SEVENTH GRADE SCIENCE

Calcasieu Parish Schools Life Science

Standard

The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS-M-A1

Describe the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells.

· Using an egg, investigate the effects of movements of substances into and out of the cell.

· Using FOSS Diversity of Life CD ROM, students explore highlighted areas Ribbon of Life pages

and investigate cell parts: animal and plant. FOSS Diversity of Life, pg 137-141.

· Record observations and collect data using a stomata count of Tallow Tree leaves. The leaves

can be collected from around the school or community. Use fingernail polish to create a

template of the leaf’s underside.

· Using a clear plastic bag, gelatin, kidney beans, small seeds, noodles, lemon, and peppercorns,

have students create a cutaway model of a eukaroyotic cell. Glencoe TE, Make a Model, pg 43.

· Students model cytoplasm by placing unflavored gelatin in a beaker. Stir gelatin well, then

shine a light on beaker. Suspended particles represent organelles suspended in cytoplasm.

Glencoe, Mini Lab, pg 40.

Science As Inquiry: SI-M-A3, SI-M-A4, SI-M-A5, SI-M-B2

http://www.cellsalive.com

LS-M-A2

Comparing and contrasting the basic structures and functions of different plant and animal cells.

· Design and develop a model containing the basic structures of an animal cell and a plant cell.

· Explain the functions of the parts of the cell and contrast the differences between a plant and

an animal cell. Compare a human cheek to an elodea plant cell. Make mounts of slides; use

low and high power, check for cell parts, chart; sketch and label both cell types. Glencoe,

Activity-Comparing Cells, pg 46.

· Compare single cell microorganisms with basic plant and animal cells. FOSS Diversity of Life,

Investigation 3, Part 3, pg 119.

Science As Inquiry: SI-M-A5, SI-M-A8, SI-M-B4

http://www.cellsalive.com

LS-M-A3

Observe and analyze the growth and development of selected organisms, including a seed plant, and insect with complete metamorphosis, and an amphibian.

· Recognize, identify, and record observations of the four stages of complete metamorphosis

using mosquitoes(could also use mealworms, tadpoles). Contact Scott Willis at Calcasieu

Parish Mosquito Control-will bring out eggs, larvae, and growing chambers.

· Record observations and data collected on height, flower count, seeds(radish, beans, corn).

· Design an experiment to test an environmental factor on seed germination rate and compare

germination rates under different conditions. Glencoe, Activity-Germination Rate of Seeds,

pg 294.

· Students set up and sprout rye grass and radish seeds. FOSS Diversity of Life, Investigation 5, Sprouting Monocots and Dicots, part 2, pg 157.

· Place a 2-cm piece of ripe banana in a jar and leave it open. Check the jar every day for two weeks. When you see fruit flies, cover the mouth of the jar with cheesecloth. Identify, describe, and draw all the stages of metamorphosis. Glencoe, Mini Lab-Observing Metamorphosis, pg 376.

Science As Inquiry: SI-M-A7, SI-M-A8, SI-M-B2, SI-M-B6. SI-M-B7

LS-M-A5

Investigating human body systems and their functions(including circulatory, digestive, skeletal, respiratory).

· Analyze the effects that physical activity has on the body.

· Compare the roles and relationships between the systems of the human body.

· Conduct “book lift” and “ruler drop” activity to collect and analyze data in order to determine

the effect that various physical activities have on the muscle and nervous systems of the human

body.

· Study shiner or minnow gill rate versus temperature. Collect and analyze data to determine the

effect of physical activity on respiration and circulation.

Science As Inquiry: SI-M-A2, SI-M-A3, SI-M-A4, SI-M-A5, SI-M-B3

LS-M-A6

Describing how the human body changes with age and listing factors that effect length and quality of life.

· Use obituaries from two local towns to collect, analyze, and interpret data in order to recognize

the effects that various factors will have on the quality of life.

· Accurately measure body parts(hand, arm, height) at the beginning, middle, and end of the

school year to predict and observe body changes.

Science As Inquiry: SI-M-A1, Si-M-A2, SI-MA3, SI-M-A4, SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B1, SI-M-B7

LS-M-A7

Describing communicable and non-communicable diseases

· Identify and distinguish between communicable and non-communicable diseases(cold versus

osteoporosis).

· Recognize and compare, through the path and transmission of disease, how communicable

disease are spread from one person to another throughout the population.

Science As Inquiry: SI-M-A5, SI-M-B2, SI-M-B5, SI-M-B6, SI-M-B7

LS-M-B1

Describing the importance of body cell division(mitosis) and sex cell production(meiosis).

· Design and develop a model of cell division; mitosis, meiosis.

· Compare and contrast the different stages of cell division-view diagrams, photos, or slides..

Science As Inquiry: SI-M-A5

LS-M-B2

Describing the role of chromosomes and genes in heredity.

· Use coins and the method of probability to determine the role of heredity.

show evidence of the role of genes and chromosomes play in heredity.

· Use current information to investigate scientific procedures, information, and explanations in

relation to heredity(cloning, selective breeding, gene therapy).

Science As Inquiry: SI-M-A3, SI-M-A4, SI-M-A5, SI-M-B2, SI-M-B6, SI-M-B7

LS-M-B3

Describing how heredity allows parents to pass certain traits to offspring.

