Westwood Regional School District
Science Department Curriculum
Grade 7 Science
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Westwood Regional School District
Table of Contents
1. Introduction ......................................................................................................................1
2. District Mission, Vision, and Belief Statements ..............................................................3
3. Departmental Philosophy .................................................................................................4
4. Course Summary and Course/Grade-level Goals ............................................................5
5. Unit Plans .........................................................................................................................6
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Westwood Regional School District
Introduction
The most precious resource teachers have is time. Regardless of how much time a course
is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the
potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that
incorporates aspects of several different curriculum development models. When
reviewing curriculum documents and the district’s curriculum format, aspects of the
“backward-design” model will be found in the way in which unit objectives, assessments,
and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following
three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills
need to be woven into curriculum publications, documents, standards, and scope and
sequence materials. Course goals highlight the big ideas that students will grapple with
during the course of the unit. Unit objectives are more granular and should be reflective
of best practices, containing the following components:
 Specific performance (e.g. to write, to name, to compare and contrast, to
debate, to decide, etc.)
 Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal
entry, etc.)
 Conditions (during a cooperative learning activity, after reading the story
______________)
 Criterion or Standard (e.g. correct to the nearest mile, four out of five correct,
list three examples, state two differences, etc.)
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Westwood Regional School District
The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized
during an instructional unit, the overall unit assessment should be performance-based and
asks students to demonstrate that they have mastered the desired understandings. Ideally,
these culminating (summative) assessments are authentic tasks that students would likely
encounter in the real-world after they leave school. They allow students to demonstrate
all that they have learned and can do. To demonstrate their understandings students can
explain, interpret, apply, provide critical and insightful points of view, show empathy
and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e. rubrics) are provided to all students in
advance of starting work on the unit task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences
are aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly designed. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools.
These leaders demonstrate a clear purpose and direction for the curriculum within their
school or district by providing support for implementation, opportunities for revision
through sustained and consistent professional development, initiating action research
activities, and collecting and evaluating materials to ensure alignment with the desired
results. Intrinsic to the success of curriculum is to show how it aligns with the
overarching goals of the district, how the document relates to district, state, or national
standards, what a high quality educational program looks like, and what excellent
teaching and learning looks like. Within education, success of the educational program is
realized through this blend of commitment and organizational direction.
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Westwood Regional School District
MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities,
enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities
of the Borough of Westwood and the Township of Washington, is to provide a sound and
comprehensive education. This education process will ensure that our students have the
knowledge, skills, and experiences which will enable them to make future life choices. It
is our long-term goal that each student will use this knowledge, these skills and these
experiences to reach his/her potential and thus become an actively contributing,
productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each
individual child.
2. All students have the right to a safe, positive, learning environment where
diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and
self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are
effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the
global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of
Education, family, community, and government.
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Westwood Regional School District
7th Grade Life Science Course Summary and Goals
SummaryThe seventh grade course, Life Science, is a hands-on course with emphasis placed on lab
