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42292
109091
2009
False
GRADE 7 SCIENCE
School: Nordonia Middle School
Course #: 111
Teacher: Tylicki, Jan
Email: jan.tylicki@nordoniaschools.org
ESSENTI
MONTH/
AL
YEAR QUESTI
CONTENT
SKILLS
ACTIVITIES/RESOURCES
Grade Level: 7
ASSESSMENT
ONS
August
2009
What
skills
must
scientists
have?
 Observation Skills
Nature of
Science:
Scientific
Habits of Mind
1.




Scientis
ts are
curious
Scientis
ts are
observa
nt
Scientis
ts are
creative
Scientis
ts are
skeptica
l
Scientific
Method/Process
es:



Observ
e and
ask a
questio
n
Determi
ne what
is
known
Investig
2.
3.
4.
Form
ulate
hypo
thesi
s
from
give
n
data
Que
stion
and
deve
lop
testi
ng
tech
niqu
es
Appl
y
previ
ous
kno
wled
ge to
infer
outc
ome
s
Obs
erve




Potato Lab
Junk Drawer
Jumble
What's Different
W/S
Text Book
Scavanger Hunt
 Critical thinking
activities

Practice W/S
 Deductive reasoning
practice


Practice W/S
Mystery Cube
 Discrepant Event


Drops of water
on the penny
Paperclips in
Dixie Cup
 Safety

SpongeBob
Informal:






teacher
questioning
observations
examining
students work
think a-louds
think pair share
journal entries
Formal:


Lab Safety
Quiz
Lab Reports


ate
Interpret
results
Share
results
usin
g all
sens
es

Safety
What is Wrong
in this Picture?
Lab Safety
Procedures:
Content
Vocabulary:










Septem
ber
2009
Scientifi
c
Method
Hypothe
sis
Law
Theory
Conclus
ion
Variable
s
Controls
Data
Observ
ation
Inferenc
e
4. Science and
Technology
5. Scientific
How can Inquiry
you
6. Scientific
present Ways of Knowing
data so
that it is Content
Vocabulary:
useful
and easy
to
 Scientifi
understa
c
nd?
method
 Hypothe
sis
 Law
 Theory
 Procedu
re
 Problem
 Conclus
ion
 Indepen
dent
variable
 Depend
ent
Formative:
Resources:
Text:
Diversity of Living
 Quick WriteThings (McDougal/Littell)
evaluation of
Doing Science: The
prior
Process of Scientific
knowledge
Inquiry (National Institute

Informal notes
of Health)

Teacher
Populations and
observation
Ecosystems (FOSS)
 Student sheets
Environmental Science
(Holt Science &
 Student
Technology)
journals/reflecti
Text Activities:
on of learning
 Response
sheets
1. 5.A Lab
Safety p. R-10 Self
11
assessment
2. 5.A Triple
 Proper use of
Beam Balance
vocabulary
p. R-18
terms in
3. 6.B Measuring
dialogue
Liquid Volume
p. R-16
Summative:
4. 5.A Linear
Measurement
p. R-17
 Mid summative
5. 5.A
exams





























variable
Precisio
n
Accurac
y
Controls
Data
Observ
ation
Inferenc
e
Reprod
ucibility
Mean
Median
Mode
Meniscu
s
Abiotic
Biotic
Biome
Biosphe
re
Lithosp
here
Hydrosp
here
Atmosp
here
Ecosph
ere
Organis
m
Ecosyst
em
Produce
r
Consum
er
Decomp
oser
Populati
on
Commu
nity
Individu
al
Niche
Habitat
October How do 2. Life Science
2009
living
organism
6.
7.
8.
Temperature p.
R-20-21
6.A Making
Observations p.
R-2
6.A Inferring
p. R-4
2.C Foss
Investigation #2
(Card Sort)
Media:




www.classzone.
com (FOSS)
www.unitedstre
aming.com
www.scilinks.or
g (NSTA)
Among the Wild
Chimpanzees
(Jane Goodall
video)
Activities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
4.A Current
Events Articles
4.B Paper
Airplane Lab
4.B Egg
Drop/Landing
4.B Chip
Mailing
5.A
Measurement
Lab
5.B Compiling
/Graphing data
6.A Design an
Experiment p.R28
6.A The
Mystery Cube
(NIH)
5.A SpongeBo
b Variables
Resources:
Texts:

