Grade 7
UNIT 1: PROPERTIES OF MATTER
C0. Describe matter and its properties.
C1. Describe the properties of common elements such as oxygen, hydrogen, carbon, iron, and
aluminum.
CINQ1. Identify questions that can be answered through scientific investigation.
CINQ5. Use appropriate tools and techniques to make observations and gather data.
CINQ6. Use mathematical operations to analyze and interpret data.
DISTRICT EMBEDDED TASK: STAYING AFLOAT
UNIT 2: CHEMICAL PROPERTIES
C 2. Describe how the properties of simple compounds, such as water and table salt, are different
from the properties of the elements of which they are made.
C 3. Explain how mixtures can be separated by using the properties of the substances from which
they are made, such as particle size, density, solubility and boiling point.
Q1 Assessment
UNIT 3: CELLS
C 15. Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria
and cell membrane, and how they function to support life.
C 25. Explain the similarities and differences in cell division in somatic and germ cells.
UNIT 4: GENETICS/REPRODUCTION
C 26. Describe the structure and function of the male and female human reproductive systems,
including the process of egg and sperm production.
C 27. Describe how genetic information is organized in genes on chromosomes, and explain sex
determination in humans
Q2 Assessment
UNIT 5: LIFE SYSTEMS: MUSCULO-SKELETAL
C 17. Explain how the human musculo-skeletal system supports the body and allows movement.
Q3 Assessment
UNIT 6: LIFE SYSTEMS: BIOCHEMICAL
C 16. Describe the structures of the human digestive, respiratory and circulatory systems, and
explain how they function to bring oxygen and nutrients to the cells and expel waste materials.
ET: CMT Task Heartbeat
UNIT 7 MICROBES/FOOD PRESERVATION
C 21. Describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused
by microbes
ET: Food Preservation Project
. Q4 Assessment
Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy
How is scientific knowledge created and communicated?
Content Standards
SCIENTIFIC INQUIRY
Expected Performances
C INQ.1
 Scientific inquiry is a thoughtful and
C INQ.2
coordinated attempt to search out,
describe, explain and predict natural
phenomena.
 Scientific inquiry progresses
through a continuous process of
questioning, data collection,
analysis and interpretation.
 Scientific inquiry requires the
sharing of findings and ideas for
critical review by colleagues and
other scientists.
Design and conduct appropriate types of
scientific investigations to answer different
questions.
C INQ.4
Identify independent and dependent
variables, and those variables that are kept
constant, when designing an experiment.
C INQ.5
Use appropriate tools and techniques to
make observations and gather data.
C INQ.6
Use mathematical operations to analyze
and interpret data.
 Scientific literacy includes speaking, C INQ.7
listening, presenting, interpreting,
reading and writing about science.
C INQ.8
SCIENTIFIC NUMERACY
 Scientific numeracy includes the
ability to use mathematical
operations and procedures to
calculate, analyze and present
scientific data and ideas.
Read, interpret and examine the credibility
of scientific claims in different sources of
information.
C INQ.3
SCIENTIFIC LITERACY
 Scientific literacy also includes the
ability to search for and assess the
relevance and credibility of
scientific information found in
various print and electronic media.
Identify questions that can be answered
through scientific investigation.
C INQ.9
Identify and present relationships between
variables in appropriate graphs.
Draw conclusions and identify sources of
error.
Provide explanations to investigated
problems or questions.
C INQ.10 Communicate about science in different
formats, using relevant science
vocabulary, supporting evidence and clear
logic.
Grade 7 Core Themes, Content Standards and Expected Performances
Content Standards
Properties of Matter – How does the
structure of matter affect the properties
and uses of materials?(PHYS)
6.1 - Materials can be classified as pure
substances or mixtures, depending on
their chemical and physical properties.
Mixtures are made of combinations of
elements and/or compounds, and they can
be separated by using a variety of physical
means.
Pure substances can be either elements or
compounds, and they cannot be broken
down by physical means.
Structure and Function – How are
organisms structured to ensure efficiency
and survival? (BIO)
7.2 - Many organisms, including
humans, have specialized organ systems
that interact with each other to
maintain dynamic internal balance.
All organisms are composed of one or
more cells; each cell carries on lifesustaining functions.
Heredity and Evolution – What processes
are responsible for life’s unity and
diversity? (BIO)
8.2 - Reproduction is a characteristic of
living systems and it is essential for the
continuation of every species.
Heredity is the passage of genetic
information from one generation to
another.
Some of the characteristics of an organism
are inherited and some result from
interactions with the environment.
Structure and Function – How are
organisms structured to ensure efficiency
and survival?(BIO)
7.2 - Many organisms, including
humans, have specialized organ systems
that interact with each other to
maintain dynamic internal balance.
Multicellular organisms need specialized
Expected Performances
C0. Describe matter and its properties.
C 1. Describe the properties of common
elements, such as oxygen, hydrogen, carbon,
iron and aluminum.
C 2. Describe how the properties of simple
compounds, such as water and table salt, are
different from the properties of the elements of
which they are made.
C 3. Explain how mixtures can be separated by
using the properties of the substances from
which they are made, such as particle size,
density, solubility and boiling point.
C 15. Describe the basic structures of an animal
cell, including nucleus, cytoplasm, mitochondria
and cell membrane, and how they function to
support life.
C 25. Explain the similarities and differences in
cell division in somatic and germ cells.
C 26. Describe the structure and function of the
male and female human reproductive systems,
including the process of egg and sperm
production.
C 27. Describe how genetic information is
organized in genes on chromosomes, and
explain sex determination in humans.
C 17. Explain how the human musculo-skeletal
system supports the body and allows movement.
C 16. Describe the structures of the human
digestive, respiratory and circulatory systems,
and explain how they function to bring oxygen
and nutrients to the cells and expel waste
materials.
REQUIRED CMT EMBEDDED TASK:
structures and systems to perform basic life
functions.
Science and Technology in Society – How
do science and technology affect the
quality of our lives?
7.4 - Technology allows us to improve
food production and preservation, thus
improving our ability to meet the
nutritional needs of growing
populations.
Various microbes compete with humans
for the same sources of food.
FEEL THE BEAT
C 21. Describe how freezing, dehydration,
pickling and irradiation prevent food spoilage
caused by microbes.
DISTRICT EMBEDDED TASK: FOOD
7th Grade Science
a. Matter and Properties
I
b. Quarter: One
II. Unit 1: Properties of Matter Unit Length 4 weeks
a. Unit #1 Introduction:
During this unit, students will realize that matter is anything that has mass and
takes up space. That element’s are the basic building blocks of matter and can be
identified by their physical and chemical properties. Furthermore, students will use
the periodic table to gather information about the properties of oxygen, hydrogen,
carbon, iron, and aluminum. Students will then be introduced to measurement skills
needed to make observations and gather information and use mathematical operations
to analyze and interpret data. In addition, students will identify questions to be
answered through scientific investigation.
b. Standards for Unit #1:

C0. Describe matter and its properties.

