Teacher:
Year: 2014-15
CORE Science Grade 7
Month: All
Months
Course: Science Grade 7
Characteristics of Living Things, Interactions of Living Things
Standards
Essential
Assessments Skills
Questions
3.1.7.A.1-Describe the similarities and differences of physical
What is
characteristics in diverse organisms.
necessary for
3.1.7.A.2-Describes how organisms obtain and use energy throughout
the survival of
their lives.
organisms?
3.1.7.B.2-Compare sexual reproduction with asexual reproduction.
RST.6-8.2-Determine the central ideas or conclusions of a text; provide What are the
an accurate summary of the text distinct from prior knowledge or
characteristics
opinions.
of life?
RST.6-8.3-Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
RST.6-8.4-Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
WHST.6-8.9-Draw evidence from informational texts to support analysis
reflection, and research.
WHST.6-8.10-Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
MS-LS1.1-Conduct an investigation to provide evidence that living things
are made of cells; either one cell or many different numbers and types of
cells.
MS-LS1.8-Gather and synthesize information that sensory receptors
respond to stimuli by sending messages to the brain for immediate
behavior or storage as memories.
3.1.7.A.5-Explain how the cell is the basic structural and functional unit of
living things.
Characterisitcs of
Living Things
10/1/2014
What is Life?
10/1/2014
describe the six
characteristics of
living things.
Content
Lessons
Is It Living or Not?
characteristics of living
Characteristics of
things: have cells, sense Life Notes
and respond to change,
reproduce, have DNA, use
energy, and grow and
develop
Resources
Holt Science &
Technology:
Microorganisms,
Fungi, and Plants
p. 2-13
describe how
organisms
maintain stable
internal conditions. homeostasis
sexual reproduction vs.
explain how
asexual reproduction
asexual
heredity
reproduction differs metabolism
from sexual
reproduction.
necessities of life: water,
air, shelter, food
explain why
organisms need
food, water, air,
producers, consumers,
and living space. and decomposers
describe the
chemical building organic molecules: lipids,
blocks of cells.
carbohydrates, ATP,
nucleic acids, and proteins
Cells: The Basic Unit of Life
Standards
3.1.7.A.1-Describe the similarities and differences of
physical characteristics in diverse organisms.
3.1.7.A.3-Explain why the life cycles of different organisms
have varied lengths.
3.1.7.A.4-Explain how cells arise from pre-existing cells.
3.1.7.A.5-Explain how the cell is the basic structural and
functional unit of living things.
3.1.7.A.6-Identify the levels of organization from cell to
organism.
3.1.7.A.7-Compare life processes (e.g. growth, digestion) at
the organism level with life processes at the cellular level.
Essential
Assessments Skills
Questions
What are the Cells: The Basic Unitstate the parts of the cell theory.
two domains of of Life 10/31/2014
life?
explain why cells are so small.
How do
describe the parts of a cell.
prokaryotes
differ from
compare and contrast eubacteria and
eukaryotes?
archaebacteria.
How does
structure relate
compare and contrast prokayotic cells and
to function?
eukaryotic cells.
Content
Lessons Resources
the Cell Theory
Cell size
Parts of the cell
(organelles)
organelles - cell
membrane,
nucleus, cell wall,
ribosome,
endoplasmic
reticulum,
mitochondrion,
Plant and Holt Science &
Animal Cell Technology:
Cell notes Cells, Heredity,
and
Classification p.
2-23
3.1.7.B.2-Compare sexual reproduction with asexual
reproduction.
RST.6-8.2-Determine the central ideas or conclusions of a
text; provide an accurate summary of the text distinct from
prior knowledge or opinions.
RST.6-8.3-Follow precisely a multistep procedure when
carrying out experiments, taking measurements, or
performing technical tasks.
RST.6-8.4-Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
RST.6-8.10-By the end of grade 8, read and comprehend
science/technical texts in the grades 6–8 text complexity
band independently and proficiently.
MS-LS1.1-Conduct an investigation to provide evidence that
living things are made of cells; either one cell or many
different numbers and types of cells.
MS-LS1.2-Develop and use a model to describe the function
of a cell as a whole and ways parts of cells contribute to the
function.
