Roanoke County Public Schools
Grade 7 Life Science
Curriculum Guide
2013-2014
Grade 7 Science Curriculum Guide
2012
Science Curriculum Guide
Revised 2012. Available at www.rcs.k12.va.us.
Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an educational and/or
employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX Coordinator at (540) 562-3900 ext.
10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562-3900 ext. 10181.
Acknowledgements
The following people have made tremendous contributions to the completion of this curriculum guide and all are appreciated.
Kay Thompson
William Byrd Middle
Karen Perry-Carroll
Northside Middle
20132014
Roanoke County Public Schools Administration
Dr. Lorraine Lange
Superintendent
Cecil Snead
Director of Secondary Instruction
Rebecca Eastwood
Director of Elementary Instruction
Julian Barnes
Science Coordinator
Grade 7 Science Curriculum Guide
2012
Preface
Science is a process for gaining knowledge and understanding of the natural world. This curriculum places emphasis on understanding and using scientific skills.
It is not enough for students to read about science; they must be actively involved in learning science. They should observe, inquire, question, formulate and test
hypotheses, analyze data, report, and evaluate findings based on the life science content presented during the academic year. The students, as scientists, should
have hands-on, active experiences throughout the instruction of the science curriculum.
Table of Contents
Introduction ................................................................................................................................................................................ Error! Bookmark not defined.
Philosophy and Goals ................................................................................................................................................................. Error! Bookmark not defined.
Assessment .................................................................................................................................................................................. Error! Bookmark not defined.
Pacing Chart ............................................................................................................................................................................................................................ v
Life Science SOL Checklist........................................................................................................................................................ Error! Bookmark not defined.
Mapping for Instruction ............................................................................................................................................................ Error! Bookmark not defined.
LS.1 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.2 .............................................................................................................................................................................................. Error! Bookmark not defined.
Grade 7 Science Curriculum Guide
2012
LS.3 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.4 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.5 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.6 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.7 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.8 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.9 .............................................................................................................................................................................................. Error! Bookmark not defined.
LS.10 ............................................................................................................................................................................................ Error! Bookmark not defined.
LS.11 ............................................................................................................................................................................................ Error! Bookmark not defined.
LS.12 ............................................................................................................................................................................................ Error! Bookmark not defined.
LS.13 ............................................................................................................................................................................................ Error! Bookmark not defined.
LS.14 ............................................................................................................................................................................................ Error! Bookmark not defined.
Science Safety.............................................................................................................................................................................. Error! Bookmark not defined.
SOL Blueprints ........................................................................................................................................................................... Error! Bookmark not defined.
SOL 2003 Framework ................................................................................................................................................................ Error! Bookmark not defined.
SOL Sample Scope and Sequence ............................................................................................................................................. Error! Bookmark not defined.
Grade 7 Science Curriculum Guide
2012
SOL Enhanced Scope and Sequence......................................................................................................................................... Error! Bookmark not defined.
Supplemental Resources ............................................................................................................................................................ Error! Bookmark not defined.
Introduction
This Curriculum Guide has been developed for 7th grade Life Science teachers, in Roanoke County, to assist them in using the most effective
methods to meet the Standards of Learning. It includes the information a teacher would need to build a foundation for instruction. This
information, much of which is teacher created materials and materials from the State Department of Education, has been compiled into one
document. It includes an overview of the SOL, as well as the essential knowledge, skills, and processes a student needs to master. This document
is to be used as a foundation and not an end. A teacher’s individual creativity and input into planning meaningful lessons that reach all students is
essential to successful teaching and learning.
Grade 7 Science Curriculum Guide
2012
Philosophy and Goals
Educators use the phrase “scientific literacy” to express the major objective of contemporary science education, an aim recognized for ALL
students. In that context, we have assumed the task of developing a curriculum for Life Science that will contribute to the achievement of
scientific literacy. Education in Life Science should sustain students’ interest in the natural world, help students explore new areas of interest,
improve their explanation of biological concepts, help them develop an understanding and use of inquiry and technology, and contribute to their
making informed personal and social decisions.
The scientifically literate student should understand principles and major concepts of science, the impact of humans on the biosphere, the process
of scientific inquiry, and the development of scientific theories. The scientifically literate student should develop appropriate personal values
regarding scientific investigations, biodiversity and cultural diversity, the impact of science on the world around them, and the importance of
science to the individual. The scientifically literate student should be able to think creatively and formulate questions about nature, reason
logically and critically to evaluate information, use technologies appropriately, make personal and ethical decisions related to scientific issues, and
apply knowledge to solve real-world problems.
Assessment
Students’ prior knowledge will be assessed either formally or informally. Assessment measures include, but are not limited to, multiple choice
tests, quizzes, labs, portfolios, presentations, technology-based activities, and projects. Assessments will be based on how the content, process,
and product of learning are adapted to provide differentiation. Strategies include compacting, independent projects, interest centers, tiered
assignments, learning centers, and flexible skills grouping. In addition, the theory of multiple intelligences may be considered for assessment.
Textbook/Resources Overview
Holt McDougal Science Fusion Grade 7 Textbook
Holt McDougal Science Fusion Grade 7 Guided Reading and Study Workbook
Holt McDougal Science Fusion Grade 7 Teacher Resources
Project WILD
Project WILD Aquatic
Grade 7 Life Science Curriculum
2012
Project WET
Project WOW!
Project Underground
Project Learning Tree
7th grade Enhanced Scope and Sequence 2006 (DOE)
7th grade science Curriculum Summer 2003
7th Grade Pre-AP Science Reference Guide
ActivInspire flipcharts
United Streaming Video Clips
BrainPOP
5
Grade 7 Life Science Curriculum
2012
Grade 7 Life Science Standards of Learning
Grade Seven
Life Science
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at
different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses —
Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and
are represented indirectly throughout the high school courses. These strands are

