7th Grade Life Science Term #1

Instructor: Jason Howell

Interest Packet
Term Introduction: Welcome to 7th Grade Life Science! This course will be mainly focused
on the study of living things and their environments. The course is designed to enable
students to utilize their creative thinking skills to analyze and solve problems as well as
interpret a variety of information so as to form a consistent theoretical framework in which
to comprehend the biosphere. The topics covered include cells and heredity, the diversity of
living things, human biology and health, as well as ecology.
Term 1: Introduction to Life Science
Topic Overview:
What is Science?

Scientific Method

Science & Technology

Living Things

Essential Questions
What is science?
What are good scientific careers

Characteristics of Living Things

related to biology?

Cells

What is the scientific method?

Classifying Living Things

Cell Processes & Energy

What is life?

Osmosis

How do we classify living

Photosynthesis

organisms?

Respiration

DNA

What is a cell?

Mitosis

Skills List

Classifying Organisms
C.O. 1 All living things can be classified based upon various common traits using the Linnean
classification scheme. As a basis for understanding this concept:
C.O. 1.1 Students know the difference between living and non-living things.
C.O. 1.2 Students know the various stages of the Linnean classification scheme.
C.O. 1.3 Students know the major kingdoms of life and what characteristics set them apart.
C.O. 1.4 Students know where we as humans fit into the Linnean classification scheme.

Cell Biology
C.E. 1 All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through a microscope. As a basis for understanding this concept:
C.E. 1.1 Students know cells function similarly in all living organisms.
C.E. 1.2 Students know the characteristics that distinguish plant cells from animal cells,
including chloroplasts and cell walls.
C.E. 1.3 Students know the nucleus is the repository for genetic information in plant and
animal cells.
C.E. 1.4 Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
C.E. 1.5 Students know cells divide to increase their numbers through a process of mitosis,
which results in two daughter cells with identical sets of chromosomes.
C.E. 1.6 Students know that as multicellular organisms develop, their cells differentiate.
C.E. 1.7 Students know the various chemicals necessary for cell metabolism, growth and
maintenance.
C.E. 1.8 Students know the processes by which cells obtain nutrients and expel waste
products.

Genetics
G.E. 1. A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept:
G.E. 1.1 Students know the differences between the life cycles and reproduction methods of
sexual and asexual organisms.
G.E. 1.2 Students know sexual reproduction produces offspring that inherit half their genes
from each parent.
G.E. 1.3 Students know an inherited trait can be determined by one or more genes.
G.E. 1.4 Students know plant and animal cells contain many thousands of different genes and
typically have two copies of every gene. The two copies (or alleles) of the gene may or may

not be identical, and one may be dominant in determining the phenotype while the other is
recessive.
G.E. 1.5 Students know DNA (deoxyribonucleic acid) is the genetic material of living
organisms and is located in the chromosomes of each cell.

Scientific Inquiry
S.I. 1 Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the other
three strands, students should develop their own questions and perform investigations. Students will:
S.I. 1.1 Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and
display data.
S.I. 1.2 Use a variety of print and electronic resources (including the World Wide Web) to
collect information and evidence as part of a research project.
S.I. 1.3 Communicate the logical connection among hypotheses, science concepts, tests
conducted, data collected, and conclusions drawn from the scientific evidence.
S.I. 1.4 Construct scale models, maps, and appropriately labeled diagrams to communicate
scientific knowledge (e.g., motion of Earths plates and cell structure). e. Communicate the
steps and results from an investigation in written reports and oral presentations.

Reference Materials:
Science Explorer: Prentice Hall Life Science, Pearson Education Inc., 2009
Day-by-Day
I. What is Science?
Day 1: Introduction
Goal: Student and Teacher Introductions, Course Introduction, and Rules
Activity: Introduction of class rules, review of class schedule, lab safety
Standards: N/A
Essential Question: What is Biology?
Day 2: Why is biology important?
Goal: Understand the significance of Biology on our lives.

Activities: Group discussion and brainstorming session.

Standards: S.I. 1.3
Essential Question: How is biology pertinent to our daily lives?
II. Living Things

(From Bacteria to Plants)

Day 3: What is Life?

Goal: Recognize the fundamental processes unique to living things.
Activities: Alive or Not?!
Standards: C.O. 1.1
Essential Question: How do we define life?
Day 4: Classifying Organisms
Goal: Understand how the tree of life is organized.
Activities: Classification Chart
Standards: C.O. 1.2, 1.3
Essential Question: What are the different levels of classification?
Homework: *Term project preparation (Choose any organism that you would like to classify)
Day 5: Classifying Humans
Goal: Understand how humans are related to other animals.
Activities: Classification Chart for humans.
Standards: C.O. 1.4
Essential Question: How are humans related to other organisms?
(Cells and Heredity)
Day 6: Discovering Cells
Goal: Understand Cell Theory
Activities: Discussion of cell related experiments.
Standards: C.E. 1.1
Essential Question: What are cells and how were they discovered?