activities, using scientific reasoning and methods, becoming environmentally concerned,
and understanding current science issues as they relate to society and the environment.
Throughout the year, students will explore the many aspects of living organisms using a
phylogenic approach- moving from simplest to most complex. This will be
supplemented by a study of environmental topics. The standards based curriculum
emphasizes scientific inquiry through selected units such as the cell, heredity, evolution,
classification, simple organisms (bacteria, viruses, protists, fungi), animals (form and
function), and ecology. Life Science subject serves as a foundation for high school
biology.
Goals- To deliver understanding of the key concepts, principles, and theories of life science as
defined by the New Jersey content standards.
- To practice scientific inquiry through scholarly, active learning.
- To cultivate a love of science and a love for the beauty and for the complexity of our
planet and its organisms.
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Westwood Regional School District
Departmental Philosophy
The pursuit of science has advanced the understanding of the natural world and given rise to the
technologies that make our lives better. The Westwood Regional School District's Science
program is designed to create an exciting learning environment that prepares students to
understand the latest advancements in science. Our department’s fundamental mission is to
advance public understanding and appreciation of science. We would like to foster scientific
habits of mind that improve our societies foundation. Our students will learn to use the scientific
method and engage in hands-on inquiry to acquire an understanding of fundamental concepts in
life, earth, physical, and environmental sciences.
Our teachers will provide current examples and be malleable in the presentation of their lessons.
The curriculum serves as a guideline to understanding modern science. Each lesson teaches
basic principals of science rather than focusing on history or classic science practice. As the
world becomes more connected, classic science subjects have begun to combine into an
uncountable number of new specialties and disciplines that fit as pieces of a puzzle to forward
human understanding. This new globalization of science is leading to an exponential increase in
the advancement of technology. Students must be prepared for this in their lives and careers.
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Westwood Regional School District
7th Grade Life Science Curriculum
UNIT 1: Classifying and Exploring Life (September/October)
Aim & Objectives:
Lesson 1- Exploring Life
What is an observation?
Students will be able to:
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Instructional Strategies, Activities,
Labs and Process Skills
 Activity: Observation vs. Inference
 Activity: Penny Observation
Understand the difference
between an observation and an
inference
Explain the importance of asking
questions in science
Explain how scientific knowledge
can change
Lesson 1- Exploring Life(cont’d)
How do we use and handle a
compound microscope?
 Discover the various parts and
functions of the compound
microscope
 Calculate total magnification
of the microscope
 Define compound light
microscope
 Demonstrate proper
technique, handling &
focusing a microscope
 Practice focusing a microscope
 Make a wet-mount slide
 Lab: The Microscope- A Tool of a
Scientist (RST. 6-8.3) (WST. 68.2)
 Lab: Using a Compound
Microscope (RST. 6-8.3) (WST.
6-8.2)
 Lab: Beanie Baby Mystery
(RST. 6-8.3) (WST. 6-8.2)
 Project: Microscope Puzzle
(RST. 6-8.7) (WST. 6-8.8)
 Quiz: Microscope- Written &
Practical
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Applicable CPI
Resources, Materials, Web Sites:
5.1.8.A.3
Use scientific principles and models to
frame and synthesize scientific
arguments and pose theories.
5.1.8.D.3
Demonstrate how to safely use tools,
instruments, and supplies.
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http://www.biologycorner.com/mic
roquiz/index.html#
Poster- Microscope Parts
http://www.biologycorner.com/mic
roquiz/index.html#
Poster- Microscope Parts
Website- Electron Microscope
Westwood Regional School District
Lesson 2-Characteristics of Life
What are the characteristics of living
things?
 Define cell, stimulus, homeostasis,
sexual reproduction, asexual
reproduction, and metabolism
 Recognize that all living things
have 6 basic characteristics
 Recognize that cells carry out
many functions needed to sustain
life
 Give examples of how living things
respond to changes in their
environment
 Distinguish between asexual
(genetically identical) and sexual
(blending of characteristics)
reproduction
 Discuss growth and development
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Notes: Characteristics of Living
Things:
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Demo: Sewer Bugs
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Activity: Stimulus and Response
activity sheet (pupil of eye
responding to light)
 Project: Creature Feature Project
(alternative assessment)
(RST. 6-8.7) (WST. 6-8.8)
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5.3.4.A.1