Scientific Investigation, Reasoning, and Logic;

Force, Motion, and Energy;

Matter;
6
Grade 7 Life Science Curriculum

Life Processes;

Living Systems;

Interrelationships in Earth/Space Systems;

Earth Patterns, Cycles, and Change; and

Earth Resources.
2012
Five key components of the science standards that are critical to implementation and necessary for student success in achieving science literacy are
1) Goals; 2) K-12 Safety; 3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is imperative to science instruction
that the local curriculum consider and address how these components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and
enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and
understanding.
6. Make informed decisions regarding contemporary issues, taking into account the following:

public policy and legislation;

economic costs/benefits;

validation from scientific data and the use of scientific reasoning and logic;

respect for living things;

personal responsibility; and
7
Grade 7 Life Science Curriculum

2012
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:

curiosity;

demand for verification;

respect for logic and rational thinking;

consideration of premises and consequences;

respect for historical contributions;

attention to accuracy and precision; and

patience and persistence.
8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
9. Explore science-related careers and interests.
K-12 Safety
In implementing the Science Standards of Learning, teachers must be certain that students know how to follow safety guidelines, demonstrate
appropriate laboratory safety techniques, and use equipment safely while working individually and in groups.
Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise
selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to the
safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant
monitoring of student activities. Class enrollment should not exceed the designed capacity of the room.
Teachers must be knowledgeable of the properties, use, and proper disposal of all chemicals that may be judged as hazardous prior to their use in
an instructional activity. Such information is referenced through Materials Safety Data Sheets (MSDS). The identified precautions involving the
use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.
While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential safety problems. Appropriate safety
procedures should be used in the following situations:
8
Grade 7 Life Science Curriculum
2012

observing wildlife; handling living and preserved organisms; and coming in contact with natural hazards, such as poison ivy, ticks,
mushrooms, insects, spiders, and snakes;

engaging in field activities in, near, or over bodies of water;

handling glass tubing and other glassware, sharp objects, and labware;

handling natural gas burners, Bunsen burners, and other sources of flame/heat;

working in or with direct sunlight (sunburn and eye damage);

using extreme temperatures and cryogenic materials;

handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials;

producing acid/base neutralization reactions/dilutions;

producing toxic gases;

generating/working with high pressures;

working with biological cultures including their appropriate disposal and recombinant DNA;

handling power equipment/motors;

working with high voltage/exposed wiring; and

working with laser beam, UV, and other radiation.
The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be
referenced:

OSHA (Occupational Safety and Health Administration);

ISEF (International Science and Engineering Fair) rules; and

public health departments’ and school divisions’ protocols.
Instructional Technology
The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must accomplish the
following:
9
Grade 7 Life Science Curriculum
2012

Assist in improving every student’s functional literacy. This includes improved communication through reading/information retrieval (the
use of telecommunications), writing (word processing), organization and analysis of data (databases, spreadsheets, and graphics
programs), presentation of one’s ideas (presentation software), and resource management (project management software).

Be readily available and regularly used as an integral and ongoing part of the delivery and assessment of instruction.

Include instrumentation oriented toward the instruction and learning of science concepts, skills, and processes. Technology, however,
should not be limited to traditional instruments of science, such as microscopes, labware, and data-collecting apparatus, but should also
include computers, robotics, video-microscopes, graphing calculators, probeware, geospatial technologies, online communication,
software and appropriate hardware, as well as other emerging technologies.

Be reflected in the “instructional strategies” generally developed at the school division level.
In most cases, the application of technology in science should remain “transparent” unless it is the actual focus of the instruction. One must expect
students to “do as a scientist does” and not simply hear about science if they are truly expected to explore, explain, and apply scientific concepts,
skills, and processes.
As computer/technology skills are essential components of every student’s education, it is important that teaching these skills is a shared
responsibility of teachers of all disciplines and grade levels.
Investigate and Understand
Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was
chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one
observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of what was intended to be a rich, highly rigorous,
and inclusive content standard.
“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

observing;

classifying and sequencing;

communicating;

measuring;
10
Grade 7 Life Science Curriculum
2012

predicting;

hypothesizing;

inferring;

defining, controlling, and manipulating variables in experimentation;

designing, constructing, and interpreting models; and

interpreting, analyzing, and evaluating data.
“Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability
to:

recall or recognize important information, key definitions, terminology, and facts;

explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional
interpretations of its meaning or importance;

apply the facts and principles to new problems or situations, recognizing what information is required for a particular situation, using the
information to explain new phenomena, and determining when there are exceptions;

analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily
visible;

arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product; and

make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.
Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives,
which the school division will develop and refine to meet the intent of the Science Standards of Learning.
Application
Science provides the key to understanding the natural world. The application of science to relevant topics provides a context for students to build
their knowledge and make connections across content and subject areas. This includes applications of science among technology, engineering,
and mathematics, as well as within other science disciplines. Various strategies can be used to facilitate these applications and to promote a better
understanding of the interrelated nature of these four areas.
11
Grade 7 Life Science Curriculum
2012
Life Science
THE LIFE SCIENCE STANDARDS EMPHASIZE A MORE COMPLEX UNDERSTANDING OF CHANGE, CYCLES, PATTERNS, AND RELATIONSHIPS IN
THE LIVING WORLD. STUDENTS BUILD ON BASIC PRINCIPLES RELATED TO THESE CONCEPTS BY EXPLORING THE CELLULAR ORGANIZATION
AND THE CLASSIFICATION OF ORGANISMS; THE DYNAMIC RELATIONSHIPS AMONG ORGANISMS, POPULATIONS, COMMUNITIES, AND
ECOSYSTEMS; AND CHANGE AS A RESULT OF THE TRANSMISSION OF GENETIC INFORMATION FROM GENERATION TO GENERATION. INQUIRY
SKILLS AT THIS LEVEL INCLUDE ORGANIZATION AND MATHEMATICAL ANALYSIS OF DATA, MANIPULATION OF VARIABLES IN EXPERIMENTS,
AND IDENTIFICATION OF SOURCES OF EXPERIMENTAL ERROR. METRIC UNITS (SI – INTERNATIONAL SYSTEM OF UNITS) ARE EXPECTED TO
BE USED AS THE PRIMARY UNIT OF MEASUREMENT TO GATHER AND REPORT DATA AT THIS LEVEL.
The Life Science standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that
explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of
science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with
observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of
new scientific evidence. The nature of science includes the concept that science can provide explanations about nature and can predict potential
consequences of actions, but cannot be used to answer all questions.
LS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) data are organized into tables showing repeated trials and means;
b) a classification system is developed based on multiple attributes;
c) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to gather data;
d) models and simulations are constructed and used to illustrate and explain phenomena;
e) sources of experimental error are identified;
f) dependent variables, independent variables, and constants are identified;
g) variables are controlled to test hypotheses, and trials are repeated;
h) data are organized, communicated through graphical representation, interpreted, and used to make predictions;
i) patterns are identified in data and are interpreted and evaluated; and
j) current applications are used to reinforce life science concepts.
i
Grade 7 Life Science Curriculum
2012
LS.2
The student will investigate and understand that all living things are composed of cells. Key concepts include
a) cell structure and organelles;
b) similarities and differences between plant and animal cells;
c) development of cell theory; and
d) cell division.
LS.3
The student will investigate and understand that living things show patterns of cellular organization. Key concepts include
a) cells, tissues, organs, and systems; and
b) patterns of cellular organization and their relationship to life processes in living things.
LS.4
The student will investigate and understand how organisms can be classified. Key concepts include
a) the distinguishing characteristics of domains of organisms;
b) the distinguishing characteristics of kingdoms of organisms;
c) the distinguishing characteristics of major animal phyla and plant divisions; and
d) the characteristics that define a species.
LS.5
The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant
and animal life. Key concepts include
a) energy transfer between sunlight and chlorophyll;
b) transformation of water and carbon dioxide into sugar and oxygen; and
c) photosynthesis as the foundation of virtually all food webs.
LS.6
The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving
components of the environment. Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter throughout the system;
c) complex relationships within terrestrial, freshwater, and marine ecosystems; and
d) energy flow in food webs and energy pyramids.
LS.7
The student will investigate and understand that interactions exist among members of a population. Key concepts include
a) competition, cooperation, social hierarchy, territorial imperative; and
b) influence of behavior on a population.
LS.8
The student will investigate and understand interactions among populations in a biological community. Key concepts include
ii
Grade 7 Life Science Curriculum
a)
b)
c)
d)
e)
2012
the relationships among producers, consumers, and decomposers in food webs;
the relationship between predators and prey;
competition and cooperation;
symbiotic relationships; and
niches.
LS.9
The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include
a) differences between ecosystems and biomes;
b) characteristics of land, marine, and freshwater ecosystems; and
c) adaptations that enable organisms to survive within a specific ecosystem.
LS.10
The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over time,
and respond to daily, seasonal, and long-term changes in their environment. Key concepts include
a) phototropism, hibernation, and dormancy;
b) factors that increase or decrease population size; and
c) eutrophication, climate changes, and catastrophic disturbances.
LS.11
The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include
a) food production and harvest;
b) change in habitat size, quality, or structure;
c) change in species competition;
d) population disturbances and factors that threaten or enhance species survival; and
e) environmental issues.
LS.12
The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key
concepts include
a) the structure and role of DNA;
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) characteristics that can and cannot be inherited;
e) genetic engineering and its applications; and
f) historical contributions and significance of discoveries related to genetics.
LS.13
The student will investigate and understand that populations of organisms change over time. Key concepts include
a) the relationships of mutation, adaptation, natural selection, and extinction;
b) evidence of evolution of different species in the fossil record; and
iii
Grade 7 Life Science Curriculum
2012
c) how environmental influences, as well as genetic variation, can lead to diversity of organisms.
GRADE 7 LIFE SCIENCE CURRICULUM GUIDE FOR
ROANOKE COUNTY SCHOOLS
iv
Grade 7 Life Science Curriculum
2012
Pacing Chart
SOL
& UNIT NAME
7.1
Concept
Investigations and experimental design
Scientific Investigation
7.3
Cells
7.2
The basic needs of organisms must be met in order to carry
out the life processes; Patterns of cellular organization
All living things composed of cells and cell structure
Cells
7.12
Genetics and Heredity
7.13
Physical and chemical processes of photosynthesis and
importance to plant and animal life
Organisms reproduce and transmit genetic information to new
generations
Organisms change over time
Ecology
7.7
Organisms within an ecosystem are dependent on one
another and on nonliving components of the environment;
biotic and abiotic factors
Interactions exist among members of a population
Chapter 1 and ongoing
4 days
3 days
12 days
5 days
2 days
Ecology
7.8
2 weeks and
ongoing
5 days
Change over Time
7.6 & 7.9
Text Reference
12 days
Cells
7.5
Pacing
Interactions among populations in a biological community
v
5 days
1.1, 1.3 2.1, 2.4, 15.1
1.2, 1.3, 2.5
2.3
2.5, 3.1-3.4, 4.1-4.3
1.4, 5
22, 23, 24.3
14, 22.2, 23
14.1, 22.3, 23.1
Grade 7 Life Science Curriculum
2012
Ecology
7.9
Interactions between ecosystem dynamics and human activity
Ecology
7.10
Ecology
7.4
Ecosystems, communities, populations, and organisms are
dynamic and change over time
How organisms are classified
5 days
2 days
10 days
Taxonomy/Classification
vi
24
22, 23.5
6.1, (Ch. 6-13 as reference)
Grade 7 Life Science Curriculum
2012
Standard LS 7.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which
 data are organized into tables ;
 a classification system is developed;
 triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to gather data;
 models and simulations are constructed and used;
 sources of experimental error are identified;
 dependent variables, independent variables, and constants are identified;
 variables are controlled to test hypotheses and trials are repeated;
 data are organized, communicated through graphical representation, interpreted, and used to make predictions;
 patterns are identified in data and are interpreted and evaluated; and
 current applications are used to reinforce life science concepts.
vii
Grade 7 Life Science Curriculum
2012
Understanding the Standard
The skills described in standard LS.1 are intended to define the “investigate” component of all of the other Life
Science standards (LS.2–LS.14). The intent of standard LS.1 is that students will continue to develop a range of
inquiry skills and achieve proficiency with those skills in the context of the concepts developed in the Life Science
course. This does not preclude explicit instruction on a particular inquiry skill or skills, but standard LS.1 does not
require a discrete unit on scientific investigation. It is also intended that by developing these skills, students will
achieve greater understanding of scientific inquiry and the nature of science, as well as more fully grasp the contentrelated concepts. Models, simulations and current applications should be used throughout the course in order to learn
and reinforce science concepts.
Across the grade levels, kindergarten through high school, the skills in the first standards form a nearly continuous
sequence. It is very important that the Life Science teacher be familiar with the skills in the sequence leading up to
standard LS.1 (6.1, 5.1, 4.1).
viii
Grade 7 Life Science Curriculum
LS.1
2012
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) data are organized into tables showing repeated trials and means;
b) a classification system is developed based on multiple attributes;
c) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to gather data;
d) models and simulations are constructed and used to illustrate and explain phenomena;
e) sources of experimental error are identified;
f) dependent variables, independent variables, and constants are identified;
g) variables are controlled to test hypotheses and trials are repeated;
h) data are organized, communicated through graphical representation, interpreted, and used to make predictions;
i) patterns are identified in data and are interpreted and evaluated; and
j) current applications are used to reinforce life science concepts.
Essential Understanding,
Knowledge, Processes, and Skills
Understanding Standard LS.1
The concepts developed in this standard
include the following:

The nature of science refers to the
foundational concepts that govern the
way scientists formulate explanations
about the natural world. The nature of
science includes the following concepts
a) the natural world is
understandable;
b) science is based on evidence - both
observational and experimental;
c) science is a blend of logic and
innovation;
d) scientific ideas are durable yet
subject to change as new data are
collected;
e) science is a complex social
endeavor; and
In order to meet this standard, it is expected
that students will

make connections between the
components of the nature of science and
their investigations and the greater body
of scientific knowledge and research.

design a data table to organize all
components of an investigation in a
meaningful way.

develop and use a classification system
that uses numerous attributes to organize
information and discern patterns.

select and use appropriate tools and
techniques for collecting qualitative and
quantitative data in classroom and field
investigations.

create and use mental and physical
models (including simulations) as ways
ix
Activities and Resources
Text References : 1.a
Unit 1, Lesson 4
SE pp40-41 TE pp.58-71
Digital Path TS697012
Quick Lab p.26,57,293,599
Exp Labp.44
Field Labp.599
Text References: 1.b
Unit 4, Lesson 5
SE pp 300-315 TE pp 400-415
Unit 5, Lesson 1
SE pp 326-339 TE pp 434-448
Unit 5, Lesson 2
SE pp 340-353 TE pp 450-464
Unit 5, Lesson 3
SE pp 354-367 TE pp 466-480
Unit 5, Lesson 5
Grade 7 Life Science Curriculum
f) scientists try to remain objective
and engage in peer review to help
avoid bias.

Expected results are reflected in the
organization of a data table, which
includes areas to record the number of
repeated trials, levels of the independent
variable, measured results for the
dependent variable, and analysis of the
results by calculation of mathematical
means.
2012
to visualize explanations of ideas and
phenomena.

identify potential sources of error in the
design of an experiment.

evaluate the design of an experiment and
the events that occur during an
investigation to determine which factors
may affect the results of the experiment.
This requires students to examine the
experimental procedure and decide
where or if they have made mistakes.

Scientists create and apply classification
systems to organize information and
discern patterns.

identify what is deliberately changed in
the experiment and what is to be
measured as the dependent variable.

Appropriate tools and techniques are
used to gather data during scientific
investigations. Measurements are
collected using the International System
of Units (metric units) of measurement.


Mental and physical models, including
computer and other simulations, can be
helpful in explaining events or sequences
of events that occur. They can be used as
part of scientific explanations to support
data or represent phenomena, especially
those that are not easily seen directly or
must be inferred from data.
analyze the variables in an experiment
and decide which ones must be held
constant (not allowed to change) in order
for the investigation to represent a fair
test. This requires students to
comprehend what “variables” are and to
apply that idea in new situations related
to the Life Science Standards of
Learning concepts.

determine the specific component of an
experiment to be changed as an
independent variable and control the
experiment by conducting trials for the
experiment in which the independent
variable is not applied. This requires the
student to set up a standard to which the
experimental results can be compared.
The student must use the results of the
controlled trials to determine whether the
hypothesized results were indeed due to

Potential sources of error in the
experimental design must be identified.

