Tour
http://www.udel.edu/biology/ke
tcham/microscope/scope.html
Virtual Microscope – Different
types of Cells
http://www.kbears.com/science
s/microscope.html
ExploreLearning Gizmos:
 Cell Structure
 Paramecium Homeostasis
 Virus Lytic Cycle
1. Atoms and
Molecules
SC.6.N.1.1 – Define a problem from
the sixth grade curriculum, use
1 Day equals approximately 1 class period/55 minutes
The Cell as a System – The
Cell Factory
atom
protein
Unit 2
Grade 7 revised 6/1/2012
8
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
2. Four Main
Molecules
3. Cell Membranes
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.
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.
LA.6.4.2.2 – The student will record
information (e.g., observations,
notes, lists, charts, legends) related to
a topic, including visual aids to
organize and record information and
include a list of sources used.
1. Eukaryotic Cells
2. Parts of Eukaryotic
Cells
3. Plant and Animal
Cells
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.
http://www.sciencenetlinks.co
m/lessons.php?BenchmarkID=5
&DocID=88
Lesson 2 – Chemistry of Life
cytoskeleton
endoplasmic
reticulum
vacuole
mitochondria
golgi complex
chloroplast
ribosome
cell wall
lysosome
Unit 2
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Cells – Activities & Labs,
Slideshows, Interactive and
Resource websites
http://scienceclass.net/Biology/Microbiology
.htm
ExploreLearning Gizmos:







Bohr Model: Introduction
Element Builder
Electron Configuration
Balancing Chemical Equations
Identifying Nutrients
Cell Structure
Paramecium Homeostasis
Make a Model Cell
http://www.sciencenetlinks.co
m/lessons.php?DocID=101
Eukaryotic Cell Interactive
Animation
http://www.cellsalive.com/cells
/cell_model.htm
Plant Cell Lab
http://biologycorner.com/works
heets/cell_lab_plant.html
1 Day equals approximately 1 class period/55 minutes
phospholipid
molecule
carbohydrate
lipid
nucleic acid
Lesson 3 – Cell Structure and
Function
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Cells: The Building Blocks of Life!
http://www.windows2universe.org/ear
th/Life/cell_intro.html
Grade 7 revised 6/1/2012
9
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
ExploreLearning Gizmos:
 Cell Structure
1. Cells to Organisms
2. Cellular Structure
and Function
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.
Cells
http://www.nclark.net/Cells
ExploreLearning Gizmos:
 Cell Structure
 Circulatory System
organism
tissue
organ
organ system
structure
function
LA.6.4.2.2 – The student will record
information (e.g., observations,
notes, lists, charts, legends) related to
a topic, including visual aids to
organize and record information and
include a list of sources used.
Unit 2
Lesson 4 – Levels of Cellular
Organization
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Tissues and Organs
http://web.jjay.cuny.edu/~acarpi/NSC/
14-anatomy.htm
Cellular Organization
http://www2.estrellamountain.edu/fac
ulty/farabee/biobk/BioBookCELL2.ht
ml
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
1. Homeostasis
2. Cell Energy and
Cell Cycle
3. Material Exchange
in Cells
SC.6.L.14.3 – Recognize and explore
how cells of all organisms undergo
similar processes to maintain
homeostasis, including extracting
energy from food, getting rid of
waste, and reproducing.
Diffusion Lab
http://www.biologycorner.com/
worksheets/diffusionlab.html
Observing Osmosis
http://www.biologycorner.com/
worksheets/observing_osmosis.
html
Graphic Organizer
Osmosis
1 Day equals approximately 1 class period/55 minutes
homeostasis
photosynthesis
cellular
respiration
mitosis
diffusion
osmosis,
passive transport
active transport
endocytosis
exocytosis
Unit 2
Lesson 5 – Homeostasis and Cell
Processes
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Test Specs
Grade 7 revised 6/1/2012
10
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
http://scienceclass.net/Graphic_Organizers/G
O_osmosis.pdf
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:
 Diffusion
 Osmosis
 Paramecium Homeostasis
 Cell Energy Cycle
1. Classification
2. Naming Organisms
and Levels of
Classification
3. Domains
4. Kingdoms,
Branching Diagrams,
and Dichotomous
Keys
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.