Develop and use evidence-based
criteria to determine if an unfamiliar
object is living or nonliving.
5.3.8.D.1
Defend the principle that, through
reproduction, genetic traits are passed
from one generation to the next, using
evidence collected from observations
of inherited traits.
 Demos: living vs. nonliving
 Video clips: living vs. nonliving
 PowerPoint: Characteristics and
Needs of Living Things
 Teacher Domain Video “ Alive or
Not”
 Video- Characteristics of Living
Things (United Streaming)
Westwood Regional School District
Lesson 3- Classification
Why is it necessary to classify living
things?
 List the 7 levels of classification
 Define classification, kingdom,
phylum, class, order, family, genus,
species, taxonomy, binomial
nomenclature, cladogram, and
dichotomous key
 Note that organisms are grouped
together based on similar
characteristics
 Explain the importance of having
scientific names for species
 Explain how scientific names are
written (binomial nomenclature)
 Describe how dichotomous keys
help in identifying organisms
 Understand how to use a
dichotomous key
 Activity: Kingdom of Shoes
 Lab: Using a Dichotomous Key
(RST. 6-8.3) (WST. 6-8.2)
 Quiz: Classification
5.5.6 B. Diversity and Biological
Evolution
1. Describe and give examples of the
major categories of organisms and of
the characteristics shared by
organisms.
5.5.8 B. Diversity and Biological
Evolution
1. Compare and contrast kinds of
organisms using their internal and
external characteristics.
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Worksheet: Shape
Classification
notes :KPCOFGS sheet with
questions
worksheet: Taxonomy
PowerPoint: Classification
overhead :Cat classification
slide: Bear classification
overhead and slide:
Dichotomous Key
Worksheet: Classification
table
Worksheet: fun with fictitious
animals
Video: United Streaming
“Classification of Living Thins”
Westwood Regional School District
UNIT 2: Cellular Biology (October/November)
Aim & Objectives:
Lesson 1: Cells and Life
How is life organized?
 Define tissue, organ, organ system,
organism, unicellular, and
multicellular
 Explain how life is organized, from
a single cell to an organism
Instructional Strategies, Activities,
Labs and Process Skills
 Activity: 5 pictures to put in order
 Cells R Us
 Notes: cell to organism
Applicable CPI
5.3.8.A.2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life.
Resources, Materials, Web Sites:
 Bill Nye: Cells
 Transparency: Cell to organism
 PowerPoint
 Website: Cell size animation
 Video clips- Teacher Domain
Lesson 2: The Cell
What are cells?
 Define cell membrane, organelles,
cytoplasm, nucleus, prokaryotic,
eukaryotic, and bacteria
 Explain the function of each part of
a eukaryotic cell
 State the parts of the cell theory
 Describe how cells were
discovered
 List the characteristics that all cells
share
 Explain the difference between
prokaryotic and eukaryotic
 Recognize plant cells contain
different organelles than animal
cells
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Notes and PowerPoint
Activity: Redi NJASK style
(RST. 6-8.6) (WST. 6-8.9)
Lab: Plant vs. Animal Cell
(RST. 6-8.3) (WST. 6-8.2)
Project: Cell model
(RST. 6-8.7) (WST. 6-8.8)
Notes: color code Cell labels &
functions
Activity: Cell City
5.3.6.A.2
Model and explain ways in which
organelles work together to meet the
cell’s needs.
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Size of cell
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Cell differentiation
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Stem Cells
Transparency: Red- Spontaneous
Generation
Stem Cell article and questions
 Worksheet: Organelle review
sheet
 Worksheet: Organelle riddle sheet
 Website: youtube video of
cytoplasmic streaming with
moving chloroplasts
 Movie: Inside a Cell with study
guide questions
 Worksheet: Crossword Puzzle
 Video: Bill Nye: Cells
 Video: Inside the Cell
Westwood Regional School District
Lesson 3- Moving Cellular Material
How do particles move into and out of
a cell?
 Explain why cells are so small
 Calculate a cell’s surface-tovolume ratio
 List the advantages of being
multicellular
 Explain that the process of
diffusion is how particles move
from high to low concentration
 Describe how osmosis occurs
across a cell membrane
 Compare passive transport with
active transport
 Recognize that osmosis, diffusion,
and facilitated diffusion are types
of passive transport
 Describe why active transport
needs ATP
 Define equilibrium
 Define endocytosis and exocytosis
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Activity: surface to volume cube
Lab: Surface to volume potato
activity (RST. 6-8.3) (WST. 6-8.2)
Demo: Place a few drops of dye in
a beaker of water and watch the
dye diffuse
Demo: Spray perfume and see how
smells diffuse
Demo: Have students stand in
corner of room and “diffuse”
Demo: Oiled paper bag-waterproof
like the cell membrane
Lab: Egg osmosis lab demo: Egg in
water and corn syrup; data driven
lab (RST. 6-8.3) (WST. 6-8.2)
Lab: Diffusion of iodine and corn
starch (RST. 6-8.3) (WST. 6-8.2)
Demo: It’s in the Bag! (Endo and
Exocytosis)
Quiz: Moving Cellular Materials
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5.3.8.A.1
Compare the benefits and limitations
of existing as a single-celled organism