C1. Describe the properties of common elements such as oxygen, hydrogen, carbon,
iron, and aluminum.

CINQ1. Identify questions that can be answered through scientific investigation.

CINQ5. Use appropriate tools and techniques to make observations and gather data.

CINQ6. Use mathematical operations to analyze and interpret data.
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 1: Mixtures are made of combinations of elements and/or
compounds, and they can be separated by using a variety of physical means.
GRADE-LEVEL EXPECTATIONS:
1. Everything is made of matter. Matter has two fundamental properties: it has weight
(mass) and it takes up space (volume).
2. All matter has a variety of properties, some of which are characteristic of the substance.
Characteristic properties do not depend on the amount of the substance (as mass and
volume do). Properties such as magnetic attraction, conductivity, density, pH, boiling
point and solubility are characteristic properties that can be used to identify substances.
3. Solids, liquids or gases can be combined to form mixtures. In a mixture, each
substance keeps its individual properties. In some mixtures, each of the components
can be seen (for example, rocks, twigs, insects and leaves are visible components of
soil); in other mixtures, the individual substances blend so well that they appear to be a
single substance (for example, oxygen, nitrogen and carbon dioxide are mixed together
to form air).
4. Mixtures can be separated using different methods, depending on the physical
properties of the component substances. Filtering, evaporating, floating/settling,
dissolving, and using magnets are all methods for separating mixtures based on the
properties of their components.
5. Solutions are mixtures that appear to be single substances because particles have
dissolved and spread evenly throughout the mixture. Not all separation methods are
effective for separating the components of solutions.
GRADE-LEVEL CONCEPT 2:  Pure substances can be either elements or compounds, and
they cannot be broken down by physical means.
GRADE-LEVEL EXPECTATIONS:
1. All matter is made of particles called atoms that are too small to be seen without special
magnification. For example, a gold ring can be broken into smaller and smaller pieces
until the pieces are no longer visible.
2. All matter is made of different combinations of about 100 pure substances called
elements. The smallest particle of an element is an atom. Iron is an example of an
element that is made up of only iron atoms.
3. Each element has distinct characteristic properties. The Periodic Table of Elements is
used to organize elements based on properties such as their reactivity, state of matter,
conductivity or density. Element names are represented by letter symbols on the
Periodic Table.
4. Some elements, such as iron (“Fe”) and aluminum (“Al”), are classified as metals
because they have similar properties. Individual metallic elements have distinct
characteristic properties (for example, sodium (“Na”) is a light, soft metal that is
nonmagnetic, while iron is a magnetic metal that is denser than sodium and aluminum).
5. Some elements, such as carbon (“C”), hydrogen (“H”), oxygen (“O”) and chlorine
(“Cl”), are classified as nonmetals. Carbon is a nonmetal that occurs in several
different forms (graphite, diamond, and coal), each of which has distinct properties.
Hydrogen and oxygen are nonmetals that are similar in that they are both gases;
however, each gas has distinct characteristic properties.
6. Atoms can combine chemically to make a molecule of a new substance with new
properties called a compound. A molecule is the smallest part of a compound and is made
of atoms of different elements in specific amounts. Unlike mixtures, compounds cannot
be separated using the physical properties of the component elements.
7. Compounds have different properties than the individual elements of which they are
made. For example, table salt (NaCl) is a compound with different characteristic
properties than the elements sodium and chlorine from which it is made; water (H20) is a
compound with different characteristic properties than the elements hydrogen and oxygen
from which it is made. Different amounts of the same elements can produce compounds
with different properties (for example, water (H20) and hydrogen peroxide (H202).
8. In a chemical reaction, atoms can rearrange to form different molecules of new
compounds. During photosynthesis, carbon dioxide (CO2) is taken in by green plants and
combined with water (H2O). The carbon, hydrogen and oxygen atoms rearrange to make
two new compounds: glucose (made of atoms of carbon, oxygen, and hydrogen) and
oxygen gas (made of atoms of oxygen).
9. In a chemical reaction, the same amount of matter (mass) is present at the start and the
end, since the atoms are not created or destroyed but simply rearrange.
SCIENTIFIC LITERACY TERMINOLOGY: Characteristic property, mass,
weight, volume, density, solubility, boiling point, mixture, solution, particle,
atom, element, molecule, compound, metal, non-metal, chemical reaction
c. Essential Questions:
1. How can matter have mass and volume?
2. What is the difference between physical and chemical properties?
3. What are the basic elements?
4. How can elements have different properties?
5. How small is an atom?
d. Essential Content/Concepts:
Matter is anything that has mass and takes up space.
All matter has both physical and chemical properties.
The basic building blocks of matter are called elements.
Elements are represented by a symbol.
The smallest particle of element that has the properties of the element is called an
atom.
6. Elements are only made up of one type of atom.
7. The atoms of different elements, such as hydrogen, oxygen, iron, and aluminum, have
different properties.
1.
2.
3.
4.
5.
1.
2.
3.
4.
e. Essential Skills:
Use appropriate scientific tools to measure mass and volume in metric units.
Use mathematical operations to calculate volume and density.
Use the periodic table to gather information about the properties of common elements.
Identify questions that can be answered through scientific investigation.
f. Vocabulary
1. Matter
2. Mass
3. Volume
4. Density
5. Length
6. Atoms
7. Elements
8. Physical properties
9. Chemical properties
10. Periodic Table of the Elements
11. Triple Beam Balance
12. Graduated Cylinder
13. Meter Stick
g. Science Misconceptions
1. A gas does not have mass or take up space.
2. Large objects fall faster then smaller objects.
3. A “problem” is something that is done wrong in an experiment.
Activities:
1. Labs:
Matter and Properties
a. Measuring Length
b. Determining Mass and Volume
c. Making Sense of Density (Science Explorer, Chemical Building Blocks, teaching
resources)
d. Metric Olympics
Measurement Notes, Measurement Chart
2. Reading for information
a. Measuring, Estimating Measurements, and Metric System (Unlocking Science Process
Skills) pp. 40-51
b. Gold’s Glittery Rewards
c. Navy Relic
3. Web or Library research:
a. Element Project/Flip book (To identify properties of hydrogen, oxygen, iron, and
aluminum.)
b. Metric Poster
Multimedia Presentations:
Elements, The (United Streaming Videos)
IV. Significant Tasks (ST) #/Title:
Significant Task 1: Post-it Lab (Lab packet)
a. Significant Task Introduction:


The Post-it Significant Task will introduce students to the experimental process.
Using the Erickson/Therrien Lab Packet students will identify and define
variables for a scientific investigation. Write an appropriate procedure to solve the
identified problem and conduct an investigation. Using suitable scientific tools the
student will measure and use mathematical operations to collect data.
Assessment: Lab Packet Rubric
b. Length/Timing: End of Unit One
c. Essential Questions:
1. How are variables identified?
2. Why should procedures be detailed?
3. What information belongs in a data table?
d. Assessment Tools (AT):
1. Lab
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Example Assessment Questions:
I.
7th Grade Science
a. Compounds and Mixtures
b. Quarter: 1
II. Unit #2: Compounds and Mixtures
Unit Length: 6 weeks
a. Unit Introduction: During this unit, students will discover that the basic elements
can be chemically combined to form simple compounds and these substances have
different properties than those of the elements from which they are made. That many
different combinations of elements are possible, making a variety of substances.
Additionally, students will discover that substances can be physically combined forming
a mixture. Those mixtures of simple substances can be separated using the properties
from which they are made.
b. Standards for Unit #:
 C2. Describe how the properties of simple compounds, such as water and table salt, are


different from the properties of the elements of which they are made.
C3. Explain how mixtures can be separated by using the properties of the substances
from which they are made, such as particle size, density, solubility and boiling point.
CINQ1 Identify questions that can be answered through scientific investigation.

CINQ3 Design and conduct appropriate types of scientific investigations to answer
different questions.

CINQ4 Identify independent and dependent variables, and those variables that are kept
constant, when designing an experiment
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 1: Mixtures are made of combinations of elements and/or
compounds, and they can be separated by using a variety of physical means.
GRADE-LEVEL EXPECTATIONS:
6. Everything is made of matter. Matter has two fundamental properties: it has weight
(mass) and it takes up space (volume).
7. All matter has a variety of properties, some of which are characteristic of the substance.
Characteristic properties do not depend on the amount of the substance (as mass and
volume do). Properties such as magnetic attraction, conductivity, density, pH, boiling
point and solubility are characteristic properties that can be used to identify substances.
8. Solids, liquids or gases can be combined to form mixtures. In a mixture, each
substance keeps its individual properties. In some mixtures, each of the components
can be seen (for example, rocks, twigs, insects and leaves are visible components of
soil); in other mixtures, the individual substances blend so well that they appear to be a
single substance (for example, oxygen, nitrogen and carbon dioxide are mixed together
to form air).
9. Mixtures can be separated using different methods, depending on the physical
properties of the component substances. Filtering, evaporating, floating/settling,
dissolving, and using magnets are all methods for separating mixtures based on the
properties of their components.
10. Solutions are mixtures that appear to be single substances because particles have
dissolved and spread evenly throughout the mixture. Not all separation methods are
effective for separating the components of solutions.
GRADE-LEVEL CONCEPT 2:  Pure substances can be either elements or compounds, and
they cannot be broken down by physical means.
GRADE-LEVEL EXPECTATIONS:
10. All matter is made of particles called atoms that are too small to be seen without special
magnification. For example, a gold ring can be broken into smaller and smaller pieces
until the pieces are no longer visible.
11. All matter is made of different combinations of about 100 pure substances called
elements. The smallest particle of an element is an atom. Iron is an example of an
element that is made up of only iron atoms.
12. Each element has distinct characteristic properties. The Periodic Table of Elements is
used to organize elements based on properties such as their reactivity, state of matter,
conductivity or density. Element names are represented by letter symbols on the
Periodic Table.
13. Some elements, such as iron (“Fe”) and aluminum (“Al”), are classified as metals
because they have similar properties. Individual metallic elements have distinct
characteristic properties (for example, sodium (“Na”) is a light, soft metal that is
nonmagnetic, while iron is a magnetic metal that is denser than sodium and aluminum).
14. Some elements, such as carbon (“C”), hydrogen (“H”), oxygen (“O”) and chlorine
(“Cl”), are classified as nonmetals. Carbon is a nonmetal that occurs in several
different forms (graphite, diamond, and coal), each of which has distinct properties.
Hydrogen and oxygen are nonmetals that are similar in that they are both gases;
however, each gas has distinct characteristic properties.
15. Atoms can combine chemically to make a molecule of a new substance with new
properties called a compound. A molecule is the smallest part of a compound and is made
of atoms of different elements in specific amounts. Unlike mixtures, compounds cannot
be separated using the physical properties of the component elements.
16. Compounds have different properties than the individual elements of which they are
made. For example, table salt (NaCl) is a compound with different characteristic
properties than the elements sodium and chlorine from which it is made; water (H20) is a
compound with different characteristic properties than the elements hydrogen and oxygen
from which it is made. Different amounts of the same elements can produce compounds
with different properties (for example, water (H20) and hydrogen peroxide (H202).
17. In a chemical reaction, atoms can rearrange to form different molecules of new
compounds. During photosynthesis, carbon dioxide (CO2) is taken in by green plants and
combined with water (H2O). The carbon, hydrogen and oxygen atoms rearrange to make
two new compounds: glucose (made of atoms of carbon, oxygen, and hydrogen) and
oxygen gas (made of atoms of oxygen).
18. In a chemical reaction, the same amount of matter (mass) is present at the start and the
end, since the atoms are not created or destroyed but simply rearrange.
SCIENTIFIC LITERACY TERMINOLOGY: Characteristic property, mass,
weight, volume, density, solubility, boiling point, mixture, solution, particle,
atom, element, molecule, compound, metal, non-metal, chemical reaction
c. Essential Questions:
1. How do compounds chemically combine?
2. What is the difference between a physical and a chemical change?
3. How can compounds have different properties than the elements that make them up?
4. How can a mixture be separated by using physical properties?
d. Essential Content/Concepts:
1. A compound is a substance made of two or more elements that are chemically
combined.
2. A compound is represented by a chemical formula.
3. The smallest part of a compound is a molecule.
3. A substance that undergoes a physical change is still the same substance after the
change.
4. A chemical change produces new substances with properties different than those of
the original substances.
5. When elements are chemically combined, they form compounds, such as water and
table salt that have properties that are different from the elements of which they are made.
6. A mixture is made of two or more substances that are not chemically combined.
7. Mixtures can be separated by physical properties such as particle size, density,
solubility, and boiling point.
e. Essential Skills:
1. Separate substances in a mixture.
2. Compare and contrast the properties of water with those of hydrogen and oxygen.
3. Design and conduct appropriate types of scientific investigations to answer different questions.
4. Identify independent and dependent variables, and those variables that are kept constant, when
designing an experiment
f. Vocabulary –
Compound, mixture, chemical change, physical change, solubility, boiling point,
substance, molecule, chemical formula, solid , liquid, gas, rate of reaction,
g. Science Misconceptions
1. A physical change produces new substances.
2. A chemical change does not produce a new substance.
Activities
1. Labs:
a.
b.
c.
d.
Rate of Dissolving
Separating Sand, Salt, and Iron Inquiry Lesson
Separating sand, Salt, Iron Lab
NeoSci Elements, Mixtures and Compounds Lab
2. Reading for Information
a. A $3 Water Purifier That Could Save Lives
b. Phosphate Mines
3. Web or Library Research
a. “Compounds and Mixtures that Innovate” research compounds that have changed or
advanced society. Examples are ceramics, plastics, Teflon, concrete, bronze, and steel
4. Multimedia Presentations
a. Discovering the Elements Part II (57:12) United Streaming Videos
IV. Significant Tasks (ST)
Significant Task 2: Separation of a Mixture (Lab packet)
1. Significant Task Introduction: The Separation of a Mixture Task will reinforce the
experimental process. Using the “Lab Packet” students will identify and define variables
for a scientific investigation. Write an appropriate procedure to solve the identified
problem and conduct an investigation. Using suitable scientific tools the student will
measure and use mathematical operations to calculate volume and density in metric units
and record data, drawing conclusions and assessing their validity. Assessment: Lab
Packet Rubric
b. Length/Timing: End of Unit 2
c. Essential Questions:
1. How are variables identified?
2. Why should procedures be detailed?
3. What information belongs in a data table?
d. Assessment Tools (AT): Lab Packet
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Example Assessment Questions:
1. Which of the following is a physical change?
a. the souring of milk b. the burning of oil c. the melting of ice d. the rusting of iron
2. Which process involves a chemical change?
a. dissolving sugar in water b. boiling water c. freezing water d. electrolysis of water
3. In making an omelet, which process involves a chemical change?
a. melting butter b. chopping onions c. frying eggs d. adding salt
4. A chemical change always
a. forms one or more substances c. absorbs heat
b. releases heat
d. absorbs electricity
5. Describe what happens to a substance when it goes through a physical change.
6. A statue on the New Haven Green was originally a copper color. After being
exposed to the air, it turned a greenish color. What kind of change happened?
Explain your answer
I. Grade/Course Title: 7th Grade Science
b. Quarter: Two
II. Unit #3: Cells
Unit Length 6 weeks
a. Unit Introduction: During this unit students will discover that cells are the basic
building blocks of life and each cell carries out life processes utilizing some common
structures. These structures perform specific functions within the cell and function
together to support life. Furthermore, cells come in many shapes and sizes and that cells
have many different functions. Different types of cells have different organelles
depending on the complexity of the cell. That all cells contain chromosomes that carry
information needed to control the activities of the cell, to make new cells and new
organisms. In addition, these cells reproduce through either mitosis or meiosis. These two
different types of cell division have some similarities and differences depending on the
type of cell that is dividing.
b. Standards for Unit #3