 Cell Division
Classify That
http://www.sciencenetlinks.co
m/lessons.php?Grade=68&BenchmarkID=5&DocID=2
31
Animal Diversity Web
http://animaldiversity.ummz.u
mich.edu/site/index.html
Classification – Activities &
Labs, Slideshows, other
resource websites and
interactives
http://scienceclass.net/Biology/Classification
.htm
species
bacteria
animalia
fungi
genus
Archaea
Plantae
dichotomous key
domain
eukarya
protista
Unit 2
Lesson 6 – Classification of Living
Things
www.floridastandards.org
http://www.thinkcentral.com/index.ht
m
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:
 Cell Structure
 Paramecium Homeostasis
 Virus Lytic Cycle
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
11
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 3 – Human Body Systems
Big Ideas:
14. Organization and Development of Living Organisms
Essential Questions:
What are the functions of body systems, and how do they work together?
(Lesson 1)
How do your skeletal and muscular systems work? (Lesson 2)
How do the circulatory and respiratory systems work? (Lesson 3)
How do your body’s digestive and excretory systems work? (Lesson 4)
How do your nervous and endocrine systems work? (Lesson 5)
Concepts
Benchmarks: Objectives and Skills
1. Functions of Human
Body Systems
2. Interactions of Body
systems
3. Maintaining
Homeostasis
SC.6.L.14.5 – Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways
these systems interact with each other to
maintain homeostasis.
HE.6.C.1.4 – Recognize how heredity
can affect personal health.
HE.6.C.1.8 – Explain how body systems
are impacted by hereditary factors and
infectious agents.
1 Day equals approximately 1 class period/55 minutes
Pacing Weeks: 29 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and
Labs. (See BEEP for additional
instructional strategies and
advanced coursework)
Body Systems
http://mypages.iit.edu/~smart/s
heajan1/systems.htm
Human Body Quest.pdf
http://sciencespot.net/Pages/cl
assbio.html#anchorhmnbdy
ExploreLearning Gizmos:
 Human Homeostasis
 Circulatory System
 Digestive System
Key Terminology/
Vocabulary
Resources
homeostasis
Unit 3
Lesson 1 – Introduction to Body
Systems
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Organization of Animal Body
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookAni
malTS.html
Grade 7 revised 6/1/2012
12
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
1. The Skeletal System
2. The Muscular
System
3. Injury, Disease, and
Exercise
SC.6.L.14.5 – Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways
these systems interact with each other to
maintain homeostasis.
SC.6.N.1.1 – Define a problem from the
sixth 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.
Skeletal System Webquest
http://sites.google.com/site/bod
ysystemswebquest/skeletalsyste
mresources
skeletal system
ligament
joint
tendon
muscular system
Animal Organ Systems and
Homeostasis
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookANI
M ORGSYS.html
Unit 3
Lesson 2 – The Skeletal and
Muscular Systems
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Muscular System Webquest
http://sites.google.com/site/bod
ysystemswebquest/muscularsys
temresources
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:
 Human Evolution - Skull
Analysis
 Levers
 Real-Time Histogram
 Reaction Time 1
 Sight vs. Sound Reactions
Muscular and Skeletal System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookMU
SSKEL.html
LA.6.4.2.2 – The student will record
information (e.g., observations, notes,
lists, charts, legends) related to a topic,
including visual aids to organize and
record information and include a list of
sources used.
1. The Lymphatic
System
2. The Cardiovascular
System
3. The Respiratory
SC.6.L.14.5 - Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways
1 Day equals approximately 1 class period/55 minutes
Circulatory System Webquest
http://sites.google.com/site/bod
ysystemswebquest/circulatorys
ystemresources
cardiovascular
system
blood
lymph
lymphatic system
Unit 3
Lesson 3 – The Circulatory and
Respiratory Systems
Grade 7 revised 6/1/2012
13
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
System
these systems interact with each other to
maintain homeostasis.
LA.6.4.2.2 – The student will record
information (e.g., observations, notes,
lists, charts, legends) related to a topic,
including visual aids to organize and
record information and include a list of
sources used.
Measuring Lung Capacity
http://www.biologycorner.com/
worksheets/lungcapacity.html
Graphic Organizers –
Pulmonary and Systemic
Circulation
http://scienceclass.net/Teachers_Graphic_
Organizers.htm
lymph node
artery
capillary
vein
pharynx
respiratory system
larynx
trachea
bronchi
alveoli
Respiratory System Webquest
http://sites.google.com/site/bod
ysystemswebquest/respiratorys
ystemresources
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
The Heart: An Online Exploration
http://www.fi.edu/learn/heart/index
.html
Cardiovascular System
http://www.biologyinmotion.com/c
ardio/index.html
ExploreLearning Gizmos:
Circulatory System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookcirc
SYS.html
 Circulatory System
Respiratory Systems
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookRE
SPSYS.html
Lymphatic System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookIM
MUN.html
1. Function of the
Digestive System
2. Parts of the
SC.6.L.14.5 - Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
1 Day equals approximately 1 class period/55 minutes
Digestive System Webquest
http://sites.google.com/site/bod
ysystemswebquest/digestivesys
digestive system
enzyme
esophagus
Unit 3
Lesson 4 – The Digestive and
Grade 7 revised 6/1/2012
14
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Digestive System
3. Function and Parts
of the Excretory and
Urinary System
excretory, immune, nervous, and
musculoskeletal) and describe ways
these systems interact with each other to
maintain homeostasis.
