Science+7

=// August/September //=

Topics/ Content
1. Create environment conducive to learning 2. Living versus Nonliving 3. Viruses 1. Organize materials into a three ring binder for the year 1. Maintain habitats of living organisms in classroom. 2. Experience the 6 characteristics of living things 2. Define appropriate terminology 3. Examine the basics of viral structure: helical, bacteriophage, glycoprotein, icosahedron 3. Illustrate the lytic cycle for viral replication 3. Examine the steps involved in tracing and solving a mysterious viral diseases (Kuru) 3. Compare/Contrast diseases such as Kuru and Alzheimer's 3. List causes/effects and factual material regarding chosen viral diseases: hepatitis, herpes, HIV, common cold 1. Peer evaluation of displayed bulletin boards - evaluate using designed rubric 2. Life Characteristics Classroom Stations Activity 2. Worksheet - LIving characteristics 2. Vocabulary Quiz 2. Living Planet Video Questions 2. Workheet - Living vs. Nonliving 3. Illustration of lytic cycle 3. Lytic Cycle Worksheet 3. "What is AIDS?" worksheet 3. Create an icosahedron virus 3. Quiz - Matching, Mult. Choice, Short Answer
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Pennsylvania
3.1.7 A Explain the parts of a simple system and their relationship to each other 3.1.7B Describe the use o models as an application of scientific or technological concepts 3.2.7A Explain and apply scientific and technological knowledge 3.3.7.A Describe the similarities and differences that characterize diverse living things. 3.3.7.B Describe the cell as the basic structural and functional unit of living things. 3.7.7.A. Describe the safe and appropriate use of tools materials and techniques to answer questions and solve problems. 3.7.7.B. Use appropriate instruments and apparatus to study materials. ** Key Questions  ** What does it mean to be a living thing? What is the basic unit of life? Why weren’t women attributed with many scientific studies before the nineteenth and twentieth centuries? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Resources ** Internet Video projection unit General supplies: binders, paper, meter sticks, VCR, hole puncher Specific supplies: Living Planet video, M&Ms, paper dots (from hole punch),  =// October //=
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Topics/ Content
1. Environment conducive to learning 2. Taxonomy & Classification 3. Archaebacteria 4. Eubacteria 5. Microscopes 1. Organize binders 1. Maintain habitats of living organisms in classroom. 2. Define appropriate terminology 2. Classify items by dichotomous keys 2. Write a dichotomous keys to organize materials 2. Understand of examples within each of the six kingdoms of living things 2. Utilize basic taxonomy: kingdom, phylum, class, order, family, genus, species - to correlate various organisms 3. Examine the characteristics of the Archaebacteria Kingdom 3. Analyze reading for pertinent information relating to a given topic 3. Evaluate the Moneran kingdom as to why it was split into the Archaebacteria and Eubacteria kingdoms 3. Define appropriate terminology 3. Summarize factual material and reflect material regarding significance, usefulness, and methods of presentation 4. Examine the typcial shapes and groupings of eubacteria 4. Illustrate the steps involved in the unicelluar, prokaryotic, reproduction called binary fission 4. Analyze the importance of bacteria in our world by examining the different functions that bacteria form in our ecosystems and lives. 4. Experiment with the effects of listerine, scope, hydrogen peroxide, alcohol, and chlorine on the growth of "germs" (yeast) 4. Experiment with the growth of bacteria from common aspects of hygiene 4. Experiment with the growth of bacteria before and after cleaning with typical household "antibacterial" cleaners 5. Examine the parts of the microscopes 5. Effectively use a microscope to magnify slides at low, medium and high power. 1. Binder Check 2 . vocabulary quiz 2. Road Signs Dichotomous Key 2. Monster Dichotomous Key 2. Hardware Dichotomous Key 2. Scientific naming (binomial nomenclature) Practice 2. Test: problems, short answer, matching 2. Textbook Section Review questions 3. Vocabulary definitions 3. Vocabulary quiz 3. Textbook readings and summary questions 3. “Why Not Another Kingdom?” worksheet 3. Highlighted Textbook readings 3. “Archaebacteria Information Questions” 3. Notes Outline 3. Test 3. Summary & Reflection Writing 4. Shapes of Bacteria Worksheet 4. Bacterial Diseases 4. Shapes and Groupings 4. Morphology Drawings 4. Binary fission drawings 4. Microbe Lab 4. Hygiene Lab 4. Dirty/Clean Lab 4. Toothpaste lab 4.Chapter Notes 4.Test 3. 4.Summary & Reflection 5. Microscope drawings 5. Lab Practicum Exam
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. Key Questions ** How do scientists classify things? What characteristics do scientists use to classify things? Are viruses living? Why or why not? Are archaebacteria able to live in our environment with us? What roles do archaebacteria play within ecosystems? How are archaebacteria classified? How & where do eubacteria live? What is the difference betweent the archaebacteria & eubacteria kingdoms? How are eubacteria classified? What structures are seen in eubacteria? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. Internet Video projection unit IRC/computer lab General supplies: binders, paper, meter sticks, VCR, hole puncher = //November// =
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Topics/ Content