To communicate the plan of an
experiment accurately, the independent
variable, dependent variable, and
constants must be explicitly defined.
x
SE pp 386-397 TE pp 502-515
Digital Path TS 663325, TS673065,
TS673068, TS663354, TS663424
Lab Manual
Quick Lab p.218, 304, 349, 353, 465
Text References:
1.c
[Unit] Look It Up!
SE pp R37-R45 TE pp R19-R23
Lab Manual
Quick Lab p 8
Exp Lab p 44
Text References :
1.d
Unit 1.Lesson 2
SE pp 14-23 TE pp 28-40
Unit 1, Lesson 3
SE pp 24-39 TE pp 42-57
Unit 1, Lesson 4
SE pp 40-51 TE pp 58-71
Unit 7, STEM Feature
SE pp 528-531 TE pp 678-681
Digital Lab Path: TS667250, TS677013,
TS697012
Lab Manual
Quick Lab p.57, 112, 150, 185, 304, 308, 465,
479, 509
Exp Lab p. 154
Text References: 1.e
Unit 1, Lesson 3
SE pp 24-39 TE pp 42-57
Grade 7 Life Science Curriculum

To establish that the events of an
experiment are the result of manipulating
the independent variable, the experiment
must be controlled by observing the
effects without the application of the
independent variable. The results can be
compared with this standard or control.
Not all experiments have a control.

Multiple trials of an experiment must be
conducted to verify the results.

Analysis of observed results of
systematic investigations includes
construction and interpretation of graphs.
Such interpretation can be used to make
predictions about the behavior of the
dependent variable in other situations
and to explore potential sources of error
in the experiment. This analysis can be
used to support conclusions about the
results of the investigation.

Investigations can be classified as
observational (descriptive) studies
(intended to generate hypotheses), or
experimental studies (intended to test
hypotheses).

Science concepts are applied through
observations and connections with
everyday life and technology.
2012
the independent variable.

construct appropriate graphs, using data
sets from investigations. This requires
the student to recognize that a line graph
is most appropriate for reporting
continuous or real-time data. This also
requires a student to comprehend that
points along the line that are not actual
data points can be used to make
predictions. Students should be able to
interpret and analyze these graphs.

distinguish between observational and
experimental investigations.