temresources
ExploreLearning Gizmos:


Digestive System
Identifying Nutrients
LA.6.4.2.2 – The student will record
information related to a topic, including
visual aids to organize and record
information and include a list of sources
used.
stomach
small intestine
pancreas
liver
large intestine
excretory system
urine
kidney
nephron
Excretory Systems
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Digestive System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookDIG
EST.html
Excretory System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookEX
CRET.html
1. Function and Parts
of the Nervous System
2. The Senses
3. Function and Parts
of the Endocrine
System
SC.6.L.14.5 - Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways
these systems interact with each other to
maintain homeostasis.
Nervous System Webquest
http://sites.google.com/site/bod
ysystemswebquest/digestivesys
temresources
Graphic Organizers –
Endocrine and Nervous
System
http://scienceclass.net/Teachers_Graphic_
Organizers.htm
ExploreLearning Gizmos:
 Human Homeostasis
 Reaction Time 1 (Graphs and
1 Day equals approximately 1 class period/55 minutes
nervous system
dendrite
neuron
axon
brain
spinal cord
endocrine system
gland
hormone
Unit 3
Lesson 5 – The Nervous and
Endocrine Systems
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Nervous System
http://www2.estrellamountain.edu/
faculty/farabee/biobk/BioBookNE
RV.html
Grade 7 revised 6/1/2012
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7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Statistics)
 Reaction Time 2 (Graphs and
Statistics)
 Reverse the Field
 Sight vs. Sound Reactions
 Hearing: Frequency and Volume
1. Male Reproductive
System
2. Female
Reproductive System
3. Human Growth and
Development
4. STIs
SC.6.L.14.5 – Describe the ways the
major systems of the human body
(digestive, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways
these systems interact with each other to
maintain homeostasis.
SC.6.N.3.4 – Identify the role of models
in the context of the sixth grade science
benchmarks.
HE.6.C.1.4 – Recognize how heredity
can affect personal health.
Reproductive System
http://www2.estrellamountain.e
du/faculty/farabee/biobk/BioBo
okREPROD.html
ExploreLearning Gizmos:
 Cell Division
sperm
testes
penis
ovary
Eggu
uterus
vagina
embryo
placenta
umbilical cord
fetus
Unit 3
Lesson 6 – The Reproductive
System
www.floridastandards.org
http://www.thinkcentral.com/index
.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
HE.6.C.1.8 – Explain how body systems
are impacted by hereditary factors and
infectious agents.
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
16
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 4 – Immunity, Disease, and Disorders
Big Ideas:
14. Organization and Development of Living Organisms
Essential Questions:
How does your body’s defense system work? (Lesson 1)
What causes disease? (Lesson 2)
Concepts
Benchmarks: Objectives and Skills
1. Human Body
Defense System
2. Immunity
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.
SC.6.N.1.1 – Define a problem from the
sixth 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.
1 Day equals approximately 1 class period/55 minutes
Pacing Weeks: 10 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and
Labs. (See BEEP for additional
instructional strategies and
advanced coursework)
Lymphatic System and Immune
System
http://www2.estrellamountain.e
du/faculty/farabee/biobk/BioBo
okIMMUN.html
ExploreLearning Gizmos:
 Drug Dosage
 Dye Elimination
Key Terminology/
Vocabulary
Resources
pathogen
B cell
T cell
antibody
vaccine
macrophage
immunity
immune system
Unit 4
Lesson 1 – The Immune System
www.floridastandards.org
http://www.thinkcentral.com/ind
ex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Grade 7 revised 6/1/2012
17
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
MA.6.A.3.6 – Construct and analyze
tables, graphs, and equations to describe
linear functions and other simple relations
using both common language and
algebraic notation.
1. Disease Overview
2. Causes of Infectious
Disease
3. Infectious Disease
Transmission
4. Reducing and
Treating Infectious
Disease
SC.6.L.14.6 – Compare and contrast types
of infectious agents that may infect the
human body, including viruses, bacteria,
fungi, and parasites.
Changing Planet: Infectious
Diseases Classroom Activity
http://www.windows2universe.
org/teacher_resources/infectiou
s_disease.html
HE.6C.1.3 – Identify environmental
factors that affect personal health.