1. Environment Conducive to Learning 2. Protist  Kingdom 3. Fungus  Kingdom 1. Binder Organization 1. Maintain habitats of living organisms in classroom. 2. Examine the characteristics of the Protist kingdom 2. Define appropriate terminology 2. Utilize technology (microscopes) to view live protists 2. Collect data - Sketch protists as they move through scope view – caution: color and detail in drawings 2.Utilize dichotomous keys to identify organisms based on characteristics 2. Examine the scientific evidence that protists may have been the ancestors of fungus, plants, and animals. 2. Collect data – Sketch protists from a videodisc – caution: color and detail in drawings 2. Evaluate and summarize a reading on Hiker’s Diarrhea 2. Summarize factual material and reflect material regarding significance, usefulness, and methods of presentation 3. **determine** definitions to terminology 3. compare naming of phyla to reproductive structures 3. explain how each phyla reproduces with spores in different fashions 1. binder checks 2. Microscope drawings 2. Vocabulary definitions 2. Vocabulary quiz 2. Notes outline 2. Videodisc drawings 2. Organelle labeling 2. history of the protist discovery 2. “Protist classification” worksheet 2. “Diatom” worksheet 2. Hiker’s Diarrhea summary 2. Protist Viewing Tube observations 2. Test 2. Summary & Reflection writing 3. fungus classification worksheet 3. Basidiomycete & Zygomycete drawings 3. Vocabulary terminology 3. Vocabulary quiz 3. “Where does mold grow best?” 3. Microscope observations 3. Vocabulary Flashcards created on powerpoint 3. Test 3. Summary & Reflection
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. How are protists classified? What similarities and differences are obvious amongst the major groups? How does this classification relate to the remaining kingdoms? How does the naming of fungus phyla connect to the reproductive structures? How are fungi different from protests, animals & plants? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. Internet Video projection unit IRC/computer lab General supplies: binders, paper, meter sticks, VCR, hole puncher Specific supplies: =// December //=
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Topics/ Content
1. Environment Conducive to Learning 2. Animal Kingdom 3. Simple Animals 1. Binder organization 1. Maintain habitats of living organisms in classroom. 2. Determination of Symmetry: asymmetry/radial symmetry/bilateral symmetry 2. utilize appropriate terminology 2. evaluating a phylogenetic tree to determine the progression of animals within the animal kingdom – moving up the tree yields increases in complexity of organisms 2. evaluating general characteristics of all animals: eukaryotes, heterotrophs, multicellular, aerobic 3. Evaluating general characteristics of porifera: sessile, asymmetrical, sexual & asexual reproduction, only made of cell layers, filter feeding, examples 3. Evaluating general characteristics of cnidarians: sessile/movement, radial, sexual & asexual reproduction, made of tissue layers, feeding methods, two major body forms (polyp & medusa), examples 3. Evaluating general characteristics of platyhelminthes: movement, bilateral, sexual & asexual reproduction, made of organs, feeding (parasites), examples 3. Evaluating general characteristics of nematodes: movement, bilateral, sexual, made of systems, feeding (parasites), examples 1. Binder Check 2. worksheets 2. textbook questions 2. make models of radial and bilateral symmetry 2. create specimens to decorate a phylogenetic tree of the animal kingdon (Hanging from the ceiling) 3. worksheets 3. student drawings (labeled/colored) of typical phylum representation: sponge, jellyfish, planarian, Ascaris 3. “You do” Notes (students find information from text to fill in notes outline) 3. textbook questions 3. comparative analysis lab (comparing porifera & cnidarians) 3. planarian experimentation lab 3. test 3. Summary & reflection writing
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. How does the animal kingdom compare/contrast to other kingdoms of the living world? How does a phylogenetic tree show the organization of the animal kingdom? Which types of symmetry are the least/most complex? Why? Based on the characteristics of an unidentified specimen, does it belong to the porifera or cnidarian phylum? What are the major characteristics of the porifera, cnidarian, platyhelminthes, nematode phyla? Why are nematodes more complex than platyhelminthes, cnidarians and porifera? Constant contact with learning support teacher to update progress Availability of “tracking sheets” to ANYONE who would like to know the week’s plans Availability of my room for extra resources for bulletin boards Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. Availability after school and academic assistance for assistance. Internet, projection unit, worksheets, textbook, porifera & cnidarian specimens, craft materials to create organisms for the phylogenetic tree =// January //=
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Topics/ Content