develop conclusions based on a data set
and verify whether the data set truly
supports the conclusion. This requires
students to cite references to the data that
specifically support their conclusions.
Digital Path: TS677013
Lab Manual:
Quick Lab: p.21
Exp Lab: p. 44
Field Lab p. 574
Text References:
1.f
Unit 1, Lesson 3
SE pp 24-39 TE pp 42-57
Unit 3, Think Science
SE pp 204-205 TE 276-277
Digital Path TS677013
Lab Manual:
Quick Lab p.21, 26, 504
Exp Lab p. 44, 154
STEM p. 174
Text References: 1.g
Unit 1, Lesson 3
SE pp 24-39 TE pp 42-57
Digital Path TS677013
Lab Manual:
Quick Lab 26, 483
Exp Lab 44, 154
Text References :
1.h
Unit 1, Lesson 4
SE pp 40-41 TE pp.58-71
Unit 1, Think Science
SE pp 52-53 TE pp 72-73
xi
Grade 7 Life Science Curriculum
2012
Unit 3, Think Science
SE pp 204-205 TE pp 276-277
Digital Path: TS697012
Lab Manual: Quick Lab p
57,304,487,570,595
STEM: p. 174
Text References :
1.i
Unit 1 , Lesson 4
SE pp 40-51 TE 58-71
Unit 3, Think Science
SE pp 204-205 TE pp 276-277
Digital Path: TS697012
Lab Manual:
QuickLab :p. 57, 304, 308, 438, 501, 509
Exp Lab: p. 513
STEM: p. 174
Text References ;
1.j
Unit 1.Lesson 2
SE pp 14-23 TE pp 28-40
Unit 1, Lesson 3
SE pp 24-39 TE pp 42-57
Unit 1, Lesson 5
SE pp 54-63 TE pp 74-86
Unit 2, STEM Feature
SE pp 132-135 TE 178-181
Unit 5, STEM Feature
SE pp 382-385 TE pp 498-501
Unit 7 , STEM Feature
SE pp 528-531 TE pp 678-681
xii
Grade 7 Life Science Curriculum
2012
Digital Path: TS667250, TS677013,
TS667270
Lab Manual References:
Quick Lab: p. 120, 509, 570, 59
Text References:
LS2.b
Unit 2, Lesson 3
SE pp 94-105 TE pp 134-147
Digital Path: TS663160
Lab References:
Quick Lab: p. 109
Exp: p. 87
Test References : 2.c
Unit 2 , Lesson 1
SE: pp. 74-83 TE pp 106-118
Digital Path: TS663070
Text References: 2.d
Unit 2, Lesson 5
SE pp 120- 131 TE pp164-170
Unit 3, Lesson 1
SE pp 160-169 TE pp 218-230
Unit 3, Lesson 2
SE pp 170-179 TE pp 232-244
Unit 3 Lesson 3
SE pp 182-191 TE pp 248-260
Unit 5 Lesson 1
SE pp 326-339 TE pp 434- 448
Unit 5 Lesson 2
SE pp340-353 TE pp 450-464
xiii
Grade 7 Life Science Curriculum
2012
Unit 5 Lesson 4
SE pp 368-381 TE pp 482-496
Digital Path: TS663120, TS673240,
TS673230, TS673220, TS673065, TS3068,
TS663364
Lab Manual:
Quick Lab: p. 185, 193
Exp Lab: p. 197
Activities and Documents
Breathing Lab Protocol
Breathing Lab Teacher Prep
Heart Rate
Heart Rate Protocol
Heart Rate Teacher Prep
Scenarios Experimental Design
Scientific Method Boxes
Lets Measure and Observe – Cookie Lab
How to Write a Formal Lab Report
Measurement Stations
Measuring Tools Notes
Metric Prefix Flashcards
Metric and Me
Quantitative Observation
Quick Review
Senses Protocol
Senses Protocol Teacher Preparation
Skills Practice 1-10
Leaf Project – Rubrics
Lab Safety Quiz T/F
Lab Safety Quiz Essay
Temperature and Measurement Lab/Student
Concept circle template
Fact or Opinion Lesson Idea
Framing Implementation 1 & 2
xiv
Grade 7 Life Science Curriculum
2012
Process
Microscope Power Point
Scientists and Their Tools
Scientific Method
Measuring Stations
How to Write a Formal Lab Report
Project Board design
Experimental Design Practice
Identifying the design of an Experiment
Measurement
Metric Scavenger Hunt
Using the Scientific Method
FLIPCHARTS:
Introduction & Safety
Scientific Method
Scanned Documents
Design Detective
Gummy Worm Activity
Measurement Quiz
Measurement Length
Metric Scavenger Hunt
Metric System Quiz
More Measurement
Analyzing, Recording and Organizing Data
Temperature and Volume
Scientific Method (1 & 2)
Identifying the design of an Experiment (1-3)
Experimental Design Practice (1 & 2)
Graphic Organizers:
Using KWL (1-3)
Compare/Contrast Chart (Venn)
xv
Grade 7 Life Science Curriculum
2012
Idea Gram
Essential/Non-Essential Characteristics
Lined Venn Diagram
Assessment Rubric
Compare/Contrast Essay Ideas
3 Circle-Venn Blank
2009 Released Test
SOL Released Tests
--------------------------------------------------------VIDEOS/AV
--------------------------------------------------------United Streaming Videos:
Mathematical Eye: Measurement
Time 20:29
Scientific Method & Measurement
Time: 38:00
How Scientists Work
Lab Safety
Time 45:00
BrainPOP Clips with Online Activities:
Scientific Method:
Time 4:15
Science Projects:
Time 3:21
Microscopes:
xvi
Grade 7 Life Science Curriculum
2012
Time 3:48
Measuring Matter
Time 4:17
Metric Units
Time 3:23
Metric vs. Customary
Time 2:46
--------------------------------------------------------SPEAKERS/FIELDTRIPS
This site is the Visiting Scientist Program.
They will provide in-school presentations:
www.vsrn.org
Research Scientist
Science Museum of Western Virginia
www.smwv.org
LITERATURE AND WEB LINKS
http://www.phschool.com/atschool/virginia/sci
ence_explorer/life_science/Teacher_Area/VA_
SXLS_T_BK_index.html
xvii
Grade 7 Life Science Curriculum
2012
The student will investigate and understand that all living things are composed of cells. Key concepts include
 cell structure and organelles;
 similarities and differences between plant and animal cells;
 development of cell theory; and
 cell division.
Understanding the Standard
This standard builds on the general concept in science standard 5.5 that states that living things are made of cells. The
emphasis here is on the concept that cells are the unit of structure and function of living things and on the concept of
subcellular components, or organelles, each with a particular structure and function. The historical contributions of
many scientists to the establishment of the cell theory are also important for students to understand. This standard also
introduces students to the concept of cell division. It is intended that students will actively develop scientific
investigation, reasoning, and logic skills, and the nature of science (LS.1) in the context of the key concepts presented
in this standard.
LS.2
The student will investigate and understand that all living things are composed of cells. Key concepts include
a) cell structure and organelles;
b) similarities and differences between plant and animal cells;
xviii
Grade 7 Life Science Curriculum
2012
c) development of cell theory; and
d) cell division.
Essential Understanding,
Knowledge, Processes, and Skills
Understanding Standard LS.2
The concepts developed in this standard
include the following:

The structure of a cell organelle is
suited to the function carried out by
that organelle. Division of labor within
a cell is essential to the overall
successful function of the cell.

Similarities and differences in plants
and animals are evident at the cellular
level. Plant and animal cells contain
some of the same organelles and some
that differ.


The original cell theory includes the
following components: all living things
are composed of cells; cells are the
smallest unit (structure) of living things
that can perform the processes
(functions) necessary for life; and
living cells come only from other
living cells. (Although it is appropriate
for students at this level to understand
the three points of the original cell
theory, an exploration of the revised
cell theory should be reserved for high
school Biology.)
The development of the original cell
theory can be attributed to the major
discoveries of many notable scientists.
The development of the cell theory has
In order to meet this standard, it is expected
that students will

distinguish among the following: cell
membrane, cytoplasm, nucleus, cell wall,
vacuole, mitochondrion, endoplasmic
reticulum, and chloroplast.

correlate the structures of cell organelles
with their functions.

compare and contrast examples of plant
and animal cells, using the light
microscope and images obtained from
other microscopes.

describe and sequence the major points
in the development of the cell theory.

identify the three components of the
original cell theory.

sequence the steps in the cell cycle,
including the phases of mitosis.

differentiate between the purpose of
mitosis and meiosis.

design an investigation from a testable
question related to animal and plant cells.
The investigation may be a complete
experimental design or may focus on
systematic observation, description,
measurement, and/or data collection and
analysis. An example of such a question
xix
Activities and Resources
Text References :
2.a
Unit 2 , Lesson 1
SE pp 4-83 TE 106-118
Unit 2, Lesson 3
SE pp 94-105 TE pp 134-147
Unit 4, Lesson 1
SE pp 252-261 TE pp 340-352
Unit 5, Lesson 3
SE pp 354-367 TE pp466-480
Digital Path: TS663070, TS663160,
TS673055, TS663354
Lab Manual:
QuickLab :p. 109, 112, 120, 166, 185
Activities
Edible Cell
Comparing a Cell to a Factory
A Magic Square of Cells
Analogy Station
Cell Organelles
Celabrate grade sheet
Celabrate checklist
Cell cartoon
Plant and Animal Cell Diagram
Microscope Quiz – Vocabulary
Parts Wanted – Cell Ad Writings
Plant and Animal Cells-microscope lab
Grade 7 Life Science Curriculum
been dependent upon improvements in
the microscope and microscopic
techniques throughout the last four
centuries.

