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1 | 7th Grade Science | |||||||||||||||||||||||
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3 | 7th grade students will engage in the eight scientific and engineering practices to demonstrate understanding of the disciplinary core ideas: cells and cell processes, genetics and heredity, diversity of life and the systems of the human body. | |||||||||||||||||||||||
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8 | SC.7.4 Human Body Systems | Students will be able to identify the systems of the human body, the organs of each system and the function of the system. Students use evidence to show how systems interact, develop a model showing how food converts to energy, model how sensory receptors send messages and design investigations about the systems. | Standard | Pacing | ||||||||||||||||||||
9 | IPGs | SC.7.4.1 | Identify the systems of the human body, the organs of each system and the function of the system. | MS-LS1-3. | ||||||||||||||||||||
10 | SC.7.4.2 | Use argument supported by evidence for how the body is a system of interacting subsystems that work together to support the essential life functions of the body. | MS-LS1-3. | |||||||||||||||||||||
11 | SC.7.4.3 | 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 | MS-LS1-7 | |||||||||||||||||||||
12 | SC.7.4.4 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | MS-LS1-8. | |||||||||||||||||||||
13 | SC.7.4.5 | Develop and design a scientific investigation about human body systems | MS-LS1-3. | |||||||||||||||||||||
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15 | SC.7.1 Cells and Cell Processes: | Students will be able to: explain the cell theory, provide evidence that all living things are made from cells (one or many), develop a model of a cell with organelles, describe the functions of organelles, compare and contrast the chemical compounds found in cells, conduct an investigation to provide evidence of osmosis,create a model of the cell cycle and gather, analyze, and interpret data regarding the basic functions of cellular respiration. | Standard | Pacing | ||||||||||||||||||||
16 | IPGs | SC.7.1.1 | Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. | MS-LS1-1 | ||||||||||||||||||||
17 | SC.7.1.2 | 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-LS1-1 | |||||||||||||||||||||
18 | SC.7.1.3 | Develop and use models to describe the parts, functions, and basic processes of cells. | MS-LS1-2 | |||||||||||||||||||||
19 | SC.7.1.4 | Compare and contrast the chemical compounds found in cells. | MS-LS1-7 | |||||||||||||||||||||
20 | SC.7.1.5 | Conduct an investigation to provide evidence on how materials move into and out of cells with active or passive transport. | MS-LS1-2 | |||||||||||||||||||||
21 | SC.7.1.6 | Gather, analyze, and interpret data regarding the basic functions of cellular respiration. | MS-LS1-2 | |||||||||||||||||||||
22 | SC.7.1.7 | Construct a model to represent the stages of the cell cycle. | MS-LS1-2 | |||||||||||||||||||||
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24 | SC.7.2 Genetics , Heredity and Evolution | Students will be able to create a model of meiosis to explain how genetic information is passed to the next generation,compare and contrast asexual and sexual reproduction,use punnett squares to predict genetic traits, develop and use a DNA model to show how mutations occur, develop a model to describe how genetic mutations may be beneficial, neutral or harmful, use simulations to construct explanations that genetic variations increase the probability of surviving and reproducing,construct an argument about the advantages or disadvantages of selective breeding or genetic engineering, explain how natural selection affects populations. | Standard | Pacing | ||||||||||||||||||||
25 | IPGs | SC.7.2.1 | Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). | MS-LS3-2 | ||||||||||||||||||||
26 | SC.7.2.2 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | MS-LS1-5 | |||||||||||||||||||||
27 | SC.7.2.3 | 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. | MS-LS3-2 | |||||||||||||||||||||
28 | SC.7.2.4 | 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-LS3-1 | |||||||||||||||||||||
29 | SC.7.2.5 | 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. | MS-LS4-4 | |||||||||||||||||||||
30 | SC.7.2.6 | Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. | MS-LS4-5 | |||||||||||||||||||||
31 | SC.7.2.7 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | MS-LS4-6 | |||||||||||||||||||||
32 | SC.7.2.8 | 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. | MS-LS4-1 | |||||||||||||||||||||
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35 | SC.7.3 Diversity of Life | Student will be able to communicate the characteristics of living things and identify what they need to survive. Students will classify organisms using current taxonomic structure and use branching tree diagrams to infer evolutionary relationships. Students will compare and contrast organisms and explain how adaptations affect probability of reproduction and survival. | Standard | Pacing | ||||||||||||||||||||
36 | IPGs | SC.7.3.1 | Develop and use models to classify organisms based on the current hierarchical taxonomic structure.Use branching tree diagrams or other models to infer evolutionary relationships. | MS-LS4-2 | ||||||||||||||||||||
37 | SC.7.3.2 | Compare and contrast the characteristics of viruses,bacteria,protists,fungi, plants and animals. | MS-LS4-2 | |||||||||||||||||||||
38 | SC.7.3.3 | 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-LS1-6 | |||||||||||||||||||||
39 | SC.7.3.4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how behavioral and structural adaptations affect the probability of successful reproduction of organisms. | MS-LS1-4 | |||||||||||||||||||||
40 | SC.7.3.5 | 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-LS4-2 | |||||||||||||||||||||
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