Lab Practicals
s interact Content
Vocabulary:
with
each
other?
 Biotic
 Abiotic
 Biome
What is
 Biosphe
a
re
communi
ty?
 Organis
m
What if it
 Populati
stayed
on
warm all
 Commu
year
nity
long?
 Ecosyst
em
 Produce
r
 Consum
er
 Energy
pyramid
 Food
chain
 Food
web
 Trophic
levels
 Symbio
sis
 Parasiti
sm
 Mutualis
m
 Comme
nsalism
 Predatio
n
 Decomp
oser
 Populati
on
density
 Carryin
g
capacity
 Herbivo
re
 Carnivo
re
 Omnivo
re
Formative:
Diversity of Living
Things (McDougal/Littell)
Life Science (Glencoe)
 Quick Write
Populations and
 Informal notes
Ecosystems (FOSS)
 Teacher
Environmental Science
observation
(Holt Science &
 Student sheets
Technology)
 Student
journals
Videos/Media:
 Response
sheets
 Self
 United
assessments
Streaming
(various)
 "Of Ice and Fire" Summative:
A Portrait of the
Mono Basin
 Mid-Summative
 Among the Wild
#1-6
Chimpanzees

Diagrams of
(Jane Goodall)
Food Web/
 CD-ROM (Foss)
Food Chain
 Prairie
 Drawings of
Comeback
Energy
(McDougal/Littel
Pyramid
l)
 Symbiosis Quiz
 Vocabulary
Other:
Terminology
 Cycles Quiz
 Transparencies
 Exam on Unit
 Community
~Multiple
Resources (ie.
choice,
Cuyahoga
matching, short
Valley National
answer,
Park, Lake
extended
Farm Park,
response
Wetlands etc.)
Activities:
1.
2.
3.
4.
5.
6.
2.C.2 Levels of
Biological
Organization
Drawings
2.C.2 Food
Web/ Food
Chain
Illustrations
2.C.3 Estimating
population
2.C.2 Foss
Investigation #2
(Sorting Out Life
Card Sort)
2.C.3 Foss
Investigation
#3 (Miniecosyst
ems)
2.C.3 Foss
7.
8.
9.
10.
11.
12.
13.
Novemb How
er 2009 does
climate
affect
organism
s?
Can
humans
control
nature?
1. Earth Science
2. Life Science
Content
Vocabulary:







Biome
Grassla
nd
(Savann
ah)
Tundra
Taiga
(Boreal
forest)
Rainfor
est
Desert
Deciduo
us
Investigation #4
(Mono Lake)
2.D.4 Deer
Cauling Studyor2.D.4 Bringing
Back the
Wolves/Lesson
of Kaibab (Life
Science)
2.D.7 Foss
Investigation #5
(Finding the
Energy)
2.D.4 Foss
Investigation #6
(Population
Size)
2.D.7
Photosynthesis
p. R-58
(Diversity of
Living Things)
Diagram of
trophic levels
1.C.3. "How
Many Bears can
Eat?"(Project
Wild)
1.C.2 Symbiosis
Matching Game
Resources:
Texts:
Diversity Of Living Things
(McDougal/Littell)
Populations and
Ecosystems (FOSS)
Environmental Science
(Holt Science &
Technology)
Videos/Media:




Formative:







Quick Write
KWL
Informal notes
Teacher
observation
Student sheets
Student
research
Student
reflections
Response
sheets
Self
assessment
McDougal/Littell
CD-ROM

www.unitedstre
aming.com

www.enchantedl
earning,com
Prairie
Summative:
Comeback








forest
Marine
Freshw
ater
Wetland
s
Succes
sion
Pioneer
species
Conifer
Flora
Fauna
Decemb What is
2. Life Sciences
er 2009 classifica 5. Scientific
tion?
Inquiry
Content
Vocabulary:


Phyloge
ny
Classific
ation

(McDougal/Littel
l DVD)
Online Water
Lab (WVIZ)- Life
Depends on
Water, The
Return of the
Cuyahoga
Activities:






1.
1.C.8
Compare/Contr
ast climates of
various biomes
2. 1.C.8 Compose
a diamante
poem on
biomes
3. 2.D.5 Draw a
diagram of
forest
succession
4. 2.D.5 Illustrate
pond
succession
5. FOSS
Investigation #7
(Ecoscenarios)
6. 2.C.6 Research
an oil spill or
other
environmental
accident. Write
and
environmental
impact
statement.
7. 1.C.6Oil Spill
Clean-up Lab
8. Biome Project:
Investigate
Biomes, and
present to class.
9. Biome Jeopardy
10. Saltwater vs.
Freshwater Lab
11. Biome BINGO
Diagrams of
succession
Biome
Presentation
Individual
report
Quiz on biome
characteristics
Research
Process
Group
Cooperation/Eff
ort
Formative:
Resources:
Text:
Diversity of Living Things  Quick Write(McDougal/Littell)
evaluation of prior
knowledge
Life Over Time
 KWL
(McDougal/Littell)
 Informal notes
 teacher observation
 Student sheets
Life Science (Glencoe)
 Student
Cells, Heredity, and
journals/reflection of



















Archaea
Bacteria
Protist
Fungi
Plant
Animal
Kingdo
m
Phylum
Class
Order
Family
Genus
Species
Taxono
my
Binomia
l
Nomenc
lature
Microor
ganism
Prokary
ote
Eukaryp
te
Dichoto
mous
key
Classification (Holt
Science & Technology)
learning
 Response sheets
 Self assessment
Media:
 Proper use of
vocabulary terms in
 www.classzone. dialogue
com
 www.unitedstre Summative:
am.com
 McDougel/Littell
 Venn Diagram-CD-ROM
prokaryote vs.
eukaryotes
 Test on
Other:
classification
 Lab Practicals:
Classification/D
 Dichotomous
ichotomous key
keys

Activities:
1.
2.
3.
4.
January
2010
How do
we
recogniz
e
diversity
?
How do
organism
s
respond
to their
environm
ent?
How
does
specializ
ation
affect
living
organism
s?
2. Life Science
Content
Vocabulary:







See
also
Decemb
er list
Singlecelled
Multicelled
Sexual
Reprod
uction
Asexual
Reprod
ucation
Virus
Heterotr
oph
Transparencies
2.B.8
Classification-Button/Lego/Alie
n Sorting
2.B.8 Classify a
variety of
insects
2.B.8 Creepy
Critters
2.B.8
Dichotomous
key (cats,
aliens)
Resources:
Text:
Diversity of Living Things
(McDougal/Littell)
Chapters 1-3
Formative:
 Quick Writeevaluation of prior
knowledge
 KWL
 Informal notes
Media:
 Teacher observation
 Student sheets

www.classzone  Student
.com
journals/reflection of
 www.unitedstre learning
aming.com
 Response sheets
 Self assessment
 Proper use of
Other:
vocabulary terms in
dialogue

Transparencies

X-rays for Body
Summative:
Plan
Comparison
 Exams
 Quizzes




Autotro
ph
Speciali
zation
Gymnos
perm
Angiosp
erm
Activities:

1.