HE.6.C.1.8 – Explain how body systems
are impacted by hereditary factors and
infectious agents.
Microbe Zoo
http://commtechlab.msu.edu/sit
es/dlc-me/zoo/index.html
Diseases
http://www.cdc.gov/DiseasesC
onditions/
ExploreLearning Gizmos:




1 Day equals approximately 1 class period/55 minutes
Disease Spread
Virus Lytic Cycle
Drug Dosage
Dye Elimination
noninfectious
disease
infectious disease
antibiotic
antiviral drug
Unit 4
Lesson 2 – Infectious Disease
www.floridastandards.org
http://www.thinkcentral.com/ind
ex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Viruses and Diseases
http://www2.estrellamountain.ed
u/faculty/farabee/biobk/BioBook
Diversity_1.html
Fungi and Diseases
http://www2.estrellamountain.ed
u/faculty/farabee/biobk/BioBook
Diversity_4.html
Grade 7 revised 6/1/2012
18
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 5 – Life Over Time
Big Idea:
15. Diversity and Evolution of Living Organisms
Essential Questions:
What is the theory of evolution by natural selection? (Lesson 1)
What evidence supports the theory of evolution? (Lesson 2)
Concepts
Benchmarks: Objectives and Skills
1. Charles
Darwin’s
Observations
2. Natural
Selection
SC.7.L.15.1 - Recognize that fossil
evidence is consistent with the scientific
theory.
SC.7.L.15.2 - Explore the scientific
theory of evolution by recognizing and
explaining was 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.
Pacing Weeks: 10 Days
Teacher Notes:
Differentiated Instruction: Recommended
Activities and Labs. (See BEEP for
additional instructional strategies)
* See the Policies and Procedures in
Science Handbook for guidelines in
teaching evolution
Discussion: Drug Resistant Bacteria
http://www.cdc.gov/getsmart/antibioticuse/anitbiotic-resistance-faqs.html
Evolution Library for Teachers and
Students
http://www.pbs.org/wgbh/evolution/educat
ors/index.html
Key Terminology/
Vocabulary
Resources
evolution,
artificial selection
natural selection
variation
adaptation
extinction
Unit 5
Lesson 1 - Theory of Evolution
www.floridastandards.org
http://www.thinkcentral.com/
index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Online Lessons for students – Learning
Evolution
http://www.pbs.org/wgbh/evolution/educat
ors/lessons/index.html
Online Videos for Students - Evolving
Ideas
http://www.pbs.org/wgbh/evolution/educat
ors/teachstuds/svideos.html
ExploreLearning Gizmos:
 Building Pangaea
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
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7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
 Natural Selection
 Evolution: Natural and Artificial Selection
 Rainfall and Bird Beaks
 Human Evolution: Skull Analysis
 Microevolution
 Evolution: Mutation and Selection
1. Fossil
Evidence
2. Structural
Evidence
3. Genetic
Evidence
4.
Embryologica
l Evidence
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.L.15.1 - Recognize that fossil
evidence is consistent with the scientific
theory of evolution that living things
evolved from earlier species.
What Proof is There to Support Biological
Evolution?
http://www.scienceteacherprgram.org/biolo
gy/JonesEnoe05.html
fossil
fossil record
Unit 5
Lesson 2 - Evidence of
Evolution
Student activity: Natural Selection
http://www.scienceteacherprogram.org/biol
ogy/Romero07.html
www.floridastandards.org
http://www.thinkcentral.com/in
dex.htm
What Is the Evidence for Evolution?
http://www.pbs.org/wgbh/evolution/educat
ors/teachstuds/tguide.html
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:





1 Day equals approximately 1 class period/55 minutes
Building Pangaea
Natural Selection
Evolution: Natural and Artificial Selection
Rainfall and Bird Beaks
Human Evolution: Skull Analysis
Grade 7 revised 6/1/2012
20
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 6 – Reproduction and Heredity
Big Idea:
16. Reproduction and Heredity
Essential Questions:
How do cells divide? (Lesson 1)
How do cells divide for sexual reproduction? (Lesson 2)
How do organism reproduce? (Lesson 3)
How are traits inherited? (Lesson 4)
How are patterns of inheritance studied? (Lesson 5)
Concepts
Benchmarks: Objectives and
Skills
1. Why Cells
divide?
2. Genetic
material and
Cell Division
3. Mitosis
SC.7.L.16.3 - compare and
contrast the general processes
of sexual reproduction
requiring meiosis and asexual
reproduction requiring mitosis.