Continuing advances in microscopes
and instrumentation have increased the
understanding of cell organelles and
their functions. Many of these
organelles can now be observed with a
microscope (light, electron).

Cells go through a life cycle known as
the cell cycle. The phases of the cell
cycle are interphase, mitosis, and
cytokinesis. (Although it is appropriate
for students at this level to learn to
recognize the stages of the cell cycle
and mitosis, an exploration of the
individual stages of meiosis may be
reserved for high school Biology.)

The purpose of mitosis is to produce
new cells for growth and repair that are
identical to the parent cell. The purpose
of meiosis is to produce reproductive
(sex) cells that carry half the genetic
material of the parent.
2012
is: “Do onion cells vary in shape or
structure depending on where they are
found in the plant?”
Cell Transport Frame
Diffusion or Osmosis
Diffusion Snowflakes
Gelatin Diffusion Lab/ Key
Egg - Speriment
Eggs and Osmosis
Notes Cell for Transport & Activity
Notes Cell for Transport & Activity Teacher
Osmosis
Osmosis Jones Plot/worksheet 2/PDF File
Diffusion Power point
Transport 3
Gelatin Cell
Virtual cell (1-3)
Iodine Starch Test & Teacher
Microscope, Notes, Parts & Word Bank
Cell Division Foldable
Cell Division Homework
Cell Division Notes and Key
Cell Cycle
Mitosis Power-points
Mitosis Notes & Key
Mitosis New
Observations of the Cell Cycle
Stomate Lab
Alive & Teacher Alive
Spontaneous Generation Power Point
Survival in the Desert
Differentiated Class Cell Projects Power-point
Differentiated Class Cell Projects Grade Sheet:
Movies/United Streaming
Biology: The Science of Life: Living Cell (15:13)
Cell Division (19:00)
Cells, the Basic Units of Life (23:00)
Understanding Cells (40:04)
Basics of Biology, The How Living Things are
Structured (11:22)
INSPIRE FLIPCHARTS:
xx
Grade 7 Life Science Curriculum
2012
Cells Chapter 2 Review
Chapter 2 Cells
Copy of Cell Transport Frame
Microscopes
Mitosis Frame & Key
Scanned Documents
Needs of Living Things
Cell Cycle
Mitosis New
Cell Membrane & Cell Membrane Structure 9
Diffusion Animated
Osmosis
Protein Carriers 1 & 2
Cell Drawings
Plant & Animal Cell Diagram
Size of Cells
The Green Machine (1-3)
Eggs and Osmosis (1&2)
Micro-Dairy (1-4)
BrainPOP Clips with Online Activities:
Cells
Time 3:16
Cell Structure
Time 2:13
Cell Specialization
Time 2:01
Mitosis
Time 2:09
Asexual Reproduction
Time 2:59
SPEAKERS/ FIELD TRIPS
xxi
Grade 7 Life Science Curriculum
2012
Cell Biologist
Dermatologist
Oncologist
LITERATURE AND WEB LINKS
http://www.cellsalive.com/index.htm
http://www.biologu.arizona.edu /cell-bio/cellbio.html (do not break URL)
http://web.jjay.cuny.edu/~acarpi/NSC/13cells.htm
http://biotechadventure.okstate.edu
/low/basics/p://regentsprep.org/Regents/math/
math-topic.cfm?TopicCode=data (do not break
URL)
http://www.phschool.com/atschool/virginia/
science_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html (do not break
URL)
http://learn.genetics.utah.edu/content/begin/cells/
xxii
Grade 7 Life Science Curriculum
2012
Standard LS.3
The student will investigate and understand that living things show patterns of cellular organization. Key concepts include
 cells, tissues, organs, and systems; and
 patterns of cellular organization and their relationship to life processes in living things.
Understanding the Standard
This standard emphasizes the fact that among living organisms, there is a universality of the functions that maintain
life. This standard continues to build upon students’ knowledge of these functions and introduces students to the
process of cellular transport. With the exception of the structures associated with plant reproduction, which are
highlighted in 4.4, this is the students’ introduction to the specific structures of plants and animals that enable them to
perform life functions. Students are introduced to the concepts of unicellular and multicellular organisms and division
of labor. This standard is not intended to require student understanding of the details of human body systems. It is
intended that students will actively develop scientific investigation, reasoning, and logic skills, and the nature of
science (LS.1) in the context of the key concepts presented in this standard.
xxiii
Grade 7 Life Science Curriculum
LS.3
2012
The student will investigate and understand that living things show patterns of cellular organization. Key concepts include
 cells, tissues, organs, and systems; and
 patterns of cellular organization and their relationship to life processes in living things.
Essential Understanding,
Knowledge, Processes, and
Skills
Understanding Standard LS.3
The concepts developed in this standard
include the following:





Cells that have the same function group
together to form tissues. Tissues that
have the same function group together
to form organs. Organs with similar
functions group to work together in an
organ system.
Unicellular organisms are made of only
one cell. Multicellular organisms are
made of many cells.
Multicellular organisms exhibit a
hierarchy of cellular organization. They
are complex in that there is a division of
labor among the levels of this hierarchy
for carrying out necessary life
processes.
In order to meet this standard, it is
expected that students will

explain the relationship among
cells, tissue, organs, and organ
systems.