1. Environment Conducive to Learning 2. Animal Kingdom – complex invertebrates 1. organize binders 1. maintain habitats of animals living in classroom 2.  Evaluating general characteristics of mollusks: movement, bilateral, sexual, made of systems, feeding, examples from each of 3 major classes 2.  Evaluating general characteristics of annelids: movement, bilateral, sexual, made of more complex systems, examples 2.  Evaluating general characteristics of echinoderms: movement, radial, sexual, made of more complex systems, feeding, examples 2.  Evaluating general characteristics of arthropods: movement, bilateral, sexual, made of more complex systems, feeding, examples from each of the major classes 1. binder check 2. worksheets 2. student drawings (labeled/colored) of typical phylum representation: sponge, jellyfish, planarian, Ascaris 2. “You Do” Notes (students find information from text to fill in notes outline) 2. textbook questions 2. comparative analysis lab (comparing 3 classes of gastropods including fossil examples) with a Powerpoint slide 2. Mollusk observation lab 2. annelid dissection 2. crayfish dissection 2. grasshopper dissection 2. echinoderm dissection 2. test 2. Summary & reflection writing
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. How does each animal phyla compare/contrast to each other in terms of its complexity (symmetry, reproduction, cellular organization)? Based on the characteristics of an unidentified specimen, what phylum does it belong to? What are the major characteristics of the mollusk, annelid, and echinoderm phyla? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. =February=
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Topics/ Content
1. Environment Conducive to Learning 2. Animal Kingdom – comparative analysis of invertebrates 3. Animal Kingdom – chordates 1. organize binders 1. Maintain habitats of living organisms in classroom. 2. summarize the invertebrate phyla for their complexity and relation to each other 3. conduct a comparative analysis of chordates 1. binder check 1. maintain habitats of animals living in classroom 2. the “Pinocchio Project” utilize a scene from Disney’s Pinocchio to idenify invertebrates in their natural environment 2. Invertecreation Project: imagine as a scientist that you have discovered a new specimen never before seen. Develop the internal/extermal morphology, habitat, and phylum affiliation. Prepare a Powerpoint Presentation to inform your fellow colleagues in the scientific community of your discovery. 3. students teach each other about each of the major classes of chordates through notes/worksheets/classroom techniques to be decided by students
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. Based on the characteristics of an unidentified specimen, what phylum does it belong to? Why are chordates more complex than other phyla? How are chordates different from the invertebrate phyla? What are the major characteristics of each class of chordates? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. =// March //=
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Topics/ Content
1. Independently create bulletin boards 1. organize binders 1. organize and check binders 2. Define appropriate terminology 2. Create a family pedigree 2. Trace two physical traits and color code family tree 2. Utilize technology to create a computer generated version 2. Calculate genotype/phenotype probabilities using punnett squares 3. Define and explain the process of meiosis 3. Evaluate the necessity of meiosis for sexual reproduction 3. Illustrate DNA structure in relation to gene transmission 4. Generate a summary of article regarding T. Jefferson's Y Chromosome and Sally Hemming's child 4. View the variations that Hollywood has presented on cloning 4. Create Newspaper about Cloning 4. Brainstorm advantages/disadvantages of cloning 4. Conduct a poll of 5people/student regarding cloning 4. Read various articles of cloning and summarize 4. Write article about what cloning is and how it happens 4. Write two articles about topics related to cloning: meiosis, mitosis, pedigrees, etc. 4. Draw a sketch of the steps of cloning 4. Utilize technology to find illustrations of cloning materials 4. Create a rough draft of page layout 4. Create final newspaper utilizing Powerpoint 1. Organize binders 2. Vocabulary Quiz 2. Student hand drawn pedigrees 2. Student computer generated pedigrees 2. Worksheet 6.1 & 6.2 - punnett squares 2. Punnett Square Practice 2. Punnett Square Practice 2 3. Worksheet 6.2 & 6.3 - meiosis & DNA structure 3. DNA colorsheet - nitrogen bases individual color 3. Worksheet 8 - DNA structure 4. Cloning Newspaper 4. Factual Article 4. Sketch of the Steps 4. Support ARticles 4. Opinion Poll 4. Rough Draft 4. Final Newspaper 4. Test: Mult. Choice, Problems, Short Answer, T/F
 * 1) Environment Conducive to Learning
 * 2)  Inheritance
 * 3) Meiosis
 * 4) Cloning
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.3.7.B Describe the cell as the basic structural and functional unit of living things. 3.3.7.C. Know that every organism ha a set of genetic instructions that determines its inherited traits. 3.6.7.A,. Explain biotechnologies that relate to propagating, growing, maintaining, adapting, treating and converting. 3.7.7.A. Describe the safe and appropriate use of tools materials and techniques to answer questions an solve problems. 3.7.7.B. Use appropriate instruments and apparatus to study materials. 3.7.7.C. Explain and demonstrate basic computer operations and concepts. 3.7.7.D. Apply computer software to solve specific problems. 3.8.7.A. Explain how sciences and technologies are limited in their effects and influences on society. 3.8.7.C. Identify the pros and cons of applying technological and scientific solutions to address problems and the effect upon society. Where did you get your traits? Can we predict traits? Why do our bodies need mitosis & meiosis to exist? What purpose does chromosome reduction have? How does DNA carry our trait instructions? Should organisms be cloned? Should humans be cloned? What are the advantages & disadvantages of cloning? Should we clone endangered species? Do we need to clone? Should Britain have legalized cloning? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. =// April //=