· Compare and contrast physical features between students and other family members using a

heredity chart.

· Collect and classify students’ fingerprints. Compare with those of parent or sibling.

· Grow bean plants and compare characteristics of parent to offspring.

Science As Inquiry: SI-M-A3, SI-M-A5, SI-M-A6, SI-M-B7

LS-M-C3

Investigate major ecosystems and recognizing physical properties and organisms within each.

· Using a potato trap, collect pillbugs and other organisms in different environments. Identify

locations best suited for trapped organisms and study structure of each and its relationship to

habitat.

· Take a nature walk along edge of school campus(along a tree line or ditch), have students

keep a record of organisms(both plant and animal). Identify factors such as water, shade, or

terrain which determine the availability of each species in the walk area.

· Grow bean plants and compare characteristics of parent to offspring.

Science As Inquiry: SI-M-A1, A2, A3, A4, A5, A6, A8, SI-M-B1, B3, B5, B6

http://www.winsomedesign.shrub_Steppe/Pillbugs.html

LS-M-C4

Explaining the interaction and interdependence of nonliving and living components within ecosystems.

· Create, observe and record changes within and aquatic ecosystem contained in a two liter

bottle.

· Adopt a plot of land and observe the pattern of changes and constancy throughout the seasons.

Science As Inquiry: SI-M-A3, SI-M-A4, SI-M-A6, SI-M-A8, SI-M-B6, SI-M-B7

LS-M-D1

Describe the importance of plant and animal adaptation, including local examples.

· Students design and conduct, and record observations of the reaction of an earthworm or

other local organisms to different stimuli.

· Compare and contrast the effects of salt water on local plants such as duckweed and elodea.

· Compare leaves of pine trees versus deciduous oak trees and relate structure to long-term

climate conditions.

Science As Inquiry: SI-M-A1, A2, A3, A4, A5, A7, A8, SI-M-B1, B4, B5, B6, B7

LS-M-D2

Explain how some members of a species survive under changed environmental conditions.

· Students will determine the effect that different solutions have on the development of mosquito

eggs and larva.

· Students will design and conduct an experiment to observe and explain the effect of different

environments on a living organism such as pillbugs(obstacle course) and earthworms.

Science As Inquiry: SI-M-A1, A2, A3, A4, A5, A7, A8, SI-M-B1, B6, B7

Calcasieu Parish Schools Science and the Environment Science

Standard

In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SE-M-A3

Defining the concept of pollutant and describing the effects of various pollutants on ecosystems.

· Explore acidity and experiment to examine how plant germination is affected by acidity.

· Design an experiment to test an environmental factor on seed germination rate and

compare germination rates under different conditions. Add vinegar to seeds as a pollutant.

Glencoe, Activity-Germination Rate of Seeds, pg 294. Conduct a Toxicology study on bean

seeds(SEPUP Understanding Environmental Health Risk Kit).

Science As Inquiry: SI-M-A3, A4, A7, A8, SI-M-B2, B3, B6, B7

SE-M-A4

Understanding that human actions can create risks and consequences in the environment.

· Students generate and conduct an investigation of the effects of water amounts needed for

mosquito eggs to hatch and larva to survive.

· Students will test for simulated traces of pesticide residues(SEPUP Understanding

Environmental Health Risk Kit).

Science As Inquiry: SI-M-A1, A2, A3, A7, SI-M-A8, SI-M–B1, B3, B6, B7

SE-M-A5

Tracing the flow of energy through and ecosystem and demonstrating a knowledge of the roles of producers, consumers, and decomposers in the ecosystem.

· Students will create, observe, and gather data from a “ worm colony” constructed from a two

liter plastic bottle. Connections should be made between the relationship of bacteria to the

worm population.

· Adopt a plot of land and identify the producers, consumers, and decomposers in the plot.

Observe and record the patterns of change and constancy throughout the seasons.

Science As Inquiry: SI-M-A1, A2, A3, A4, A8, SI-M-B2, B6

SE-M-A7

Demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, and oxygen cycle.

· Students will create, observe, and gather data from a biosphere constructed from a two liter

plastic bottle. Diagrams representing the natural cycles from the bottle biosphere are

constructed from this live model.

· Students will construct an eco-column using several 2 liter bottles to observe and record

changes as well as explain the natural cycles using this working model.

Science As Inquiry: SI-M-A1, A2, A3, A4, A6, A8, ,SI-M–B3, B5, B6

SE-M-A8

Investigating and analyzing how technology effects the physical, chemical, and biological factors in an ecosystem.

· Students will research and gather information concerning technological advances in the

prevention of diseases and illnesses(Example: Radiation food to eradicate salmonella

poisoning).

· Use local industries for fieldtrips or in-school guest speakers.

· Using a chocolate chip cookie, model the mining process while attempting to restore a “site to its

original condition. Glencoe, Mini Lab-Observing Mineral Mining Effects, pg. 780.

· Using 2 liter bottles, soil and other materials, create a closed and open model of the earth to

represent the effects of greenhouse gases. Glencoe-Activity, The Greenhouse Effect, pg. 795.

· Students will create a multi-media information guide dealing with a disease and its

prevention(Example: Food poisoning).

Science As Inquiry: SI-M-A3, A6, A7, A8, SI-M-B2, B6, B7