C15. Describe the basic structures of an animal cell, including nucleus, cytoplasm,
mitochondria and cell membrane, and how they function to support life.

C25. Explain the similarities and differences in cell division in somatic and germ cells.

CINQ6. Use appropriate tools and techniques to make observations and gather data.

CINQ7. Identify and present relationships between variables in appropriate graphs.
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 1:  All organisms are composed of one or more cells; each cell
carries on life-sustaining functions.
GRADE-LEVEL EXPECTATIONS:
1.
Living things have characteristics that distinguish them from nonliving things. Living
things use energy, respond to their environment, grow and develop, produce waste and
reproduce.
2.
Organisms are made of tiny cells that perform the basic life functions and keep the
organism alive. Many organisms (for example yeast, algae) are single-celled and many
organisms (for example plants, fungi and animals) are made of millions of cells that
work in coordination.
3.
All cells come from other cells and they hold the genetic information needed for cell
division and growth. When a body cell reaches a certain size, it divides into two cells,
each of which contains identical genetic information. This cell division process is called
mitosis.
4.
The cell is filled with a fluid called cytoplasm; cells contain discrete membrane-enclosed
structures called organelles. Each of the organelles performs a specific cellular function
and it can be identified by its shape.

The nucleus contains the genetic materials (chromosomes), and it directs the cell
activities, growth and division.

The mitochondrion contains enzymes that break down sugars and release chemical
energy. One cell can contain hundreds of mitochondria.