2.
3.
4.
Februar
2. Life Science
y 2010 How
Content
does
structure Vocabulary:
affect
function?
 Organel
le
How do
 Cell
organelle
membra
s affect
ne
living
 Cell
organism
Wall
s?
 Nucleus
 Cytopla
sm
 Endopla
smic
Reticulu
m
 Golgi
Bodies
 Vacuole
 Lysoso
me
 Mitocho
ndria
 Nucleol
us
 Chloropl
ast
2.B.8 Diversity
of Living
Things (p. 128)
How does body
shape affect
movement?
2.B.8 Diversity
of Living Things
(p. 134-135)
How is
organism
behavior
affected by
environmental
conditions?
2.B.8 Diversity
of Living Things
(p. 44) What are
some
advantages of
specialization?
2.A.1
Plant/Flower
dissection
Resources:
Text:
Cells and Heredity
(McDougal/Littell)
Diversity of Living Things
(McDougal/Littell)

Formative:





Life Science (Glencoe)
Media:



Other:



Student
worksheets
Fish/Worm
diagram
Venn Diagram
( Vertebrate vs.
Invertebrate
i.e. worm vs.
fish)

Quick Write
KWL
Teacher
observation
Student
response
Student
journal/reflectio
n
Proper use of
vocabulary in
dialogue
www.classzone.
com
www.cellsalive.c Summative:
om
 Label plant cell
www.unitedstre
organelles
aming.com
 Label animal
cell organelles
 Extended
Response: Cell
Transparencies
functions are
Cell Models
compared to
Gifted
that of a
Advocates
business. Use
Interactive
this analogy to
Websites (See
explain at least
5 organelles







Riboso
me
Chroma
tin
Binary
Fission
Diffusio
n
Osmosi
s
Photosy
nthesis
Cellular
Respirat
ion
List Q-drive)
Activities:
1.
2.
3.
4.
5.
March
2010
How do
organism
s vary in
the
methods
of
obtaining
and
sustaing
energy?
2. Life Science
Content
Vocabulary:









Vertebrate
Invertebrate
Adaptations
Endoskeleton
Exoskeleton
Symmetry
Migration
Hibernation
Behavior
and how they
are like a
business
operation.
2.A.2
Microscope
Labs (yogurt,
hay infusion,
cheek cells,
prepared slides)
2.A.3
Compare/contra
st plant vs.
animal cells
2.A.1 Diagram
of cellular
organization
2.A.3 Plant lab
LS pp. 56-57
2.A.1-3 Cell
Models
Resources:
Text:
Diversity of Living Things
(McDougal/Littell)
(Chapter 4-5)
Life Science (Glencoe)
Formative:
 Quick Writeevaluation of prior
knowledge
 Informal notes
 teacher observation
 Student sheets
 Student
Media:
journals/reflection of
learning
 www.classzone.  Response sheets
 Self assessment
com
 www.unitedstre  Proper use of
vocabulary terms in
aming.com
dialogue
Summative:
Other:

Transparencies
Activities:
1.
2.
3.
2.A.1 Worm
Dissection
2.A.1 Yellow
Perch
Dissection
2.A.1-2 Bird
Beak Adaptation



Exam
Quiz
Presentations
on Groups
4.
April
2010
Is
offspring
genetical
ly
superior
to its
parents?
How do
heredity
and
environm
ent affect
organism
s?
2. Life Science
4. Science and
Technology
Content
Vocabulary:


























Asexual
Reprod
uction
Sexual
Reprod
uction
Budding
Regene
ration
Sperm
Egg
Fertiliza
tion
Zygote
Mitosis
Meiosis
Diploid
Haploid
Hybrid
Purebre
d
Heredity
Alleles
Genetic
s
Domina
nt
Recessi
ve
Trait
Genes
Punnett
square
Homozy
gous
Heteroz
ygous
Phenoty
pe
Genoty
pe
Lab
Compare and
Contrast
Various
Organisms
(Frog/Toad
Activity)
Resources:
Texts:
Life Science (Glencoe)
Chapter #5 Heredity
(pp.122-144)
Heredity: The Code of
Life (Prentice-Hall)
Populations and
Ecosystems (FOSS)
Children's Hospital
Medical Center of Akron
(Speaker/resources)
Media:


FOSS CDROM : Larkeys
www.unitedstre
aming.com
Other:


Formative:
 Quick Writeevaluation of prior
knowledge
 Informal notes
 teacher observation
 Student sheets
 Student
journals/reflection of
learning
 Response sheets
 Self assessment
 Proper use of
vocabulary terms in
dialogue
Summative:



Transparencies
Personal
Whiteboards


Activities:
1.
2.
3.
4.
5.
2.B.2
Probability: coin
toss (Heredity p.
17)
2.B.7 DNA
model making
2.B.7 Random
Selection
(Tic/Tacs
(beans/beads) L
ife Science
p.131))
2.B.2 Punnett
Squares
2.B.4
Investigation #9
(FOSS):
Genetic
Student
worksheets
Punnet
Squares
Mid-Summative
Exam #9
(FOSS)
Vocabulary
Quizzes
Exams







Incompl
ete
Domina
nce
CoDomina
nce
Sexlinked
Polygen
ic
Inherita
nce
Pedigre
e
Carrier
Karyoty
pe
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
May
2010
Is each
2. Life Science
generati
on better Content
than the Vocabulary:
last?







natural
selectio
n
unnatur
al
selectio
n
success
ion
graduali
sm
variatio
n
adaptati
on
puntuca
variation
2.B.2
Pedestrian
GeneticsNatural
selection
(Heredity p. 64)
4.A.1-3 Discuss
moral/ethical
issues
associated with
cloning, genetic
engineering, an
d stem cells.
4.A.1-3 You've
come along way
Dolly (Cloning
Timeline)
4.A.1-3 Cloning
Debate and
Decision Making
Lab
2.B.2 Research
a genetic
disorder
4.A.1 Human
Genome Project
2.B.7 Doggy
DNA
2.B.7 Gene Pool
2.B.7 Sponge
Bob Square
Pants Genetics
2.B.7 PTC Lab
Formative:
Resources:
Texts:
Diversity of Living Things
 Quick Write(McDougal Littell)
evaluation of
Life Science (Glencoe)
prior knowledge
 Informal notes
 Chapter #6 (pp.
 teacher
150-179)
observation
 Student sheets
Populations and
 Student
Ecosystems (FOSS)
journals/reflecti
on of learning
Media:
 Response
sheets
 www.classzone.
 Self
com
assessment
 FOSS CD-ROM
 Proper use of
Organism
vocabulary
Database,
terms in
Octopus Color
dialogue
Change,


ted
equilibri
um
extinctio
n
endang
ered
species



Walking Stick
Predation
Video: "Hawaii:
Strangers in
Paradise"
Video: "Voyage
to the
Galapagos"
www.unitedstre
aming.com
Summative:
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Other:
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Transparencies
Activities:
1.
2.B.3 Bird Beak
Adaptations
(Diversity of
Living Things
pp. 180-181)
2. 2.D.4 Sentence
Strips
3. 2.B.3 Peppered
Moth Lab
4. 2.D.4
Radioactive
Dating/ Fossil
records Life
Science (p. 167)
5. 2.D.5
Recognizing
variation in a
Population Life
Science (p. 158)
6. 2.D.5
Compare/contra
st leaves and
seeds-- How do
adaptations
ensure survival?
7. 2.B.3/2.D.5 Bird
Beak Adaptation
Lab
8. 2.B.3 eating
Tools for
Survival (knife,
fork, spoon,
toothpick)
9. 2.D.4 Antibiotic
Resistance
10. 2.D.4
Comparative
Anatomy using
x-rays
11. 2.D.4 Evaluate
and discuss in
groups, how
advances over
Mid-Summative
Exam #10
(FOSS)
Final
Summative
Exam (FOSS)
Demonstration/
Presentation of
Change over
Time
Critical
Thinking: Defe
nd your
argument with
what you have
learned. Should
we just let
endangered
species die
because they
are unable to
adapt? Or do
we have an
obligation to try
to save as
many species
as possible,
regardless of
the cost?
time have
improved our
quality.
(Example:
Model T Ford to
Audi)
12. 2.D.4 FOSS
Investigation
#10
Feedback / Technical Support
Frequently Asked Questions
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