MS-LS1.3-Use argument supported by evidence for how the
body is a system of interacting subsystems composed of
groups of cells.
golgi apparatus,
vesicle, lysosome,
vacuole, nucleolus
explain the function of each organelle in a
cell commonalities
eukaryotic cell.
two basic types of
list three advantages to being multicellular.
cells - eubactia &
archaebacteria
describe the four levels of organization in living
Benefits of being
things.
multicellular
organization of
explain the relationship between the structure and living things - cell,
function of a part of an organism.
tissue, organ,
organ system,
identify the parts of a microscope.
organism
structures and
use a microscope to observe microscopic objects. functions of living
things
observe, sketch, and label a plant cell and an
wet mount slides
animal cell.
parts of the
microscope
observing,
sketching, and
labeling
identify the different parts of a eukaryotic cell.
The Cell in Action
Standards
S8.A.3.1.3-3. Distinguish between system inputs, system processes,
system outputs, and feedback (e.g., physical, ecological, biological,
informational).
S8.A.3.1.4-4. Distinguish between open loop (e.g., energy flow, food
web, open-switch) and closed loop (e.g., materials in the nitrogen
and carbon cycles, closed-switch) systems.
3.1.7.A.2-Describes how organisms obtain and use energy
throughout their lives.
3.1.7.A.7-Compare life processes (e.g. growth, digestion) at the
organism level with life processes at the cellular level.
3.1.7.B.2-Compare sexual reproduction with asexual reproduction.
RST.6-8.3-Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
RST.6-8.9-Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic.
WHST.6-8.9-Draw evidence from informational texts to support
analysis reflection, and research.
MS-LS1.6-Construct a scientific explanation based on evidence for
the role of photosynthesis in the cycling of matter and flow of energy
into and out of organisms.
MS-LS1.7-Develop a model to describe how food is rearranged
through chemical reactions forming new molecules that support
growth and/or release energy as this matter moves through an
organism.
RST.6-8.2-Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior
Essential
Questions
Assessments Skills
The Cell in Action
How do organisms 11/30/2014
process cellular
energy?
The cell in action
11/30/2014
In what ways can
cells interact with
their environment?
How do cells
reproduce?
explain the process of diffusion
describe how osmosis occurs.
compare passive transport with
active transport
explain how large particles get into
and out of cells.
Describe photosynthesis and
cellular respiration.
Content
Lessons Resources
active and passive
transport
Osmossis
and
Diffusion in
an Egg
endocytosis and
exocytosis
Cell
osmosis and diffusion processes
notes
Photosyntheis and
cellular respiration
Compare cellular respiration with
fermentation
The Cell Cycle
Explain how cells produce more
cells
Mitosis and
Describe the process of mitosis
cytokinesis
Explain how cell division differs in
animals and plants
knowledge or opinions.
RST.6-8.4-Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and
topics.
Heredity
Standards
Essential
Questions
Assessments Skills
3.1.7.B.1-Explain how genetic instructions influence inherited
Does heredity have Heredity 12/31/2014
traits. Identify Mendelian patterns of inheritance.
a pattern?
3.1.7.B.2-Compare sexual reproduction with asexual
Genetic testing
reproduction.
How are traits
essay 12/31/2014
3.1.7.B.4-Describe how selective breeding and biotechnology can inherited?
alter the genetic composition of organisms.
S8.B.2.2-Explain how a set of genetic instructions determines
inherited traits of organisms. (Reference: 3.3.7.C)
RST.6-8.1-Cite specific textual evidence to support analysis of
science and technical texts.
RST.6-8.2-Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior
knowledge or opinions.
RST.6-8.3-Follow precisely a multistep procedure when carrying
out experiments, taking measurements, or performing technical
tasks.
RST.6-8.4-Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6–8 texts
and topics.
RST.6-8.9-Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic.
WHST.6-8.1.e-Provide a concluding statement or section that
follows from and supports the argument presented.
WHST.6-8.2.d-Use precise language and domain-specific
vocabulary to inform about or explain the topic.
WHST.6-8.6-Use technology, including the Internet, to produce
and publish writing and present the relationships between
information and ideas clearly and efficiently.
WHST.6-8.10-Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
MS-LS3.2-Develop and use a model to describe why asexual
reproduction results in offspring with identical genetic information
and sexual reproduction results in offspring with genetic variation
explain the relationship between
traits and heredity.
Content
Lessons Resources
Gregor Mendel's pea
plant experiments
Spongebob Holt Science &
Heredity
Technology:
Cells, Heredity,
Virtual
and
heredity lab Classification p.