and as a multicellular organism.
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Transparency: Surface to volume
ratio
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Worksheet: Diffusion
Worksheet: Reinforcement
worksheet-Moving Small Particles
Transparency: Passive and Active
Transport
PowerPoint with Video Clips
Worksheet: Vocab matching
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5.3.6.A.2
Model and explain ways in which
organelles work together to meet the
cell’s needs.
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Westwood Regional School District
Lesson 4- Cells and Energy
How are the processes of
Photosynthesis and Cellular
Respiration related?
 Describe how plants perform
photosynthesis using the sun's
energy
 Describe cellular respiration as the
process of breaking down food in
the presence of oxygen to release
energy
 Define Fermentation as not
needing oxygen
 Recognize that the products of
respiration and photosynthesis are
recycled
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Lesson 5: How do cells divide?
 Describe the 3 steps of the cell
cycle: Interphase, Mitosis, and
Cytokinesis
 Recognize humans have 46
chromosomes or 23 pairs of
homologous chromosomes
 Describe what happens in each of
the 4 stages of mitosis: Prophase,
Metaphase, Anaphase, &
Telophase
 Define: chromosome, binary
fission, chromatids, centromere
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Notes: Photosynthesis sheet (color
pics)
Worksheet: What goes in & out of
photosynthesis
Notes: Cellular Respiration sheet
(color pics)
Worksheet: What goes in & out of
cellular respiration
Demo: Bromthymol Blue
Lab: Yeast Fermentation
(RST. 6-8.3) (WST. 6-8.2)
Worksheet: Feedback Loop
Activity: note cards representing
elements of photosynthesis and
cellular respiration
Activity: Feedback Loop
Quiz
Notes: Cell Cycle
Show PMAT with hands (Cheer)
Activity: Yarn/Chalk Activity
(Modeling Mitosis) (RST. 6-8.7)
Activity: Onion Slides showing
stages of mitosis
5.3.6.B.1
Describe the sources of the reactants
of photosynthesis and trace the
pathway to the products.
5.3.6.A.2
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Model and explain ways in which
organelles work together to meet the
cell’s needs.
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5.3.8.D.1
Defend the principle that, through
reproduction, genetic traits are passed
from one generation to the next, using
evidence collected from observations
of inherited traits.
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 PowerPoint: Photosynthesis and
Cellular Respiration
 Worksheet: with clip art
 Article: Why do Leaves Change
Color?
 Article: Catching Some Rays
 Video: BrainPop- Photosynthesis
 Video: United StreamingPhotosynthesis “Seed to Plant”
 PowerPoint: Photosynthesis and
Cellular Respiration
 Worksheet: with clip art
 Quiz
Cell division video- United
Streaming
Cell Cycle PowerPoint
overhead of various stages of
mitosis
Brain Pop videos
Westwood Regional School District
UNIT 3: Genetics and Evolution (December/January)
Aim & Objectives:
Lesson 1: Genetics
Why do organisms resemble their
parents?
 Define the following terms:
heredity, genetics, genes, alleles,
genotype, phenotype, dominant,
recessive, punnett square,
probability, Mendel, true-breeding
 Describe Mendel’s experiments
 Be able to use the punnett square
to predict the outcomes of crosses
 Recognize that some traits show
incomplete or co-dominance
 Construct a pedigree for a specific
trait
Instructional Strategies, Activities,
Labs and Process Skills
 PowerPoint
 Notes sheet (vocab)
 Lab- Investigating Inherited Traits
(RST. 6-8.3) (WST. 6-8.2)
 Lab- Pedigree (RST. 6-8.3) (WST. 68.2)
 Activity- Inventory of Traits
 Activity- Tree of Genetic Traits
 Project- Genetic Disorder Brochure
(RST. 6-8.7) (WST. 6-8.8)
 Quiz
Applicable CPI
5.3.6.D.1
Predict the long-term effect of
interference with normal patterns of
reproduction.
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5.3.6.D.2
Explain how knowledge of inherited
variations within and between
generations is applied to farming and
animal breeding.
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5.3.6.D.3
Distinguish between inherited and
acquired traits/characteristics.
5.3.8.D.1
Defend the principle that, through
reproduction, genetic traits are passed
from one generation to the next, using
evidence collected from observations
of inherited traits.
5.3.8.D.2
Explain the source of variation among
siblings.
5.3.8.D.3
Describe the environmental conditions
or factors that may lead to a change in
a cell’s genetic information or to an
organism’s development, and how
these changes are passed on.
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Resources, Materials, Web Sites:
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Poster: Human Genetic
Disorders
Worksheets: Practicing
Punnett Squares, Dimples and
DNA , practice problems
Video-Bill Nye- Genes
Video- Clone
Quiz
Video- United Streaming:
Genes, Genetics, DNA
Westwood Regional School District
Lesson 2: Meiosis
How are sex cells created?
 Explain the difference between
mitosis and meiosis
 Understand that meiosis creates
sex cells (sperm and egg) which
have half the number of ordinary
body cells
 Recognize that meiosis produces 4
