S08 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
3.1a. Construct and use classification systems based on the structure of organisms
?list physical characteristics of a plant and/or animal that could be useful for identification
?select and use one characteristic to sort a group of plants or animals
3.1b. Describe the importance of plant and animal adaptations, including local examples
?explain how a characteristic of an organism might be important for the survival of that organism
?use a local plant or animal to explain how a characteristic improves its chances of survival in its habitat
3.1c. Create and interpret food chains and food webs (see also, 3.2b)
?create a food web based on the information in a reading or from a video and explain the flow of matter and/or energy through it
?describe the flow of matter and/or energy through a particular ecosystem based on the information provided in a food web
3.1d. Explain the interaction and interdependence of nonliving and living components within ecosystems
?name examples of nonliving components of an ecosystem
?describe at least five examples of nonliving characteristics of the local environment
?explain how one of the nonliving characteristics of the local environment has affected the types of plants and animals that live there
3.1e. Describe how an environment's ability to provide food, water, space, and essential nutrients determines carrying capacity
?explain what is meant by the term carrying capacity
?list several factors that could limit the size of an animal population
?graph and interpret data that shows the change in population size over time
?use an example to describe factors that limited the population of a particular plant or animal species
3.2a. Describe the basic processes of photosynthesis and its importance to life
?explain the relationship between the needs of a plant (light, air, water, and the right environmental conditions) and the raw materials of photosynthesis
?describe what happens to a plant when it doesn't get light
?provide evidence that plants don?t use soil for food
3.2b. Compare and contrast food webs within and between different ecosystems and predict the consequences of disrupting one of the organisms in a food web
?predict at least four consequences of adding or removing one organism from a food web
?describe a particular situation where one type of organism was changed and it affected other populations
3.4e. Describe the role of organisms in the decomposition and recycling of dead organisms
?describe how the appearance of an object (for example, leaf, apple, banana peel, grasshopper carcass) changes as it decomposes
?sort materials into two categories, those that decompose fairly quickly and those that are likely to take much longer to decompose
?list examples of organisms that play a role in decomposition
?describe several factors that affect the rate of decomposition
?explain what is meant by the term decomposition
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 3
Assessment
Lab - Assessment
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
October
Content and Essential Skills
What is DNA?
What does DNA look like?
What are the critical characteristics of DNA that allows both lasting storage of information and the transfer of information through replication?
What are the advantages and disadvantages of an information transfer system that uses a physical pattern or template?
What is protein synthesis?
What impact has the discovery of DNA had on develping new genetic technologies?
Skills
As students in grades 5-8 extend their knowledge, what they know and are able to do includes
- describing the purpose of body cell division and sex cell division;
- describing the role of chromosomes and genes in heredity (for example, genes control traits, while chromosomes are made up of many genes); and
- describing evidence that reveals changes or constancy in groups of organisms over geologic time.
Assessment
Worksheets, quizzes, tests, build a DNA model showing transcription, translation, and replication.
Resources
Prentice Hall Life Science Text
DNA student models
Optional
November
Content and Essential Skills
What is the molecule that carries the genetic code
How are chromosomes passed on to offspring
How many chromosomes are carried in each human cell
What does DNA look like
What causes mutations
Skills
Create a model of DNA and RNA
Ability to recognize body cells and sex cells and their significance
Understanding what factors in our environment may cause mutations
Assessment
Model display/DNA/RNA/transcription/translation
Tests DNA/cell structures and functions
Resources
Lab kits
Prentice Hall
Optional
December
Content and Essential Skills
What is bacteria
What kingdom does bacteria belong in
What characteristics do bacteria share with other living organisms
What are some negative aspects of bacteria
What are some positive aspects of bacteria
Why are viruses considered nonliving
What are the negative and positive aspects of viruses
Skills
Bacterial and DNA Extraction
Model making of both bacteria and viruses
Reading and understanding a dicot key
Producing a dicot key
Assessment
Lab assessment
Dicot key analysis
Quizzes
Tests
Resources
Lab manual
Life science book
Optional
January
Content and Essential Skills
What is cell tissue organ system
What provides support covering and strength in the human body
Is bone living
Is skin living
What is the function of the digestive systems
What organs are essential for digestion to take place
What is the food guide pyramid
What are calories
Why are proteins and fats and carbohydrates important
Skills
Able to read and make a food guide pyramid for personal use
Proper use of dissection tools
Proper use of anatomy key
Assessment
Test
Lab Practices
Anatomy identification
Worksheets
Resources
Life Science
Lab manual
Dr. Schoelkopf
Optional
February
Content and Essential Skills
What is the cardiovascular system
How does this system function together with the other systems of the body
Name some important properties of blood
What are markers on blood types and why are they important
What are arteries/veins/capillaries
What is blood pressure and what numbers are significant for reading pressure
Skills
Students will learn proper usage for blood vessels
Students will understand oxygenated and de-oxygenated cycles of the heart
Students will learn the proper technique of taking a blood pressure reading
Assessment
Testing on heart structure and function
Proper display on using a blood pressure cuff
Resources
Lab kit circulatory system
Prentice Hall
Optional
March
Content and Essential Skills
What is the biosphere
What are ecosystems
What are renewable resources and nonrenewable resources
Skills
Understanding how resources are depleted and renewed
Understanding how the biosphere is dependent on all living organisms
Learning how to recycle
Assessment
Creation of an artificial biosphere
Identification of renewable and nonrenewable resources
Tests
Resources
Prentice Hall
Videos
Maps
Optional
April
Content and Essential Skills
What are major biomes on Earth
What are producers / consumers/ decomposers/ scavengers
What are abiotic and biotic factors
How does one species effect other species
Skills
Identification of biomes based on abiotic and biotic factors
Ability to group organisms based on their energy needs
The ability to understand cause and effects on biomes
Assessment
Biome display project
Biome essay explaining cause and effect on a particular organism given a hypothetical scenario
Resources
East Morgan County Library
Prentice Hall
Video Earths Biomes
Optional
May
Content and Essential Skills
Skills
Assessment
Resources
Optional