54-74.
Heredity
notes
describe the experiments of Gregor Self-pollinating, crossMendel.
pollinating, and truebreeding plants
explain the difference between
dominant and recessive traits.
Characteristics and
traits
explain how genes and alleles are
related to genotype and phenotype. Dominant and recessive
traits
use Punnett Squares to predict
possible offspring combinations
Genes and alleles
from the breeding of two individuals
Genotype and
differentiate between dominance
phenotype
and incomplete dominance.
Incomplete dominance
compare and contrast Mitosis and
Meiosis.
Asexual and Sexual
Reproduction
describe how chromosomes
determine sex.
Homologous
Chromosomes
explain why sex-linked disorders
occur more often in males.
Meiosis
differentiate between sexual and
asexual reproduction.
Sex Chromosomes and
Sex-linked Disorders
give examples of selective
breeding.
Genetic Counseling
Selective Breeding
Genes and DNA
Standards
Essential
Assessments
Questions
3.1.7.B.1-Explain how genetic instructions influence inherited traits.
Genes and DNA Unit
Identify Mendelian patterns of inheritance.
What does DNA test 1/31/2015
3.1.7.B.4-Describe how selective breeding and biotechnology can look like?
alter the genetic composition of organisms.
S8.B.2.2-Explain how a set of genetic instructions determines
How does DNA
inherited traits of organisms. (Reference: 3.3.7.C)
work?
RST.6-8.2-Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior
knowledge or opinions.
RST.6-8.3-Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
WHST.6-8.6-Use technology, including the Internet, to produce and
publish writing and present the relationships between information
and ideas clearly and efficiently.
MS-LS3.1-Develop and use a model to describe why structural
changes to genes (mutations) located on chromosomes may affect
proteins and may result in harmful, beneficial, or neutral effects to
the structure and function of the organism.
MS-LS3.2-Develop and use a model to describe why asexual
reproduction results in offspring with identical genetic information
and sexual reproduction results in offspring with genetic variation.
3.1.7.B.2-Compare sexual reproduction with asexual reproduction.
3.1.7.B.5-PATTERNS Compare and contrast observable patterns in
the physical characteristics across families, strains and species.
Skills
Content
Lessons
Resources
describe the basic
Nucleotides: The
Introduction to DNA
structure of the DNA Subunits of DNA
molecule.
Chargaff's Rules
Explain DNA basepairing rules.
Franklin's Discovery
Holt Science &
Technology: Cells,
Heredity, and
Classification p. 84-96.
describe how Watson Watson and Crick's
and Crick's model
double helix structure
agrees with
Chargaff's Rules.
Making copies of
DNA
Model and describe
the process of DNA Mutations: Changes
replication
in DNA
describe the three
basic types of DNA
mutations.
Sickle Cell Anemia:
an example of a
substitution mutation
describe the uses of Genetic Engineering
genetic engineering.
Evolution of Living Things
Standards
Essential
Questions
3.1.8.C.1-Explain how reproductive success coupled with
What is the
advantageous traits over many generations contributes to natural
mechanism for
selection
evolution?
3.1.7.B.1-Explain how genetic instructions influence inherited traits.
Identify Mendelian patterns of inheritance.
3.1.7.C.1-Describe how natural selection is an underlying factor in a
population's ability to adapt to changes.
3.1.7.C.2-Explain why the extinction of a species may occur when
the environment changes. Explain that mutations can alter a gene
and are the original source of new variations in a population.
3.1.7.C.3-CONSTANCY AND CHANGE Identify evidence drawn
from geology, fossils, and comparative anatomy that provides the
basis for the theory of evolution.
RST.6-8.1-Cite specific textual evidence to support analysis of
science and technical texts.
RST.6-8.2-Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior
knowledge or opinions.
MS-LS4.1-Analyze and interpret data for patterns in the fossil record
that document the existence, diversity, extinction, and change of life
forms throughout the history of life on Earth under the assumption
that natural laws operate today as in the past.
Assessments Skills
Content
Lessons Resources
Identify evidence that show an evolution of Adaptation
The Bear
Evolution of Living living things.
Species
Gets The
Things 2/28/2015
Evolution
Mellon
Explain how comparing organisms can
Fossil
Modeling Natural provide evidence that they have ancestors Fossil Record
Selection
in common.