cells from 1 single cell
 Recognize that the sex
chromosomes determine the sex
of an offspring and are designated
x and y
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PowerPoint
Lab: Reebop Lab (RST. 6-8.3) (WST.
6-8.2)
5.3.6.D.3
Distinguish between inherited and
acquired traits/characteristics.
5.3.8.D.1
Defend the principle that, through
reproduction, genetic traits are passed
from one generation to the next, using
evidence collected from observations
of inherited traits.
5.3.8.D.2
Explain the source of variation among
siblings.
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 Guided notes sheet
 Vocab garden review sheet
 jeopardy game
 test
Westwood Regional School District
Aim & Objectives:
Lesson 3: Evolution/ Fossils
How are fossils formed and how does
the fossil record give us proof that
evolution took place?
 Define fossil, imprint, mold, cast
 Create a fossil of a sea shell
 Recognize that scientist need to
make inferences based on indirect
evidences
 Describe how the fossil record
shows evidence of evolution
Instructional Strategies, Activities,
Labs and Process Skills
 Fossil Lab (RST. 6-8.3) (WST. 6-8.2)
 Ancient Puzzle Activity (RST. 6-8.4)
 Geologic Time Scale Activity
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Applicable CPI
Resources, Materials, Web Sites:
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5.3.6.E.1
Describe the impact on the survival of
species during specific times in geologic
history when environmental conditions
changed.
PowerPoint and Notes
Westwood Regional School District
Lesson 4: Evolution/Darwin
Who was Charles Darwin and what is
evolution?
 Define adaptation, species,
evolution, fossil, fossil record,
vestigial structure
 Recognize that scientific theories:
develop over time, depend on the
contributions of many people, and
reflect the social and political
climate of their time
 Discuss how evolution is supported
by evidence including comparative
anatomy, comparative
embryology, comparative cytology,
and comparative biochemistry
 Define trait, selective breeding,
natural selection, mutation
 Discuss Darwin's Theory of Natural
Selection
 Observe variation within two
species (finches)
 Observe individuals born with
certain traits
 Define generation time, speciation
 Describe that changes in
environmental conditions can
affect the survival of individual
organisms with a particular trait
 Discuss more recent examples of
evolution such as industrial
melanism in peppered moths,
antibiotic resistant bacteria, and
pesticide resistant insects
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Presentation: Bergen County Zoo
presentation “Amazing
Adaptations”
Lab: Capturing Food Activity
(Woolybooger Lab) (RST. 6-8.3)
(WST. 6-8.2)
Activity: Moth Activity
Lab: Hand Adaptations (RST. 6-8.3)
(WST. 6-8.2)
5.3.6.E.1
Describe the impact on the survival of
species during specific times in geologic
history when environmental conditions
changed.
5.3.8.E.2
Compare the anatomical structures of a
living species with fossil records to
derive a line of descent.
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Video: Bill Nye “Evolution”
PowerPoint
Video: Darwin Video
PowerPoint
Chapter Review Jeopardy
Chapter 7 Test
Video: United Streaming- Jeff
Corwin
Westwood Regional School District
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Westwood Regional School District
UNIT 4: From Bacteria to Plants (February/March)
Instructional Strategies, Activities,
Labs and Process Skills
Aim & Objectives:
Lesson 1: Bacteria
What are the characteristics of
bacteria?
 Describe the major characteristics
of a prokaryotic cell
 Describe reproduction in bacteriabinary fission
 Describe the different shapes of
bacteria (cocci, bacilli, spirilla)
 Compare and contrast eubacteria
and archaebacteria
 Define endospore
 Understand that bacteria are all
around us
 Explain why life on Earth depends
on bacteria
 Describe helpful and harmful
aspects of bacteria
 Define decomposer,
bioremediation, antibiotic,
pathogenic,& parasitic
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Worksheet: Shapes of Bacteria
Notes: Bacteria Bonanza
worksheet as notes
Lab: Bacterial Culture/Nutrient
Agar Plates (*do 2-3 days in
advance) (RST. 6-8.3) (WST. 6-8.2)
Project: Bacteria Wanted Posters
(RST. 6-8.7) (WST. 6-8.8)
Lab: Microviewer Labs “Harmful
Bacteria” & “Helpful Bacteria”
(RST. 6-8.3) (WST. 6-8.2)
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Applicable CPI
5.3.8.A.1 All organisms are composed
of cell(s). In multicellular organisms,
specialized cells perform specialized
functions.
5.3.8.D.1 Some organisms reproduce
asexually. In these organisms, all
genetic information comes from a
single parent
Resources, Materials, Web Sites:
 Video: 8 minute Moneran video
 Overhead: Binary Fission overhead
 Worksheet: Shapes of Bacteria
 Video: United Streaming- “Bacteria,
Friend or Enemy?”
Westwood Regional School District
Lesson 2: Viruses
Are viruses living?
 Recognize viruses have some
characteristics of living things but
are not alive
 Recognize viruses, although not
alive, can reproduce in a host and
cause a variety of illnesses
 Know the structure of a
bactieriophage virus and the
function of each part
 Describe the steps of the lytic
cycle
 Define virus and host