The entire cell is surrounded by the plasma membrane which controls the flow of
materials into and out of the cell.
GRADE-LEVEL CONCEPT 1:  Heredity is the passage of genetic information from one
generation to another.
GRADE-LEVEL EXPECTATIONS:
1. Living organisms must reproduce to continue the existence of their species. Through
reproduction new individuals which resemble their parents are formed. All the organisms
alive today arose from preexisting organisms.
2. All the cells in a multicellular organism result from a single fertilized egg cell, through a
process of continuous cell divisions (mitosis). Instructions for how an organism develops are
stored in DNA molecules which are part of the chromosomes inside the cell nucleus.
3. The chromosomes occur in matching pairs, and each cell in a multicellular organism contains
the number of chromosomes that are typical of that species. For example, cells in human
beings contain 23 pairs of chromosomes; 46 in all.
4. Organisms grow by increasing the number of body cells. During mitosis, a body cell first
duplicates the chromosomes and then divides into two daughter cells, each one with a
complete set of chromosomes.
5. Most multicellular organisms reproduce by sexual reproduction, in which new cells are
produced by the combination of two germ cells (gametes). The cell division that produces
the germ cells is called meiosis. During meiosis, matching chromosomes in each pair
separate from each other so that each germ cell contains only half of the chromosomes of the
original cell.
6. Meiosis and gamete formation takes place in the reproductive organs; testes in males produce
the sperm and ovaries in females produce the eggs.
c. Essential Questions:
1. How do cells carry out life processes?
2. What is cell division?
3. Are there different types of cell division?
4. What are chromosomes?
5. What cell structures are vital for a cell to have?
6. What is mitosis and meiosis?
7. What is the difference between somatic and germ cells?
d. Essential Content/Concepts:
1. Cells are the basic building blocks all living things.
2. Cells have organelles that carry out life processes
3. Cells have a cell membrane; some cells have a cell wall.
4. Different types of cells have different organelles.
5. All cells have chromosomes that control the activities of the cell.
6. Cell division takes place in all cells.
7. Cell division varies with different cells.
e. Essential Skills:
1. To be able to use a microscope.
2. Compare and contrast cell structures
3. Compare and contrast the cell division in somatic and germ cells.
f. Vocabulary –
Organelle, cell membrane, nucleus, cytoplasm, mitochondria, microscope, cell division,
somatic cell, germ cell, chromosomes, cell theory, diffusion, osmosis, mitosis, meiosis,
asexual reproduction, sexual reproduction, unicellular, multi-cellular
g. Science Misconceptions
1. That all cells do not have the same basic structures.
2. That cells are not three dimensional.
3. That cell size is the same for all cells.
4. That more complex organisms have more chromosomes.
Activities:
Labs
Microscope Lab with Elodea leaf and cheek cells
a. compare and contrast cells
b. diffusion with Elodea
(http://biology.arizona.edu/sciconn/lessons/mccandless/elodea.html)
Diffusion with an Egg
Observation of Protozoa
Frey “Exploring Cell Processes, Cell Biology Lab Kit”
Projects
Cell Mobile
Build a Three Dimensional Cell
Edible Cells
Poster project comparing different types of cells
http://www.kathimitchell.com/cells.html
Research
Bacteria found on or in the body.
Smallest living organism
Write a Biography of a cell
Reading for Information
Stem Cells to any Cell
A Fix for Injured Knees
IV. Significant Tasks (ST) Cell Flash Cards
a. Significant Task Introduction: This task gives students the opportunity to
determine the value of using flash cards, self-examination and peer examination in
learning vocabulary and factual information. It also incorporates hands-on materials with
the visual appeal and support second many language learners need to become actively
engaged in acquiring language. The language component builds on students’ knowledge
of English syntax to reconstruct scrambled sentences containing key information and
vocabulary for science. This lesson should work for the benefit of both native and nonnative speakers of English.
b. Length/Timing: 4-5 class periods
c. Essential Questions: What are the parts of the cell?
d. Assessment Tools (AT): Notebooks, projects, assessments, and labs
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Suggested Science Fair Topics
Example Assessment Questions
1. The basic unit of all living things is the _____.
a. nucleus b. cell c. organ d. chromosome
2. What do all cells have in common?
a. They carry out life processes b. They take part in fertilization
c. They reproduce sexually d. They are unable to reproduce
3.
a.
b.
c.
d.
Variation in a new generation of organisms is the result of
sexual reproduction involving one parent
sexual reproduction involving two parents
asexual reproduction involving one parent
asexual reproduction involving two parents
4. The main parts of the cell are the cell membrane, the nucleus, and the _____.
a. plasma b. cytoplasm c. mitochondria d. ribosomes
5. When a cell divides, each chromosome makes a copy that is
a. identical to the original
b. slightly different from the original
c. very different from the original
d. a mutation of the original
6. Mitosis is a process of cell division which results in the production of two daughter
cells from a single parent cell. The daughter cells are identical to one another and to the
original parent cell. Place the following stages in the correct order, label the stages 1-4.
_____Anaphase: The centromeres divide. Sister chromatids separate and move
toward the corresponding poles.
_____ Metaphase: The chromosomes align at the equitorial plate and are held in
place by microtubules attached to the mitotic spindle and to part of the centromere.
______ Prophase: The chromatin, diffuse in interphase, condenses into
chromosomes. Each chromosome has duplicated and now consists of two sister
chromatids. At the end of prophase, the nuclear envelope breaks down into vesicles
_______Telophase: Daughter chromosomes arrive at the poles and the microtubules
disappear. The condensed chromatin expands and the nuclear envelope reappears.
_______Cytokinesis: The cytoplasm divides, the cell membrane pinches inward
ultimately producing two daughter cells.
7. Describe three ways in which plant cells differ from animal cells.
8. A certain virus attacks the mitochondria in cells. What would happen to a cell if
all of its mitochondria were destroyed?
I. Grade/Course Title: 7th Grade Science
a. Course Overview/Description:
______________________________________________________
b. Quarter: Two
II. Unit #4: Genetics and Reproduction
Unit Length: 5 weeks
a. Unit Introduction: In this unit students will describe the structure and function of
the human reproductive system including the production of two special reproductive
cells. These cells are formed by a type of cell division called meiosis. That these cells
contain only half the number of chromosomes found in other body cells and when these
cells join through the process of fertilization they form one cell with a complete set of
chromosomes. Furthermore, these chromosomes carry the genetic information necessary
for the cells to function properly and the same genetic information also gives the
individual, characteristics or traits. These traits are a combination of the parents resulting
in variations from one generation to the next.
b. Standards for Unit #4

C26. Describe the structure and function of the male and female human
reproductive systems, including the process of egg and sperm production.

C27. Describe how genetic information is organized in genes on chromosomes,
and explain sex determination in humans.

CINQ6. Use mathematical operations to analyze and interpret data.

CINQ7. Identify and present relationships between variables in appropriate
graphs.