Trait
2/28/2015
Selective
List sources of Charles Darwin's ideas
Breeding
about evolution
Natural
selection
Describe the four parts of Darwin's theory Generation
of evolution by natural selection.
time
Speciation
Relate genetics to evolution.
Give examples of natural selection in
action.
Understand the process of speciation.
MS-LS4.2-Apply scientific ideas to construct an explanation for the
anatomical similarities and differences among modern organisms
and between modern and fossil organisms to infer evolutionary
relationships.
MS-LS4.3-Analyze displays of pictorial data to compare patterns of
similarities in the embryological development across multiple species
to identify relationships not evident in the fully formed anatomy.
MS-LS4.4-Construct an explanation based on evidence that
describes how genetic variations of traits in a population increase
some individuals' probability of surviving and reproducing in a
specific environment.
Classification, The Six Kingdoms
Standards
Essential
Assessments Skills
Questions
3.1.7.A.1-Describe the similarities and differences of physical
How does
Classification and the
characteristics in diverse organisms.
science classify Six Kingdoms
S8.A.1.1-Explain, interpret and apply scientific, environmental, or
life?
3/31/2015
technological knowledge presented in a variety of formats (e.g., visuals,
scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B)
Classifying Living
RST.6-8.1-Cite specific textual evidence to support analysis of science
Things 3/31/2015
and technical texts.
RST.6-8.2-Determine the central ideas or conclusions of a text; provide
an accurate summary of the text distinct from prior knowledge or
opinions.
RST.6-8.3-Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
RST.6-8.7-Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
MS-LS1.1-Conduct an investigation to provide evidence that living things
are made of cells; either one cell or many different numbers and types of
cells.
MS-LS1.4-Use argument based on empirical evidence and scientific
reasoning to support an explanation for how characteristic animal
behaviors and specialized plant structures affect the probability of
successful reproduction of animals and plants respectively.
3.1.7.A.2-Describes how organisms obtain and use energy throughout
their lives.
3.1.7.A.3-Explain why the life cycles of different organisms have varied
lengths.
3.1.7.A.1-Describe the similarities and differences of physical
What
Kingdoms of Life
characteristics in diverse organisms.
characteristics Project 3/31/2015
3.1.6.A.1-Describe the similarities and differences of major physical
are used to
characteristics in plants, animals, fungi, protists, and bacteria.
unite
3.1.6.A.6-Identify examples of unicellular and multicellular organisms. organisms?
S8.B.1.1-Describe and compare structural and functional similarities and
differences that characterize diverse living things. (Reference: 3.3.7.A,
3.3.7.B, 4.6.7.A, 4.7.7.B)
Content
explain how to
Classification and
classify organisms. Taxonomy
list the seven levels Branching
of classification.
diagrams
explain scientific
names.
Seven levels of
classification
Lessons
Resources
Creating a Dichotomous Key Holt Science
and
Branching diagrams and 7 Technology:
levels of classification
Cells, Heredity,
and
Classification p.
162-169
interpret branching Two-part scientific
diagrams.
names
use dichotomous
keys to identify
organisms.
The contributions of
Carolus Linnaeus
to the field of
taxonomy
Dichotomous Keys
explain how
classification
schemes for
kingdoms
developed as new
organisms were
discovered.
describe the basic
characteristics of
the six kingdoms.
6 Kingdom
characteristic
overview:
Archaebacteria,
Eubacteria,
Protista, Fungi,
Plantae, and
Animalia
Holt Science
and
Technology:
Cells, Heredity,
and
Classification p.
170-175
Cycles in Nature, The Earth's Ecosystems
Standards
Essential
Questions
Assessments Skills
4.1.7.B-Explain biogeochemical cycles within an ecosystem. (See
How do matter and Interactions of
Science and Technology: 3.3.7.A1.)
energy cycle through Living Things
4.1.7.E-Identify factors that contribute to change in natural and
the biosphere?
5/1/2015
human-made systems. • Explain the processes of primary and
secondary succession in a given ecosystem.
What ecological
3.2.6.A.3-Explain and give examples of how mass is conserved in a issues threaten the
closed system.
planet?