Activity: Fizzy Virus
Notes: Lytic cycle steps
Project: Create bacteriophage
models and pictures (RST. 6-8.7)
(WST. 6-8.8)
Lab: Lytic Cycle (RST. 6-8.3) (WST.
6-8.2)
Lab: Microviewer Lab Activity:
Virus (RST. 6-8.3) (WST. 6-8.2)
Test: Viruses and Bacteria
5.3.6.C.3 All organisms cause changes
in the ecosystem in which they live. If
this change reduces another
organism’s access to resources, that
organism may move to another
location or die.
:





18
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey




Video: Flu Video
Notes/PowerPoint: Virus
Video: Virus Video
Worksheet: Reinforcement
worksheets
 Worksheet: Alive or Not
 Review: Virus bingo
Westwood Regional School District
Aim & Objectives:
Lesson 3: Protists
What are the characteristics of
Amoeba, Euglena, and Paramecium?
 Recognize that euglenas perform
photosynthesis
 Describe the function of the
contractile vacuole
 Observe how all 3 protists move
and eat
 Describe the function of the
eyespots
 Locate the nucleus, cell
membrane, cytoplasm
 Describe the functions of
pseudopods
 Observe cytoplasmic streaming
 Describe the functions of cilia and
oral groove
 Explain how protists
reproduce
Instructional Strategies, Activities,
Labs and Process Skills
Applicable CPI
 Lab: Protists (Amoeba, Euglena,
Paramecium) (RST. 6-8.3) (WST. 68.2)
 PowerPoint / notes
5.3.8.A.1 All organisms are composed
of cell(s). In multicellular organisms,
specialized cells perform specialized
functions.
5.3.8.D.1 Some organisms reproduce
asexually. In these organisms, all
genetic information comes from a
single parent
19
Resources, Materials, Web Sites:
 Overhead: euglena overhead
 Video Clip: United streamingeuglena video clip
 Overhead: amoeba overhead
 Video clip: United streamingamoeba video clip
 Overhead: paramecium
 Video Clip: United streamingparamecium video clip
 Overhead: Plasmodium vivax life
cycle overhead
 Worksheet: Protists on Parade
worksheet
 Review: Vocab chapter review
sheet
 Video: Protist- “Life in a Drop of
Water”
Westwood Regional School District
Lesson 4: Fungus
What do fungi look like?
 Describe the major characteristics
of unicellular and multicellular
fungi
 Distinguish between the 4 main
groups of fungi
 Recognize structural and
reproductive features (hyphae,
mycelium, buds, spores) and their
function
 Describe how fungi can be helpful
or harmful
 Define fungus, hyphae, mycelium,
spore, mold, lichen
 Notes: Fungus notes sheet
 Demo: Spreading spores demo
 Demo: Yeast Balloon Demo
 Activity: Fungus worksheet with
graphing & 3 types
 Lab: Identify Fungi lab:
mushrooms, yeast, mold (RST. 68.3) (WST. 6-8.2)
 Test: Chapter Test
5.3.8.A.1 All organisms are composed
of cell(s). In multicellular organisms,
specialized cells perform specialized
functions.
5.3.8.D.1 Some organisms reproduce
asexually. In these organisms, all
genetic information comes from a
single parent
20
 Video: Movie “Fungi- The Rotten
World Around Us”
 PowerPoint
 Video: “World of Fungus”
 Review: Jeopardy
Westwood Regional School District
Unit 5: Animal Kingdom (April/May)
Aim & Objectives:
Lesson 1: Invertebrates
What are the major characteristics of
simple invertebrates?
 Define invertebrate, bilateral
symmetry, radial symmetry,
asymmetrical
 Describe the difference
between radial and bilateral
symmetry
Lesson 2: Sponges
How are sponges different from other
animals?
 Describe major characteristics of
animals from the phyla porifera
 Describe how a sponge takes in
food and oxygen
Instructional Strategies, Activities,
Labs and Process Skills
 Activity: Symmetry worksheets
 Video: US- “Biology- The Science of
Life- World of Animals”
 Lab: Comparing Natural and
Synthetic Sponges (RST. 6-8.3)
(WST. 6-8.2)
 Notes: 6 Kingdoms Chart
 PowerPoint
Applicable CPI
 Worksheet: Crossword
 Text: 11-1
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
21
Resources, Materials, Web Sites:



Porifera Invertebrate Booklet Page
Worksheet: Facts about sponges
Sponge samples
Westwood Regional School District
Lesson 3: Cnidarians
What is a Cnidarian?
 Describe the function of tentacles
and nematocysts
 Describe the difference between a
polyp and a medusa
 List examples from the phylum
cnidaria
 Describe how a cnidarian takes in
food
 Describe the nervous system of a
cnidarian

Lesson 4: Platyhelminthes
What is a flatworm?
 Recognize the major
characteristics of the phyla
 Observe a planaria eating, moving,
responding to light, and
regenerating


Lab: Hydra and daphnia (RST. 68.3) (WST. 6-8.2)
Activity: Article and Questions
about Coral reef (RST. 6-8.6) (WST.
6-8.9)
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment




Video Clip: Hydra Eating Daphnia
Project: Cnidaria Invertebrate
Booklet Page
Video: Cnidaria with quiz
Video: Coral Reef
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
Lab: Planaria lab (RST. 6-8.3) (WST.
6-8.2)
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
22
 Project: Platyhelminthes Booklet
Page
 Worksheet: Platyhelminthes info
sheet with picture of planaria
Westwood Regional School District
Lesson 5: Annelids
What is an annelid?
 Recognize the major
characteristics of the phyla
 Dissect the earthworm to study
the external and internal anatomy
 Locate the organs of the closed
circulatory system, tube-like
digestive system, and nervous
system
 Define segment

Lesson 6: Mollusks
What is the meaning of the word
mollusk?
 Compare and contrast the
methods of movement, eating, and
defense of all three mollusk classes
 Describe the body parts of a
mollusk
 Define open and closed circulatory
system

Lab: Earthworm dissection (RST. 68.3) (WST. 6-8.2)
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
 Website: Yuckiest Site on the
Internet- Worm World
 PowerPoint: Earthworm Dissection
 Worksheet: Annelid worksheet
 Video- Annelid
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life