Day 7: Microscope Introduction

Goal: Understand the structure of the microscope and how to use one.
Activities: Identify the parts of a microscope.
Standards: S.I. 1.1
Essential Question: How does a microscope allow us to see small objects?

Day 8: Cell Observation Lab

Goal: To practice using a microscope and to observe cells.
Activities: Observe both animal and plant cells under the microscope.
Standards: C.E. 1.2, S.I. 1.1
Essential Question: What are some of the differences between animal and plant cells?
Day 9: Looking Inside Cells
Goal: Understand the structure of cells, cell organelles and their functions.
Activities: Drawing Cells
Standards: C.E. 1.3, 1.4, 1.6
Essential Question: What are the functions of each cell organelle?

Day 10: Cell Drawing

Goal: Be able to represent and identify all major organelles in a cell.
Activities: Drawing Cells using glass deco
Standards: C.E. 1.2, S.I. 1.4
Essential Question: What are the functions of each cell organelle?
Day 11: Review & Assessment I
Activity: pg. 39~41
Day 12: Quiz #1

III. Cell Processes and Energy

Day 13: Chemical Compounds in Cells
Goal: Identify the major chemical components of cells and their functions.
Activities: Identifying chemical components
Standards: C.E. 1.7
Essential Question: Where can we obtain each of the chemicals required?
Day 14: DNA Extraction Lab
Goal: Understand the importance of DNA
Activities: Extract a sample of DNA from living cells.
Standards: G.E. 1.4, 1.5, S.I. 1.1
Essential Question: What could a scientist do with extracted DNA?
Day 15: The Cell in its Environment
Goal: Understand how cells interact with their environments and either obtain nutrients or
expel waste products.
Activities: Cell Senses
Standards: C.E. 1.8
Essential Question: How do cell obtain their nutrients?

Day 16: Osmosis Lab

Goal: Understand how osmosis affects cell life.
Activities: Lab
Standards: C.E. 1.8, S.I. 1.1
Essential Question: How does osmosis work?

Day 17: Photosynthesis

Goal: Understand the process by which plants produce food.
Activities: Chemical Formulas
Standards: C.E. 1.4

Essential Question: What is the difference between an autotroph and heterotroph?

Day 18: Photosynthesis Lab
Goal: Understand the chemical reaction by which photosynthesis takes place
Activities: Lab
Standards: C.E. 1.4, S.I. 1.4
Essential Question: How does photosynthesis take place chemically?

Day 19: Respiration

Goal: Understand how cellular respiration takes place and energy is released.
Activities: Chemical Formulas
Standards: C.E. 1.4
Essential Question: What is the relationship between Plants and Animals?
Day 20: Cell Division
Goal: Be able to explain the Cell Cycle.
Activities: Cell Cycle Chart
Standards: C.E. 1.5
Essential Question: What is the Cell Cycle?
Day 21: DNA
Goal: Understand the structure and importance of DNA
Activities: Codon Language
Standards: G.E. 1.5
Essential Question: What is the structure of DNA?

Day 22: Modeling DNA Lab

Goal: Make a model which reveals the structure of DNA.
Activities: Lab
Standards: G.E. 1.5, S.I. 1.4
Essential Question: What is the structure of DNA?

Day 23: Human DNA

Goal: Understand the importance of DNA and how all humans are related.
Activities: Documentary
Standards: G.E. 1.4
Essential Question: How can DNA be used to prove all humans are related?

Day 24: DNA Video

Grading Breakdown:

Day 25: Review & Assessment II

Lab Reports 20%

Activity: pg. 70~73.

Homework 20%

Term Project 30%

Quizzes 20%
Participation 10%

Day 26: Project Presentation

Standards: S.I. 1.2, 1.4
Day 27: Quiz #2

*Term Project: Choose any organism (living or extinct) and create a tree of life diagram that
accurately classifies this organism. The diagram will be presented to the class along with an
oral explanation describing why the animal is classified in such a way.
Term Project Assessment

Category

Detailed Requirements

Diagram

1. Diagram presents classification chart

classifying a particular organism.
2. The diagram includes each level of
classification which shows the relationship
between selected organism and others.
3. Diagram is colorful, decoratively
designed, and aesthetically pleasing.
1. Introduce your organism to the class.
2. Explain how the organism is classified and
why it is classified that way (characteristics
etc).
3. Describe the organism's relationship to

Presentation

Point
Breakdown
20

Total
Points
50

20

10
10
10

10

30

Peer
Evaluation

Portfolio
Total

other organisms.
1. Students will evaluate each others
projects and the average of the scores
will be calculated and adjusted to a 20
point scale.
1. Students will post their project in their
portfolio along with a brief reflection.

15

15

100

100