Pacing Weeks: 18 Days
Teacher Notes:
Differentiated Instruction: Recommended
Activities and Labs. (See BEEP for
additional instructional strategies)
How Cells Divide: Mitosis vs. Meiosis
http://www.pbs.org/wgbh/nova/baby/
divide.html#
Key Terminology/
Vocabulary
Resources
DNA
chromosomes cell
cycle interphase
mitosis
cytokinesis
Unit 6
Cell Cycle: Mitosis
http://www.biologycorner.com/worksheets
/cellcycle_labelme.html
Lesson 1 - Mitosis
www.floridastandards.org
http://www.thinkcentral.com/index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
The Cell Cycle and Mitosis Tutorial
http://www.biology.arizona.edu/cell_bio/tu
torials/cell_cycle/cells1.html
ExploreLearning Gizmos:
 Cell Division
 Building DNA
 Human Karyotyping
1. Sex cells
2. Meiosis
3. Steps of
Meiosis
SC.7.L.16.3 - compare and
contrast the general processes
of sexual reproduction
requiring meiosis and asexual
Meiosis Tutorial
http://www.biology.arizona.edu/cell_bio/tu
torials/meiosis/main.html
1 Day equals approximately 1 class period/55 minutes
homologous
chromosomes
meiosis
Unit 6
Lesson 2 – Meiosis
www.floridastandards.org
Grade 7 revised 6/1/2012
21
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
4. Meiosis vs.
Mitosis
1. Asexual
reproduction
2. Sexual
reproduction
3. Comparing
Asexual and
Sexual
reproduction
reproduction requiring mitosis
.
LA.6.4.2.2 The student will
record
information
(e.g.,
observations, notes, lists,
charts, legends) related to a
topic, including visual aids to
organize
and
record
information and include a list
of sources used.
SC.7.L.16.3 - compare and
contrast the general processes
of sexual reproduction
requiring meiosis and asexual
reproduction requiring mitosis.
http://www.thinkcentral.com/index.htm
How Cells Divide: Mitosis vs. Meiosis
http://www.pbs.org/wgbh/nova/baby/
divide.html#
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Cell Division
http://scienceclass.net/Biology/Cell_Division.htm
ExploreLearning Gizmos:
 Human Karyotyping
How Cells Divide: Mitosis vs. Meiosis
http://www.pbs.org/wgbh/nova/baby/
divide.html#
asexual
reproduction
sexual
reproduction
fertilization
Reproduction – Asexual and Sexual
http://scienceclass.net/Biology/reproduction.htm
1. Mendel’s
work
2. DNA’s role in
Inheritance
3. Genes, traits,
and
characteristics
SC.7.L.16.1 - understand and
explain that every organism
requires a set of instruction
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
ExploreLearning Gizmos:




Inheritance
Mouse Genetics (one trait)
Mouse Genetics (two traits)
Chicken Genetics
1 Day equals approximately 1 class period/55 minutes
Lesson 3 – Sexual and Asexual
Reproduction.
www.floridastandards.org
http://www.thinkcentral.com/index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Life cycle of a Flowering plant
http://www.bbc.co.uk/schools/ks2bitesize/
science/living_things/life_cycles/read1.sht
ml
ExploreLearning Gizmos:
 Human Karyotyping
 Pollination: Flower to Fruit
Breeding Bunnies
http://www.pbs.org/wgbh/evolution/
educators /lessons/lesson4/act1.html
Unit 6
heredity
gene
allele
genotype
phenotype
dominant
recessive
incomplete
dominance
Unit 6
Lesson 4 - Heredity
www.floridastandards.org
http://www.thinkcentral.com/index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Grade 7 revised 6/1/2012
22
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
 Microevolution
codominance
SC.7.L.16.2 - determine the
probabilities for genotype and
phenotype combinations using
Punnett Squares and
pedigrees.
Mendelian Inheritance
http://labcenter.dnalc.org/labs/
mendeliangenetics
/mendeliangenetics_h.html
punnett square
probability
ratio
pedigree
MA.6.A.3.6 - construct and
analyze tables, graphs, and
equations to describe linear
functions and other simple
relations using both common
language and algebraic
notation.
http://discoveryeducation.com
gene to another.
HE.7.C.1.4. Recognize how
heredity can affect personal
health.
1. Punnett
Squares
2. Pedigrees
Search Punnett Square below results click
on folder: Probability and Genetics.