Lab: Examining a Clam (RST. 6-8.3)
(WST. 6-8.2)
Lab: Squid Dissection (RST. 6-8.3)
(WST. 6-8.2)
Menu Project (RST. 6-8.7) (WST. 68.8)
Mollusk Bingo
Notes Chart comparing
gastropods, bivalves, and
cephalopods
23
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
 Video: You Tube- Clamming 101 &
Shucking clams
 Videos- “A Multitude of Mollusks” &
“Cephalopods-Incredible Suckers”
 Mollusk Booklet Page
Westwood Regional School District
Lesson 7: Arthropods
What are arthropods?
 Identify 4 main characteristics of
arthropods
 Identify different classes of
arthropods
 Describe different body parts of
the 4 kinds of arthropods
 Describe Insect metamorphosis (2
types)
 Define exoskeleton, compound
eye, antennae, mandible, and
metamorphosis
 Notes: Arthropod Notes sheet
 Activity: Arthropod Stations
Lesson 8:
What are echinoderms?
 Describe the main characteristics
of echinoderms
 Describe the water vascular
system
 Define endoskeleton
 Notes
 PowerPoint with Video Clips
 Quiz: Invertebrates
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
 Arthropod Booklet Page
 PowerPoint
 Worksheets: riddles/ insect or
arachnid
 Video Clip: You Tube- Arthropod
(Music & Pics)
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
24
 PowerPoint
 Project: Echinoderm Booklet Page
 Video: “The Invertebrate Story”
Westwood Regional School District
Aim & Objectives:
Lesson 9: Fish
What are fish?
 Distinguish between the three
classes of fish and their
characteristics
 Describe the function of a swim
bladder and an oily liver
 Explain the difference between
internal and external fertilization

Instructional Strategies, Activities,
Labs and Process Skills
 Guided Notes
Applicable CPI
5.3.6.B2
Illustrate the flow of energy (food)
through a community
Resources, Materials, Web Sites:
 Fish PowerPoint
 Bill Nye “Fish”
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
Lesson 10: Amphibians
What body systems can be identified
in a frog?
 Demonstrate proper use of
dissecting tools
 Identify organisms based on
internal and external
characteristics
 Recognize structural
features/organs and functions of a
frog
 Describe Frog metamorphosis
 Explain how amphibians breathe
 List common characteristics of
amphibians




Lab: Frog dissection lab (RST. 68.3) (WST. 6-8.2)
Project: Metamorphosis Poster
(RST. 6-8.7) (WST. 6-8.8)
Notes: guided notes
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
5.3.6.B2
Illustrate the flow of energy (food)
through a community
25
 PowerPoint
 Video: National Geographic:
Amphibians and Reptiles
 Website: Froguts virtual dissection
 PowerPoint: Dissection
 Video: United Streaming: “Frogs,
Facts or Folklore”
Westwood Regional School District
Lesson 11: Reptiles
How are reptiles adapted to life on
land?
 List major characteristics of
reptiles
 Relate the structure and function
of reptiles to their success on land
 Describe the characteristics of an
amniotic egg
 Name the 3 orders of modern
reptiles

Lesson 12: Birds
What characteristics do all birds
share?
 Name 2 characteristics that birds
share with reptiles
 List the characteristics of perching
birds, birds of prey, water-birds,
and flightless birds
 List some advantages of migration
 Describe the adaptations for flight
 Recognize that structure is related
to function
 Define down feather, contour
feather, preening, lift, brooding,
endothermic


Activity: Venn diagram (compare
fish, amphibians, and reptiles)
Notes: Guided notes
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment

Lab: Bird lab- comparing beaks and
feet (RST. 6-8.3) (WST. 6-8.2)
Lab: Toothpick Fish (RST. 6-8.3)
(WST. 6-8.2)
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
26
 PowerPoint
 Video: Bill Nye “Reptiles”
 Worksheet: Crossword
 Review: Game- “I Have… Who Has”
 Quiz
 Video: Eyewitness Bird
Westwood Regional School District
Lesson 13: Mammals
What are the major characteristics of
mammals?
 Describe the unique attributes of
mammals
 Distinguish between monotremes,
marsupials, and placental
mammals