S11.B.3.1-Use evidence or examples to explain the characteristics of
and interactions within an ecosystem. (Reference: 4.3.10.C, 4.6.10.A)
S4.A.3.1-Identify systems and describe relationships among parts of
a familiar system (e.g., digestive system, simple machines, water
cycle). (Reference: 3.1.4.A, 4.4.4.C, 4.6.4.A, 4.6.4.B, 3.6.4.A, 3.6.4.B,
3.6.4.C)
S4.A.3.2-Use models to illustrate simple concepts and compare the
models to what it represent. (Reference: 3.1.4.B, 4.3.4.C)
S4.A.3.3-Identify and make observations about patterns that regularly
occur and reoccur in nature. (Reference: 3.1.4.C, 3.2.4.B)
S4.B.3.2-Describe, explain, and predict change in natural or humanmade systems and the possible effects of those changes on the
environment. (Reference: 4.2.4.C, 4.3.4.C, 4.6.4.C, 3.1.4.E)
S4.B.3.3-Identify or describe human reliance on the environment at
the individual or the community level. (Reference: 4.3.4.B, 4.4.4.B,
4.5.4.C, 3.8.4.C)
WHST.6-8.2-Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or
technical processes.
WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
WHST.6-8.9-Draw evidence from informational texts to support
analysis reflection, and research.
4.1.7.A-Describe the relationships between biotic and abiotic
components of an ecosystem. • Compare and contrast different
biomes and their characteristics. • Describe symbiotic and predator/
prey relationships.
4.1.7.C-Explain the flow of energy within an ecosystem. • Compare
and contrast the flow of energy between organisms in different
habitats. • Explain the concept of trophic levels.
4.1.7.D-Explain how biological diversity relates to the viability of
ecosystems. • Compare and contrast monoculture with diverse
ecosystems. • Explain how biological diversity relates to the ability of
an ecosystem to adapt to change. • Explain how an adaptation is an
inherited, structure, function, or behavior that helps an organism
survive and reproduce.
MS-LS2.1-Analyze and interpret data to provide evidence for the
effects of resource availability on organisms and populations of
organisms in an ecosystem.
MS-LS2.3-Develop a model to describe the cycling of matter and flow
of energy among living and nonliving parts of an ecosystem.
Distinguish between the biotic and
abiotic parts of the environment.
Content
Ecology
biotic and abiotic
Explain how populations and
communities are related.
describe how the abiotic parts of the
environment affect ecosystems.
describe the functions of producers,
consumers, and decomposers in an
ecosystem.
Levels of
environmental
organization
herbivore,
carnivore,
omnivore
Energy flow
distinguish between a food chain and through an
a food web.
ecosystem; food
chain
Explain how energy flows through a and webs, energy
food web.
pyramids
describe how the removal of one
species affects the entire food web.
carrying capacity
and limiting
factors
explain the relationship between
carrying capacity and limiting factors. predator prey
relations
Describe the two types of competition.
symbiotic
distinguish between mutualism,
relations
commensalism, and parasitism.
Lessons Resources
Lynx Eats
the Hare
Holt Science &
Technology:
Environmental
Science p. 3039
Land Biomes, Environmental Problems and Solutions
Standards
Essential
Assessments Skills
Questions
4.1.7.A-Describe the relationships between biotic and abiotic
How do Earth's
components of an ecosystem. • Compare and contrast different biomes ecosystems
and their characteristics. • Describe symbiotic and predator/ prey
vary?
relationships.
4.1.7.C-Explain the flow of energy within an ecosystem. • Compare and
contrast the flow of energy between organisms in different habitats. •
Explain the concept of trophic levels.
4.4.6.A-Explain how different plants and animals in the United States
have specific growing requirements related to climate and soil
conditions.
S11.B.3.1-Use evidence or examples to explain the characteristics of
and interactions within an ecosystem. (Reference: 4.3.10.C, 4.6.10.A)
S4.A.3.1-Identify systems and describe relationships among parts of a
familiar system (e.g., digestive system, simple machines, water cycle).
(Reference: 3.1.4.A, 4.4.4.C, 4.6.4.A, 4.6.4.B, 3.6.4.A, 3.6.4.B, 3.6.4.C)
S4.B.3.1-Identify and describe living and nonliving things in the
environment and their interaction. (Reference: 4.6.4.A)
S8.B.3.1-Explain the relationships among and between organisms in
different ecosystems and their abiotic and biotic components.