ExploreLearning Gizmos:
 Mouse Genetics (one trait)
 Mouse Genetics (two traits)
 Chicken Genetics
1 Day equals approximately 1 class period/55 minutes
Unit 6
Lesson 5 – Punnett Squares and
Pedigrees
www.floridastandards.org
http://www.thinkcentral.com/index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Grade 7 revised 6/1/2012
23
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 7 – DNA and Modern Genetics
Big Idea:
16. Heredity and Reproduction
Essential Questions:
What is DNA? (Lesson 1)
How does biotechnology impact our world? (Lesson 2)
Concepts
Benchmarks: Objectives and Skills
1. DNA
Structure
2. DNA
Replication
3. Mutations
4. DNA
Transcription
and Translation
SC7.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.
SC.7.N.1.5 - describe the methods used
in pursuit of scientific explanation as
seen in different fields of science such as
biology, geology, and physics.
SC.7.L.16.1 - understand and explain
that every organism requires a set of
instruction 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
1 Day equals approximately 1 class period/55 minutes
Pacing Weeks: 3 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and Labs.
(See BEEP for additional instructional
strategies)
Genetics – Activities – Learn.Genetics
http://teach.genetics.utah.edu/content
Codon Bingo - Activity
http://www.accessexcellence.org
/AE/AEPC/WWC/1994/codon_bingo.p
hp
Genetics - Activities
http://sciencespot.net/Pages/classbiolsn
_gen.html
Key Terminology/
Vocabulary
Resources
DNA
nucleotide
replication
mutation
RNA
ribosome
Unit 7
Lesson 1 – DNA Structure and
Function
www.floridastandards.org
http://www.thinkcentral.com/
index.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Mendelian Genetics Tutorials
http://www.biology.arizona.edu/mendel
ian_genetics/mendelian_genetics.html
DNA from the Beginning – Activities
http://www.dnaftb.org/
ExploreLearning Gizmos:
 Building DNA
Grade 7 revised 6/1/2012
24
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
instructions from one gene to another.
HE.7.C.1.4 Recognize how heredity can
affect personal health.
1. Applications
of Biotechnology
2. Biotechnology
and Society
SC.7.L.16.4 - Recognize and explore the
impact of biotechnology (cloning,
genetic engineering, artificial selection)
on the individual, society and the
environment. (Not Assessed)
 RNA and Protein Synthesis
 Human Karyotyping
 Evolution: Mutation and Selection
The Bioethics of Human Cloning
http://teach.genetics.utah.edu/content
ExploreLearning Gizmos:
 DNA Fingerprint Analysis
 Human Karyotyping
biotechnology
artificial selection
genetic
engineering
clone
Unit 7
Lesson 2 – Biotechnology
www.floridastandards.org
http://www.thinkcentral.com/ind
ex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
25
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 8 – Ecology
Big Idea:
17. Interdependence
Essential Questions
What components make up an ecosystem? (Lesson 1)
How does energy flow through an ecosystem? (Lesson 2)
How do organisms interact? (Lesson 3)
How do limiting factors affect Florida’s ecosystem? (Lesson 4)
Concepts
Benchmarks: Objectives and Skills
1. Ecology
2. Levels of
Organization
in an
Environment
3. Habitats and
Niche
(Foundational Knowledge)
Pacing Weeks: 18 Days
Teacher Notes:
Differentiated Instruction:
Recommended Activities and Labs.
(See BEEP for additional
instructional strategies)
What are habits?
Behavioral Biology (How animals
interact with their environment)
http://science.pppst.com/habitats.ht
ml
Key Terminology/
Vocabulary
Resources
ecology biotic
factor abiotic
factor population
species
community
ecosystem habitat
niche
Unit 8
Ecosystems, Biomes, and Habitats
http://www.fi.edu/tfi/units/life/habit
at/habitat.html
Lesson 1 – Introduction to
Ecology
www.floridastandards.org
http://www.thinkcentral.com/in
dex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Ecology
http://scienceclass.net/Ecology/Ecology.htm
ExploreLearning Gizmos:
 Forest Ecosystem
 Prairie Ecosystem
 Pond Ecosystem
1. Producers
2.
SC.7.L.17.1 - Explain and illustrate the roles of
and relationships among producers, consumers,
1 Day equals approximately 1 class period/55 minutes
Producers, Consumers,
Decomposers, Food Chain, and
producer
decomposer
Unit 8
Grade 7 revised 6/1/2012
26
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Decomposers
3. Consumers
4. Food Chains
and Webs
and decomposers in the process of energy
transfer in a food web.
Food Web
http://www.fi.edu/tfi/units/life/habit
at/habitat.html
consumer
herbivore
carnivore
omnivore food
chain food web
Build A Food Web Assignment
http://www.biologycorner.com/bio2
/ecology/build_foodweb.html
Lesson 2 – Roles in Energy
Transfer
www.floridastandards.org
http://www.thinkcentral.com/in
dex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Food Web Game
http://www.gould.edu.au/foodwebs/
kids_web.htm
ExploreLearning Gizmos:
 Food Chain
 Plants and Snails
1. Predation
2. Symbiosis
3. Competition
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.