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Topics/ Content
1. Environment Conducive to Learning **Human Biology** 2. Skeletal System 3. Muscular System 4. Digestive System 1. organize binders  1. Maintain habitats of living organisms in classroom. 2. Use appropriate terminology 2. Identify components of the skeletal system 2. determine how the skeletal system impacts other systems of the body 2. evaluate the impact of the skeletal system on our everyday lives 3. Use appropriate terminology 3. Identify components of the muscular system 3. determine how the muscular system impacts other systems of the body 3. evaluate the impact of the mluscularl system on our everyday lives 4. Use appropriate terminology 4. Identify components of the digestive system 4. determine how the digestive system impacts other systems of the body 4. evaluate the impact of the digestive system on our everyday lives 1. binder check 2. vocabulary quiz 2. worksheets 2. textbook questions 2. classroom observation of how system works (see bones from Biology) 3. vocabulary quiz 3. worksheets 3. textbook questions 3. classroom observation of how system works (reflexes, muscle movement) 4. vocabulary quiz 4. worksheets 4. textbook questions 4. classroom observation of how system works (use internet to find images and trace continuous digestive system parallel to continuous digestive system of annelid, arthropod and echinoderm – identify similarities & differences Test on material
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. What are the functions of the skeleton? What role do movable joints play in the body? How can you keep your bones strong and healthy? What three types of muscles are found in the body? Why do skeletal muscles work in pairs? What are the functions of the skin? What habits can help keep your skin healthy? What general functions are carried out in the digestive system? What role does the small intestine play in digestion? What role does the large intestine play in digestion? What role does surface area of the large and small intestine play in digestion? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. =// May //=
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Topics/ Content
1. Environment Conducive to Learning Human Biology 2. Respiratory System 3. Excretory System 4. Nervous System 1. organize binders 1. Maintain habitats of living organisms in classroom. 2. Use appropriate terminology 2. Identify components of the respiratory system 2. determine how the respiratory system impacts other systems of the body 2. evaluate the impact of the respiratory system on our everyday lives 3. Use appropriate terminology 3. Identify components of the excretory system 3. determine how the excretory system impacts other systems of the body 3. evaluate the impact of the excretoryl system on our everyday lives 4. Use appropriate terminology 4. Identify components of the nervous system 4. determine how the nervous system impacts other systems of the body 4. evaluate the impact of the nervous system on our everyday lives 1. binder check 2. vocabulary quiz 2. worksheets 2. textbook questions 2. classroom observation of how system works (create diaphragm with pop bottle and balloon) 3. vocabulary quiz 3. worksheets 3. textbook questions 4. vocabulary quiz 4. worksheets 4. textbook questions Test on material
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Pennsylvania
3.2.7.A. Explain and apply scientific and technological knowledge. 3.2.7.B. Apply process knowledge to make and interpret observations 3.3.7.A. Describe the similarities and differences that characterize diverse living things. What is the function of the cardiovascular system? What role does the heart lay in the cardiovascular system? What path does blood take through the circulatory system? What are the functions of arteries, capillaries and veins? What causes blood pressure? What are the four components of blood? What determine the type of bloods that a person can receive in transfusion? What are the functions of the respiratory system? What structures does air pass through as it travels to the lungs? How do oxygen, carbon dioxide, and water move in the lungs? What are the three types of neurons and how do they interact? What functions does the peripheral nervous system perform? What is a reflex? Modified vocabulary quizzes (multiple choice of 3 rather than matching or word bank) Modified chapter test (multiple choice of 3 rather than 4 or 5 and test read in resource) Constant contact with learning support teacher to update progress Availability after school and academic assistance for assistance. Availability of “tracking sheets” to ANYONE who would like to know the week’s plans Availability of my room for extra resources for bulletin boards Availability of IRC for extended technology time Availability of Mrs. Duckstein’s room (title one) for additional technology time. Availability of students with computers at home to type, print, or email information to class. =// June //=
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Topics/ Content
1. Environment Conducive to Learning 1. organize binders 1. Maintain habitats of living organisms in classroom. 2. Semester Wrap-up 1. binder check
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