CINQ10. Communicate about science in different formats, using relevant science
vocabulary, supporting evidence and clear logic.
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 1:  Heredity is the passage of genetic information from one
generation to another.
GRADE-LEVEL EXPECTATIONS:
7. Living organisms must reproduce to continue the existence of their species. Through
reproduction new individuals which resemble their parents are formed. All the organisms
alive today arose from preexisting organisms.
8. All the cells in a multicellular organism result from a single fertilized egg cell, through a
process of continuous cell divisions (mitosis). Instructions for how an organism develops are
stored in DNA molecules which are part of the chromosomes inside the cell nucleus.
9. The chromosomes occur in matching pairs, and each cell in a multicellular organism contains
the number of chromosomes that are typical of that species. For example, cells in human
beings contain 23 pairs of chromosomes; 46 in all.
10. Organisms grow by increasing the number of body cells. During mitosis, a body cell first
duplicates the chromosomes and then divides into two daughter cells, each one with a
complete set of chromosomes.
11. Most multicellular organisms reproduce by sexual reproduction, in which new cells are
produced by the combination of two germ cells (gametes). The cell division that produces
the germ cells is called meiosis. During meiosis, matching chromosomes in each pair
separate from each other so that each germ cell contains only half of the chromosomes of the
original cell.
12. Meiosis and gamete formation takes place in the reproductive organs; testes in males produce
the sperm and ovaries in females produce the eggs.
13. In humans, the reproductive organs are in place at birth, but are readied to perform their
reproductive functions by hormones released during adolescence. Males produce millions of
sperm over the course of their adult life. Females are born with a finite number of immature
eggs in the ovaries that are released one at a time in a monthly cycle.
14. In humans, if an egg is fertilized by a sperm in the female’s fallopian tube, the resulting
zygote may develop into a fetus in the female uterus. If the egg is not fertilized, it will leave
the female’s body in a monthly discharge of the uterine lining (menstrual cycle).
15. A segment of DNA that holds the information for a specific trait is called a gene. Each
chromosome in a pair carries the same genes in the same place, but there are different
versions of each gene.
16. In sexual reproduction, offspring of the same parents will have different combinations of
genes and traits, creating genetic variability within the species. Sexual reproduction is the
basis for the evolution of living organisms
CONTENT STANDARD 8.2 - continued
GRADE-LEVEL CONCEPT 2:  Some of the characteristics of an organism are inherited
and some result from interactions with the environment.
1. Gender in humans is a trait determined by genes carried by a special pair of chromosomes
identified as “X” and “Y”. Female gametes have only an “X” chromosome; male gametes
can have either an “X” or a “Y”. The sperm that fertilizes the egg determines the sex of the
offspring: a zygote containing two X chromosomes will develop into a female and a zygote
containing X and Y chromosomes will develop into a male.
Most human traits are inherited from parents, but some are the result of environmental
conditions. For example, eating and exercising habits may affect the body mass and shape of
individuals in the same family.
c. Essential Questions:
1. How do humans reproduce?
2. Why are the reproductive structures different in males and females?
3. What are the reproductive cells called?
4. What are chromosomes and how do they carry genetic information?
5. How are reproductive cells formed?
6. What are characteristics or traits?
7. How are offspring different than their parents?
8. How are sex and variations determined?
d. Essential Content/Concepts:
1. The male reproductive system produces the sperm cell
2. The female reproductive system produces the egg cell.
3. Chromosomes carry the genetic information to produce new organisms.
4. The two reproductive cells carry half the chromosomes necessary for human
development.
5. Fertilization is the process that joins the two special reproductive cells.
6. The offspring is not identical to either parent, but has traits of both.
7. Sexual reproduction leads to variation in the next generation.
e. Essential Skills:
1. Explain the differences between mitosis and meiosis.
2. Describe the male and female reproductive system.
3. Explain the difference between dominant and recessive genes.
4. Describe how variations can be determined through genetics.
5. Describe how chromosomes determine sex.
6. Use the information in a Punnett Square.
f. Vocabulary –
sex cells, sperm, egg, uterus, testes, ovaries, fallopian tube, sperm duct, genetics, traits,
dominant, recessive, chromosomes, genes, Punnett square, heredity, Mendel, meiosis,
mitosis, genetic disorder, genetic diseases, genotype, phenotype
g. Science Misconceptions
1. Traits are inherited from one parent.
2. Development of the offspring takes place in the stomach.
3. Environmentally caused characteristics can be passed to offspring.
4. Meiosis does not differ from mitosis.
5. The role of chance and probability in heredity.
Activities:
Labs:
Flower Fertilization and Flower Dissection
Mendelian Crosses
Bug Builders/Model Making
Punnett Squares
Probability Exercises
Tracing Traits
http://www.teachersdomain.org/resources/tdc02/sci/life/repro/lp_reproduce/
Projects:
Genetic Disorder Research Project
Reading for Information:
Clone Wars
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Suggested Science Fair Topics
Example Assessment Questions
1. In humans, each egg and each sperm contain
a. 23 chromosomes b. 46 chromosomes c. 69 chromosomes d. 529 chromosomes
2. Identical twins happen once in 250 births. How many pairs of these twins might
be at a school with 2,750 students?
a. 1 b. 11
c. 22 d. 250
3. Where do fertilization and implantation, respectively, take place?
a. uterus, fallopian tube
b. fallopian tube
c. uterus, vagina
d. fallopian tube, uterus
4. If there are 14 chromosomes in pea plant cells, how many chromosomes are
present in a sex cell of a pea plant?
a. 21 b. 14. c. 7 d. 4
5. Use a Punnett square to determine the possible genotypes of the offspring of a BB
x Bb cross.
a. all BB b. BB, Bb c. BB, Bb, bb d. all bb
6. Which sex chromosomes do females have? Which do males have?
7. How are sex cells different from other body cells?
I.
Grade/Course Title: 7th Grade Science
Quarter: 3
II. Unit #5: LIFE SYSTEMS: MUSCULO-SKELETAL Unit Length: 10 weeks
a. Unit Introduction: The human body is a complex organism that is made up of a
number of different body systems. Each system carries out a specific life process
contributing to the body as a whole. The muscular and skeletal systems work with one
another to support and move the body. The skeletal system consists of bones, cartilage,
and connective tissue and supports the body and protects internal organs. The muscular
system consists of muscles that help the body move and aids in circulation, digestion, and
respiration.
b. Standards for Unit #5

C17. Explain how the human muscular-skeletal system supports the body and
allows movement.

CINQ2 Read, interpret and examine the credibility of scientific claims in different
sources of information.