SC.7.L.17.2 - Compare and contrast the
relationships among organisms such as
mutualism, predation, parasitism, competition,
and commensalism.
LA.6.4.2.2 - The student will record
information (e.g., observations, notes, lists,
charts, legends) related to a topic, including
visual aids to organize and record information
and include a list of sources used.
LA.6.2.2.3 - The student will organize
information to show understanding (e.g.,
1 Day equals approximately 1 class period/55 minutes
Relationship between organisms
http://www.biology4kids.com/files/s
tudies_relationships.html
Interdependence among species
http://videos.howstuffworks.com/dis
covery/27996-assignmentdiscovery-interdependence-amongspecies-video.htm
Graphic Organizers – Symbiosis
and Transfer of Energy
http://scienceclass.net/Teachers_Graphic_Orga
nizers.htm
Predator
prey symbiosis
mutualism
commensalism
parasitism
competition
Unit 8
Lesson 3 – Interactions in
Communities
www.floridastandards.org
http://www.thinkcentral.com/in
dex.htm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:




Food Chain
Forest Ecosystem
Prairie Ecosystem
Microevolution
Grade 7 revised 6/1/2012
27
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
1. Limiting
Factors
2. Florida’s
Land
Ecosystems
3. Florida’s
Fresh water
Ecosystems
4. Florida’s
Marine
Ecosystems
representing main ideas within text through
charting, mapping, paraphrasing, summarizing,
or comparing/contrasting).
SC7.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.
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, parasitism,
predation, and nesting sites.
1 Day equals approximately 1 class period/55 minutes
Rat Attack - Students use an online
interactive to explore what happens
to one forest ecosystem when a
resource pulse occurs.
http://www.pbs.org/wgbh/nova/teac
hers/activities/3603_rats.html
limiting factors
native species
introduced species
wetland
coral reef
estuary
Unit 8
Lesson 4 – Florida’s
Ecosystem
www.floridastandards.org
http://www.thinkcentral.com/in
dex.htm
ExploreLearning Gizmos:






Food Chain
Forest Ecosystem
Prairie Ecosystem
Pond Ecosystem
Rainfall and Bird Beaks
Effect of Environment on New Life
Forms
 Effect of Temperature on Gender
 Rabbit Population by Season
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
Grade 7 revised 6/1/2012
28
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit #: 9 - Cycling of Matter and Energy
Big Idea:
18. Matter and Energy Transformations
Essential Questions:
How do cells get and use energy? (Lesson 1)
How do energy and matter move through ecosystems? (Lesson 2)
Concepts
Benchmarks: Objectives and Skills
1. Cells need
Energy
2.
Photosynthesis
3. Cellular
Respiration
SC.8.N.1.1 - Define a problem from
the eighth grade curriculum using
appropriate reference materials to
support scientific understanding, plan
and carry out scientific investigations
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.
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; and
release of oxygen.
SC.8.L.18.2 – Describe and
investigate how cellular respiration
breaks down food to provide energy
and releases carbon dioxide.
Pacing Weeks: Weeks 10 Days
Teacher Notes:
Differentiated Instruction: Recommended
Activities and Labs. (See BEEP for
additional instructional strategies)
Illuminating Photosynthesis
http://www.pbs.org/wgbh/nova/methuselah/
photosynthesis.html
Graphic Organizer –Photosynthesis vs
Respiration
http://scienceclass.net/Teachers_Graphic_Organizers.
htm
Photosynthesis and Respiration – Activities
& Labs, Slideshow, Quizzes, Resource
Websites
Key
Terminology/
Vocabulary
photosynthesis
chlorophyll
cellular
respiration
Resources
Unit 9
Lesson 1 - Photosynthesis and
Cellular Respiration
www.floridastandards.org
http://www.thinkcentral.com/index.h
tm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
http://scienceclass.net/Biology/Photosynthesis.htm
ExploreLearning Gizmos:
 Cell Energy Cycle
 Plants and Snails
 Photosynthesis Lab
LA.8.4.2.2 – The student will record
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
29
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
information (e.g., observations, notes,
lists, charts, legends) related to a
topic, including visual aids to
organize and record information, as
appropriate, and attribute sources of
information.
1. Matter and
Energy in
Ecosystems
2.
Conservation
of Matter and
Energy
3. Energy
Pyramids
4. Carbon and
other cycles of
Matter
SC.8.N.1.1 - Define a problem from
the eighth grade curriculum using
appropriate reference materials to
support scientific understanding, plan
and carry out scientific investigations
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.