(Reference: 4.4.7.B, 4.6.7.A, 4.1.7.C, 4.1.7.D)
WHST.6-8.1.a-Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
WHST.6-8.2.c-Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2.d-Use precise language and domain-specific vocabulary
to inform about or explain the topic.
WHST.6-8.8-Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation.
WHST.6-8.9-Draw evidence from informational texts to support
analysis reflection, and research.
4.1.7.D-Explain how biological diversity relates to the viability of
What
ecosystems. • Compare and contrast monoculture with diverse
environmental
ecosystems. • Explain how biological diversity relates to the ability of an problems does
ecosystem to adapt to change. • Explain how an adaptation is an
the earth face?
inherited, structure, function, or behavior that helps an organism
survive and reproduce.
How can
4.3.7.A-Explain how products are derived from natural resources. •
humans limit
Describe the process of converting raw materials to consumer goods. • their impact on
Differentiate between renewable and nonrenewable resources.
the
4.3.7.B-Explain the distribution and management of natural resources. • environment?
Differentiate between resource uses: conservation, preservation, and
exploitation.
4.5.7.A-Describe how the development of civilization affects the use of
natural resources. • Compare and contrast how people use natural
resources in sustainable and nonsustainable ways throughout the
world.
4.5.7.B-Describe the impact of pests in different geographic locations
Content
Biome Travel
identify seven land biomes temperate deciduous
Brochure 5/31/2015 on Earth.
forests
compare and contrast the coniferous forests
seven land biomes.
tropical rain forests
categorize matter in each
biome as biotic or abiotic. temperate grasslands
Lessons
Resources
What are the
different types of
land
environments?
Holt Science &
Technology:
Environmental
Science p. 48-56
Stream Study
Holt Science &
Technology:
Environmental
Science p. 76-90
identify adaptations of
savannas
plants and animals that
are unique to each biome. deserts
tudra
Stream Study
5/31/2015
list five kinds of pollutants pollution - garbage,
chemicals, highdistinguish between
powered wastes,
renewable and
gases, noise
nonrenewable resources.
renewable vs.
describe the impact of
nonrenewable
exotic species.
resources
explain why human
population growth has
increased.
describe how habitat
destruction affects
biodiversity.
Exotic Species
human population
growth and
overpopulation
Habitat destruction
Humans and the
environment
and techniques used to manage those pests. • Identify introduced
species that are classified as pests in their new environments. •
Research integrated pest management practices.
4.5.7.C-Explain how human actions affect the health of the
environment. • Identify residential and industrial sources of pollution
and their effects on environmental health.
4.5.7.D-Describe the wastes derived from using resources, how the
waste is managed, and the potential impact on the environment.
3.3.8.A.2-Describe renewable and nonrenewable energy resources.
4.5.7.E-Describe how length and degree of exposure to pollutants may
affect human health. • Identify diseases/ conditions that have been
associated with exposure to pollutants.
4.5.6.D-Explain the costs and benefits of recycling in controlling
resource use.
4.5.8.A-Explain how Best Management Practices (BMP) can be used to
mitigate environmental problems.
4.5.8.C-Describe how humans can reduce pollution.
S11.B.3.3-Explain how human-made systems impact the management
and distribution of natural resources. (Reference: 4.2.10.C, 4.4.10.C,
3.8.10.C)
S4.B.3.3-Identify or describe human reliance on the environment at the
individual or the community level. (Reference: 4.3.4.B, 4.4.4.B, 4.5.4.C,
3.8.4.C)
S8.B.3.2-Identify evidence of change to infer and explain the ways
different variables may affect change in natural or human-made
systems. (Reference: 3.1.7.C, 4.3.7.B, 4.6.7.C, 4.8.7.D, 3.1.7.E,
4.3.7.C)
S8.B.3.3-Explain how renewable and non-renewable resources provide
for human needs or how these needs impact the environment.
(Reference: 3.6.7.A, 4.4.7.A, 4.4.7.C, 4.5.7.C, 3.8.7.C)
S8.C.2.2-Compare the environmental impact of different energy
sources chosen to support human endeavors. (Reference: 3.4.7.B,
4.2.7.B)
reduce, reuse, recycle
give two examples of how
pollution affects humans. Conservation
explain the importance of Maintaining
conservation.
biodiversity
describe the "three r's" :
reduce, reuse, recycle.
explain how biodiversity
can be maintained.
list five environmental
strategies.