CINQ10 Communicate about science in different formats, using relevant science
vocabulary, supporting evidence and clear logic.
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 2:  Multicellular organisms need specialized structures and
systems to perform basic life functions.
GRADE-LEVEL EXPECTATIONS:
1.
Systems consist of parts that interact with and influence each other. Parts of a system
work together to make the whole entity work. Similarly, each part of an animal body
has a specific job to do, and all the different parts work together to support life.
2.
Although all cells have similar basic structures, in multicellular organisms cells have
specialized shapes that enable them to perform specific roles (for example, muscle,
nerve, and skin cells can be identified by their distinct shapes).
3.
Groups of similar cells are organized in tissues that have specific functions (for example,
providing support, connecting parts, carrying messages, protecting internal and external
surfaces).
4.
Different tissues work together to form an organ, and organs work together as organ
systems to perform essential life functions.
5.
The human skeletal system includes bones joined together by ligaments. The skeletal
system functions to shape and support the body, protect internal organs, enable
movement, form blood cells, and store minerals such as calcium and phosphorous.
6.
Joints are places where two bones come together and body movement can occur. The
structure of a joint (for example, ball and socket, hinge or pivot) determines the kind of
movement possible at that point.
7.
The human muscular system includes skeletal, smooth and cardiac muscles. The skeletal
muscles are attached to bones by tendons and they are responsible for the movement of
the body. The cardiac muscle is responsible for the pumping action of the heart and the
smooth muscles are related to the movement of the internal organs.
8.
The muscular and skeletal systems interact to support the body and allow movement.
c. Essential Questions:
1. How does the body move?
2. What type of tissue make up bones?
3. How are bones joined together?
4. How do muscles move the skeletal system?
5. How many different types of muscles are there?
d. Essential Content/Concepts:
1. The skeletal system supports and protects the body.
2. Bones store minerals, allow movement and make blood cells.
3. Where one bone meets another bone, a joint is formed.
4. Bones are moved by muscles.
5. Bones consist of specialized cells.
6. Bones are held together by tissues called ligaments.
7. Muscles are attached to bones by tendons.
8. Muscles are masses of tissue that contract to move bones or organs.
9. Voluntary muscles are controlled by our will.
10. Involuntary muscles are not under our conscious control.
11. There are two types of involuntary muscles, cardiac and smooth.
e. Essential Skills:
1. Identify the major organs of the skeletal system.
2. Describe four functions of bones.
3. Describe three joints.
4. List three types of muscle.
5. Describe how skeletal muscles move bones.
6. Interpret scientific claims in different sources of information.
f. Vocabulary
Bones, muscles, cartilage, joints, ligaments, tendons, muscle cell, bone cell, tissue, organ,
organ system, voluntary muscle, involuntary muscle, cardiac muscle, smooth muscle,
skeletal muscle. Flexor, extensor, gliding joint, ball and socket joint, hinge joint, bone
marrow, connective tissue
g. Science Misconceptions
1. Individuals can control involuntary muscles.
2. Bones do not consist of living cells.
3. The heart is not composed of muscle.
4. That the body systems are not interdependent.
Activities:
Labs:
Broken Bones
Bon-e Voyage
http://www.defyinggravity.net/
Mr. Bones, Foss Human Body
http://sv.berkeley.edu/showcase/pages/bones.html
Pickled Bones
Projects:
Create a poster illustrating three muscle types and three movable joints.
Research:
Create a Pamphlet of Common Sports Injuries and Ways to Prevent Them
Bone and Muscle Diseases
Create a timeline for Surgical Techniques
Reading For Information:
How to Fly Like a Bat
IV. Significant Tasks (ST) #/Title: Chicken wing Dissection Significant Task
a. Significant Task Introduction: Muscles and bones work together as levers for
movement of body parts. The muscles of the body are under the conscious control of your
sensor somatic nervous system if the system is intact. Motor nerves cause the contraction
of striated muscles of your body. Muscles work in antagonistic to flex and extend the
bones. All vertebrates have similar body plans because of common ancestors in
evolution. Studying the body of another vertebrate is useful to understanding your own
body.
b. Length/Timing: End of Unit
c. Essential Questions: How do bone and muscles work together to move the body?
d. Assessment Tools (AT): Lab Observation
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Suggested Science Fair Topics
Example Assessment Questions
1. Which body system provides for movement of the body?
a. digestive b. circulatory c. muscular d. endocrine
2. Which group lists three parts of the skeletal system?
a. heart, stomach, brain
b. bones, nerves, blood
c. tendons, nerves, brain
d. cartilage, ligaments, bones
3. Which type of muscle is found only in the heart?
a. voluntary b. smooth c. cardiac d. involuntary
4. Which activity is most likely to be controlled by smooth muscle?
a. breathing b. walking c. chewing d. thinking
5. Which body system supports and protects other body systems?
a. digestive b. skeletal c. muscular d. endocrine
6. The diagram below best demonstrates that:
A. the skeleton protects body organs
B. bones are held together by joints and ligaments
C. muscles and bones work together to move body parts
D. cartilage protects and cushions bones
7. Imagine that you are building a robot. Your robot will have a skeleton similar to a
human skeleton. If the robot needs to be able to move a limb in all directions, what kind
of joint would be needed? Explain your answer.
8. Describe some of the muscle action needed to pick up a book. Include flexors and
extensors in your description.
I. Grade/Course Title: 7th Grade Science
a. Course Overview/Description:
______________________________________________________
b. Quarter: Four
II. Unit #6 LIFE SYSTEMS: BIOCHEMICAL
Unit Length 5 weeks
a. Unit Introduction: The human body is a complex organism that is made up of a
number of different body systems. Each system carries out a specific life process
contributing to the body as a whole. The digestive, respiratory, and circulatory systems
work in concert to provide our cells with nutrients and oxygen needed for energy
production, growth, and repair. The digestive system breaks down food in the digestive
tract into nutrients that can be transported by the circulatory system. The respiratory
system provides oxygen from the air to the blood and returns the waste product carbon
dioxide from the blood to the air. The circulatory system supplies the vital nutrients to all
cells of the body.
b. Standards for Unit #6

C 16. Describe the structures of the human digestive, respiratory and circulatory
systems, and explain how they function to bring oxygen and nutrients to the cells
and expel waste materials.

CINQ1. Identify questions that can be answered through scientific investigation.

CINQ4. Identify independent and dependent variables, and those variables that
are kept constant, when designing an experiment.
 CINQ8. Draw conclusions and identify sources of error
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 2:  Multicellular organisms need specialized structures and
systems to perform basic life functions.
GRADE-LEVEL EXPECTATIONS:
9.
Systems consist of parts that interact with and influence each other. Parts of a system
work together to make the whole entity work. Similarly, each part of an animal body
has a specific job to do, and all the different parts work together to support life.
10. Although all cells have similar basic structures, in multicellular organisms cells have
specialized shapes that enable them to perform specific roles (for example, muscle,
nerve, and skin cells can be identified by their distinct shapes).
11. Groups of similar cells are organized in tissues that have specific functions (for example,
providing support, connecting parts, carrying messages, protecting internal and external
surfaces).
12. Different tissues work together to form an organ, and organs work together as organ
systems to perform essential life functions.
13. The major parts of the human respiratory system are the nose, trachea, bronchi and
lungs. This system is responsible for breathing and exchange of gases between the body
and its surroundings.
14. The major parts of the human circulatory system are the heart, arteries, veins and
capillaries. The right side of the heart pumps blood to the lungs for gas exchange; the
left side of the heart pumps the oxygenated blood around the body.
15. The blood is made up of plasma, red and white blood cells, and platelets. Its main role is
to carry small food molecules and respiratory gases (oxygen and carbon dioxide) to and
from cells. Blood cells are also responsible for destroying invading particles, preventing
diseases, and stopping bleeding after injuries.
16. The respiratory and circulatory systems work together to provide all cells with oxygen
and nutrients. When the body’s need for oxygen changes, the circulatory and respiratory
systems respond by increasing or decreasing breathing and heart rates. These changes
can be measured by counting breaths, heartbeats or pulses per minute.
17. The major parts of the human digestive system are the mouth, esophagus, stomach, small
intestine and large intestine. This system is responsible for breaking down food,
absorbing nutrients and water, and eliminating waste. The liver and pancreas support
the functions of the major digestive organs by producing and releasing digestive liquids
into the digestive tract.
18. The nervous, immune and excretory systems interact with the digestive, respiratory and
circulatory systems to maintain the body’s dynamic internal balance (homeostasis).
c. Essential Questions:
1. How does the digestive system break down food?
2. How do different enzymes work on different foods?
3. How do nutrients enter the blood stream?
4. What are the components of the digestive system?
5. How do nutrients and oxygen enter the cell?
6. What are the components of the circulatory system?
7. How does blood move through the arteries and veins?
8 How is oxygen exchanged in the alveoli?
d. Essential Content/Concepts:
1. The digestive system breaks down food that can be absorbed into the blood.
2. The digestive system consists of the digestive tract and the accessory organs.
3. Accessory organs produce digestive enzymes that are released into the digestive tract.
4. The digestive system breaks down food by physical and chemical means.
5. The circulatory system transports needed nutrients to all body cells and carries away
cell waste products.
6. The components of the circulatory system are the heart, blood, arteries, veins, and
capillaries.
7. The capillaries allow exchange between blood and cells in other tissues.
8. Blood is a liquid tissue that consists of plasma, red blood cells, white blood cells, and
platelets.
9. The heart is a muscle that contracts regularly to pump blood throughout the body.
10. The respiratory system provides oxygen to the body.
11. The components of the respiratory are the trachea, bronchi, and air sacs.
12. Respiratory gases are exchanged in the alveoli.
e. Essential Skills:
1. Identify major components of the circulatory, respiratory, and digestive system.
2. Draw conclusions from data collected in an experiment.
f. Vocabulary
Digestive tract, esophagus, stomach, small intestines, large intestines, colon, accessory
organs, enzymes, feces, heart, blood, plasma, red blood cells, white blood cells, platelets
arteries, veins, capillaries, lymph, trachea, bronchi, alveoli,
g. Science Misconceptions
1. The difference in size between a cell and a molecule.
2. Blood is blue in color.
3. That the stomach is the only part of the digestive system.
4. That all digestion is mechanical.
Activities:
Labs:
Trading Places
Projects:
Travel Brochure of the Body Systems
Multimedia:
Blood Bits
http://www.blood.co.uk/pages/bbits.htm
Reading For Information:
Chew For Health
IV.. Significant Tasks (ST): Feel The Beat
a. Significant Task Introduction: In this investigation, students will explore
how different movements (e.g., walking, climbing steps, lifting weights, or handclapping) affect pulse rate. Students will also identify independent and dependent
variables, and those variables that are kept constant, when designing an experiment.
They will keep a detailed and organized record of your experimental design, data
collection and analysis in their science notebook and draw conclusions and identify
sources of error in the experimental process.
b. Length/Timing: End of the unit
c. Essential Questions:
Why does the heart beat faster with different movements?
d. Assessment Tools (AT): Lab Report
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Suggested Science Fair Topics
Example Assessment Questions
I. Grade/Course Title: 7th Grade Science
a. Course Overview/Description:
______________________________________________________
b. Quarter: Four
II. Unit #7
MICROBES/FOOD PRESERVATION Unit Length: 5 weeks
a. Unit Introduction: Certain microorganisms or microbes can be harmful to humans
and food production. When a microbe enters an organism and reproduces an infection,
contamination and food spoilage can result causing serious problems. These infections
can be transmitted from one organism to another. Microbes can be controlled through
several approaches, leading to removing them, killing them, or preventing them from
growing. These control measures change or alter the abiotic factors needed for growth of
the microbe.
b. Standards for Unit #7