Lab: Hair Lab (RST. 6-8.3) (WST. 68.2)
Lab: The Most Intelligent Mammal
(RST. 6-8.3) (WST. 6-8.2)
Overhead: baby inside mother
(placental)
Notes: Mammal Graphic Organizer
5.3.6.B2
Illustrate the flow of energy (food)
through a community
5.3.6.A1
Model the interdependence of the
human body’s major systems in
regulating its internal environment
5.3.8.A2
Relate the structures of cells, tissues,
organs, and systems to their functions
in supporting life
27
 PowerPoint
 Worksheets: Review Sheets 63-64
Westwood Regional School District
UNIT 6: Interactions of Life
Aim & Objectives:
How are living things organized in
nature?
 Distinguish between the biotic and
abiotic environment
 Explain how populations,
communities, ecosystems, and the
biosphere are related
 Explain how the abiotic
environment relates to
communities
 Define ecology, biotic, abiotic,
population, community,
ecosystem, biosphere
How do organisms obtain energy?
 Describe the functions of
producers, consumers, and
decomposers in an ecosystem
 Distinguish between a food chain
and a food web
 Explain how energy flows through
a food web
 Distinguish between an organism’s
habitat and its niche
 Define herbivore, carnivore,
scavenger, food chain, food web,
energy pyramid, habitat, niche
Instructional Strategies, Activities,
Labs and Process Skills
 Activity: Students place pictures of
the different levels in order and
observe each in order to define the
relevant vocabulary
Applicable CPI
5.3.4.C.1
Predict the biotic and abiotic
characteristics of an unfamiliar
organism’s habitat.
Resources, Materials, Web Sites:
 Notes
 PowerPoint
5.3.6.C.2
Predict the impact that altering biotic
and abiotic factors has on an
ecosystem.



Activity: Food Web/Food Chain
Activity: Carrying Capacity
Graphing
Activity: Carrying Capacity outdoor
activity
28
5.3.6.B.2
Illustrate the flow of energy (food)
through a community.
5.3.6.C.3
Describe how one population of
organisms may affect other plants
and/or animals in an ecosystem.
 PowerPoint
 Video: BrainPop video/activity
Westwood Regional School District
What kind of relationships do
organisms share with each other?
 Define symbiosis, mutualism,
commensalism, parasitism
 Analyze sample relationships and
identify which relationship applies
 Determine Predator/Prey
relationships
 Define carrying capacity
 Define coevolution, and give an
example
How does matter cycle in nature?
 Identify the main components of
the water cycle, nitrogen cycle,
carbon cycle
 Recognize that matter is not
destroyed nor created just put into
different forms
 Define precipitation, evaporation,
ground water, decomposition,
combustion

Activity: Symbiosis
5.3.6.C.3
Describe how one population of
organisms may affect other plants
and/or animals in an ecosystem.
 PowerPoint
 Worksheet: Page 66 Reinforcement
worksheet (symbiotic relationships)
 Review: Pages 66-67 vocab review
sheets
 Quiz


Notes: Cycle Notes
Notes: Cycle Concept Map
5.3.4.C.2
Explain the consequences of rapid
ecosystem change (e.g., flooding, wind
storms, snowfall, volcanic eruptions),
and compare them to consequences of
gradual ecosystem change (e.g.,
gradual increase or decrease in daily
temperatures, change in yearly
rainfall).
 Video: The Science of Life:
Ecosystems: The role of Abiotic
Factors
How do ecosystems change over time?
 Explain the reasons for succession
 Contrast primary and secondary
succession
 Define succession, pioneer species



Notes: Succession Notes sheet
Do Now: Sample NJASK8 Question
Activity: Primary Succession
Activity
5.3.4.C.2
Explain the consequences of rapid
ecosystem change (e.g., flooding, wind
storms, snowfall, volcanic eruptions),
and compare them to consequences of
gradual ecosystem change (e.g.,
gradual increase or decrease in daily
temperatures, change in yearly
rainfall).
 Review: P 71 Vocab Review Sheet
 PowerPoint
 Review: Jeopardy Review
 Quiz
29
Westwood Regional School District
How are humans harming our planet?
 Describe the major types of
pollution
 Distinguish between
renewable and nonrenewable
resources
 Explain how habitat
destruction affects organisms
 Explain the impact of human
population growth


How can we become more “green”?
 Explain the importance of
conservation
 Describe the three R’s and
their importance
 Explain how habitats can be
protected
 List ways you can help protect
the Earth




Worksheets: Pollution worksheets
Lab: Acid Rain Lab (RST. 6-8.3)
(WST. 6-8.2)
Notes: Chapter 21 Notes Sheets
5.3.6.C.1
Explain the impact of meeting human
needs and wants on local and global
environments.
 PowerPoint
5.3.6.C.2
Predict the impact that altering biotic
and abiotic factors has on an
ecosystem.


Notes: Chapter 21 Notes
Lab: Cleaner Lab (RST. 6-8.3) (WST.
6-8.2)
Video: The 3 R’s
Do Now- Practice NJASK8 Question
5.3.6.C.1
Explain the impact of meeting human
needs and wants on local and global
environments.
For students with IEP’s and 504’ s, the following modifications & accommodations will be provided daily as needed:
 Modify test format to include word bank, chunking bolded terms & rephrasing questions/choices
 Study guide provided
 Copy of teacher notes
 Graphic organizers
 Clarification of directions
 Check for understanding
 Refocus/redirect as needed
 Provide verbal & non-verbal cues to remain on task
30
 PowerPoint
 Review: Vocabulary Review Sheet
 Quiz
Westwood Regional School District
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Westwood Regional School District
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Westwood Regional School District
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Westwood Regional School District
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