SC.8.N.3.1 - Select models useful in
relating the results of their own
investigation.
SC.8.L.18.3 - Construct a scientific
model of carbon cycle to show how
matter and energy are continuously
transferred within and between
organisms and their physical
environment.
Trophic Levels-Energy Levels
http://videos.howstuffworks.com/discovery
/27995-assignment-discovery-energy-flowvideo.htm
Carbon Cycle Game - Interactive
http://www.windows2universe.org/earth/cli
mate/carbon_cycle.html
Water Cycle Webquest
http://davidson.k12.nc.us/webquests/weathe
r/the_water_cycle.htm
energy
matter
law of
conservation of
energy
law of
conservation of
mass energy
pyramid
carbon cycle
Unit 9
Lesson 2 - Energy and Matter in
Ecosystem
www.floridastandards.org
http://www.thinkcentral.com/index.h
tm
Test Specs
http://secondaryscience.pdshrd.wikispaces.net/
ExploreLearning Gizmos:




Food Chain
Cell Energy Cycle
Plants and Snails
Water Cycle
SC.8.L.18.4 - Cite evidence that
living systems follow the Laws of
Conservation of Mass and Energy
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012
30
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
Unit: Family Life/Human Sexuality & HIV/AIDS
Strands:
Health Literacy – Concepts
Health Literacy – Responsible Behavior
Health Literacy - Promotion
Pacing: 10 Days
Family Life/Human Sexuality Essential Questions:
What are the general physical changes that occur during puberty? (Lesson 1)
What are the emotional changes that occur during puberty? (Lesson 2)
What are the similarities and differences between male and female sex characteristics? (Lesson 3)
What factors contribute to a happy, healthy family relationship? (Lesson 4)
Teacher Notes:
HIV/AIDS Essential Questions:
Why do people need to be informed and concerned about the spread of diseases?
How do communicable and non-communicable diseases compare and contrast?
How does the immune system defend the body against disease?
How is HIV transmitted?
How can an individual protect themselves against communicable diseases including HIV?
Concepts
Family Life/Human
Sexuality
Resources
Refer to BEEP curriculum
Benchmarks: Objectives and Skills
HE.6.C.1.1: Identify the effects of healthy
and unhealthy behaviors on personal health.
Differentiated Instruction:
Recommended Activities and Labs.
(See BEEP for additional instructional
strategies and advanced coursework)
How do you Measure Up? Activity
www.floridastandards.org
HE.6.C.1.2: Describe how the physical,
mental/emotional, social, and intellectual
dimensions of health are interrelated.
Note-taking Guide Lesson 1 (BEEP)
HE.6.C.1.4: Recognize how heredity can
affect personal health.
Note-taking Guide Lesson 3 (BEEP)
Note-taking Guide Lesson 2 (BEEP)
Note-taking Guide Lesson 4 (BEEP)
HE.6.C.2.10: Explain the influence of
personal values and beliefs on individual
health practices and behaviors.
1 Day equals approximately 1 class period/55 minutes
Key Terminology/
Vocabulary
family
development
fertilization
emotion
growth
hormones
love
peer pressure
puberty
responsibility
ExploreLearning Gizmos:
• Inheritance
• Human Karyotyping
Grade 7 revised 6/1/2012
31
7th Grade: Advanced & Regular-Holt Fusion Life Science Curriculum Map
School Board of Broward County Florida – Department of Science Education
HE.6.B.2.1: Determine strategies to
improve effective verbal and nonverbal
communication skills to enhance health.
HE.6.B.2.3: Demonstrate effective conflict
management and/or resolution strategies.
HIV/AIDS
Refer to BEEP curriculum
www.floridastandards.org
HE.6.B.3.2: Investigate circumstances that
can help or hinder healthy decision-making.
HE.6.B.3.6: Choose healthy alternatives
over unhealthy alternatives when making a
decision.
HE.6.B.4.3: Determine strategies and skills
needed to attain a personal health goal.
HE.6.P.1.1: Explain the importance of
assuming responsibility for personal health
behaviors.
Grade 6 HIV Powerpoint Lessons
(BEEP)
ExploreLearning Gizmos:
• Disease Spread
• Virus Lytic Cycle
• Human Homeostasis
disease
communicable
noncommunicable
immune system
pathogen
HE.6.P.1.2: Demonstrate healthy practices
and behaviors that will maintain or improve
personal health.
HE.6.P.2.2: Practice how to influence and
support others when making positive health
choices.
1 Day equals approximately 1 class period/55 minutes
Grade 7 revised 6/1/2012