C 21. Describe how freezing, dehydration, pickling and irradiation prevent food spoilage
caused by microbes.

CINQ6. Use mathematical operations to analyze and interpret data.

CINQ7. Identify and present relationships between variables in appropriate graphs.

CINQ9. Provide explanations to investigated problems or questions.
CT State Grade Level Expectations (Draft)
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT:  Various microbes compete with humans for the same
sources of food.
GRADE-LEVEL EXPECTATIONS:
1. Microorganisms (microbes) are microscopic organisms, such as bacteria, yeast and mold,
that are found almost everywhere: in air, soil and water, inside our bodies and in our
foods.
2. Bacteria are single-celled organisms that differ from other single-celled organisms in that
they do not have organelles such as a nucleus, mitochondrion or chloroplast.
3. Bacteria are an essential component of any food web because they break down complex
organic matter into simple materials used by plants. Some bacteria can produce their
own food through photosynthesis and others are consumers that compete for foods that
humans eat.
4. Some bacteria can be beneficial to humans. Certain bacteria live symbiotically in the
digestive tracts of animals (including humans) and help break down food. Other bacteria
are used by humans to purify waste water and to produce foods such as cheese and
yogurt.
5. Some bacteria are harmful to humans. They can spoil food, contaminate water supplies
and cause infections and illness.
6. Food preservation methods are based on creating conditions that kill the bacteria or
inhibit their growth. Food preservation methods include removing moisture by
dehydration or salting, removing oxygen by vacuum-packing, lowering pH by pickling,
lowering temperature by refrigerating or freezing, and destroying the bacterial cells by
irradiation or heat (pasteurizing and cooking).
7. Throughout history, humans have developed different methods to ensure the availability
of safe food and water to people around the world.
c. Essential Questions:
1. How can heat prevent microbes from growing?
2. Can microbes cause diseases?
3. What factors are necessary for microbial growth?
d. Essential Content/Concepts:
1. Microbes are very small organisms.
2. Certain microbes can cause diseases.
3. Diseases from microbes can be passed from one organism to another.
4. Some microbes are helpful to the environment.
5. Freezing slows the growth of microbes.
6. Irradiation kills microbes.
7. Altering abiotic factors limits reproduction in organisms.
e. Essential Skills:
1. Describe different methods that prevent food spoilage.
2. Identify relationships between variables in graphs.
3. Describe factors needed for microbial growth.
f. Vocabulary
microbe, microscope, infectious disease, freezing, dehydration, pickling, irradiation, food
spoilage, abiotic factors, transmitted
g. Science Misconceptions
1. Microbes limit themselves to certain things.
2. Microbes are all harmful.
3. Microbes and viruses are one and the same.
4. Food spoilage is not caused by microbes.
Activities:
Labs:
Microscope Lab with prepared bacteria cells
http://www.hhmi.org/biointeractive/vlabs/bacterial_id/shockframe/shockframe_a1.html
Bacteria Gathering Lab
http://www.uen.org/Lessonplan/preview.cgi?LPid=1167
http://www.yale.edu/ynhti/curriculum/units/2002/5/
Projects:
Develop a timeline for different types of food preservation techniques
Design a Brochure (Microsoft Publisher), outlining food preservation techniques
Food Safety and Quality Projects
(http://www.econedlink.org/lessons/index.cfm?lesson=EM522)
Research:
Introduction to Bacteria
Reading for Information:
Don’t Eat That Sandwich
Where Have All The Bees Gone?
IV.. Significant Tasks (ST) #/Title: Food Spoilage Significant Task
a. Significant Task Introduction: A major way that people prevent food spoilage is
through spices. For example, the list of ingredients on the jar of pickles includes vinegar,
salt, sugar~ and spices. Do these ingredients help preserve the pickles? This task will
help the students answer this question can spices be used to control food spoilage.
b. Length/Timing:
c. Essential Questions: Can food spoilage be controlled?
d. Assessment Tools (AT): Lab report
UNIT RESOURCES:
Readings, Texts, Materials, Videos
Suggested Science Fair Topics
Example Assessment Questions
1. Infectious diseases are caused by
a. microorganisms b. poor diet c. allergies d. chemicals in the environment
2. Which of the following methods may be used to kill harmful bacteria in food?
a. freezing and refrigeration b. wrapping and freezing
c. wrapping and bottling
d. pasteurizing and sterilizing
3. Disinfection is a method used to
a. control infectious diseases
b. increase the number of bacteria
c. increase the rate of spoilage
d. spread diseases
4. Describe two ways your life was affected by bacteria today.
5. Modern soaps contain chemicals that kill bacteria. Describe one good outcome and
one bad outcome of the use of these antibiotics.
6. Describe how pickling can be used to prevent food spoilage.