differentiate between unicellular
organisms and multicellular
organisms and name common
examples of each.

compare and contrast how
unicellular and multicellular
organisms perform various life
functions. This includes the
application of knowledge about
systems in organisms.

explain the role that each life
function serves for an organism:
ingestion, digestion and removal
of waste, stimulus response,
growth and repair, gas exchange,
and reproduction.
Cells perform numerous functions and
processes including cellular respiration,
waste breakdown and removal, growth
and division, and cellular transport.
Osmosis is the passive transport of
water molecules across a cell
membrane. Diffusion is the passive
transport of substances other than water
across a cell membrane. Cell


explain that there is a specific
range or continuum of conditions
that will meet the needs of
organisms.
model how materials move into
xxiv
Activities and Resources
Text References
3.a
Unit 2
Lesson 4
SE pp 108-119 TE pp150-163
Digital Path: TS663014
Lab Manual:
Quick Lab: p. 120, 128
Exp Lab: p. 132
Text References
3.b
Unit 2
Lesson 4
SE pp 108-119 TE pp150-163
Unit 2 Lesson 5
SE pp 120-131 TE pp 164-177
Digital Path: TS663014, TS663120
Activities
CTOOO
Project Grade Sheet
Human Organ Systems
Human Organ Systems Projects
Grade 7 Life Science Curriculum
2012
membranes are selectively permeable to
various substances. (A discussion of
facilitated diffusion, tonicity, and active
transport should be reserved for high
school Biology.)


and out of cells in the processes of
osmosis, diffusion, and selective
permeability. This includes
creating and interpreting threedimensional models and/or
illustrations demonstrating the
processes involved. Students
should be able to analyze the
components of these models and
diagrams and communicate their
observations and conclusions.
Living things carry out life processes
including ingestion, digestion and
removal of waste, stimulus response,
growth and repair, gas exchange, and
reproduction.
Numerous factors can strongly
influence the life processes of
organisms.


LOO
Systems
Organization of Complex Organisms Power-point
Tissue Organ Systems
Life Processes of Living Things
Needs of Living Things Power-point
create plausible hypotheses about
the effects that changes in
available materials might have on
particular life processes in plants
and in animals.
MOVIES & UNITED STREAMING:
conduct basic investigations
related to understanding cellular
organization, with emphasis on
observations of cells and tissue.
This investigation should focus on
the skills developed in LS.1.
Scanned Documents
Basics of Biology: How Living Things are Structured
(11:22)
Difftypesofcells3
Systems
Tissue Organ Systems
BrainPOP clips and Online Activities
Diffusion
Time 3:10
Active Transport
Time3:04
Passive Transport
Time 3:03
xxv
Grade 7 Life Science Curriculum
2012
SPEAKERS/ FIELD TRIPS
Various Physicians
Nutritionist
Physical Therapist
Science Museum of Western Virginia
www.smwv.org
Eye to Eye
Life Science/Biology: A look into the structure and
function of that most awesome organ, the eye.
Students dissect a cow eye, relate this structure to the
structure of the human eye, and discuss the functions
of parts of the eye.
SOLs: LS.1, LS.3
LITERATURE AND WEB LINKS
http://www.bbc.co.uk/schools/gcsebitesize/science/ad
d_aqa/cells/cells3.shtml
http://www.phschool.com/atschool/
virginia/science_explorer/life_science
/Teacher_Area/VA_SXLS_T_BK_index.html (do not
break URL)
xxvi
Grade 7 Life Science Curriculum
2012
Standard LS.4
The student will investigate and understand how organisms can be classified. Key concepts include
 the distinguishing characteristics of domains of organisms;
 the distinguishing characteristics of kingdoms of organisms;
 the distinguishing characteristics of major animal phyla and plant divisions; and
 the characteristics that define a species.
Understanding the Standard
Classifying and grouping is a key inquiry skill, as described in the K–12 “Investigate and Understand” section of the
Introduction to the Science Standards of Learning. Classifying is an important skill in the K–6 “Scientific
Investigation, Reasoning and Logic” strand. The use of a classification key is introduced in 5.1.
This standard focuses on students practicing classification skills within a hierarchical biological classification system.
This is accomplished by analyzing similarities and differences between the structures and functions of organisms.
Students should understand that scientists use classification as a tool to organize information about organisms and to
gain information about related organisms. This standard does not require a detailed survey of each domain, kingdom
or phylum, but rather a general overview of how organisms are grouped and a focus on a few key groups. It is
intended that students will actively develop scientific investigation, reasoning, and logic skills, and the nature of
science (LS.1) in the context of the key concepts presented in this standard.
xxvii
Grade 7 Life Science Curriculum
LS.4
2012
The student will investigate and understand how organisms can be classified. Key concepts include
a) the distinguishing characteristics of domains of organisms;
b) the distinguishing characteristics of kingdoms of organisms;
c) the distinguishing characteristics of major animal phyla and plant divisions; and
d) the characteristics that define a species.
Understanding Standard LS.4
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will

Information about physical features and
activities is arranged in a hierarchy of
increasing specificity. The levels in the
accepted hierarchy include domain,
kingdom, phylum, class, order, family,
genus and species.

classify organisms based on a
comparison of key physical features and
activities.

arrange organisms in a hierarchy
according to similarities and differences
in features.

Current classification systems now
generally recognize the categorization
of organisms into three domains,
Archaea, Bacteria and Eukarya.


As living things are constantly being
investigated, new attributes (physical
and chemical) are revealed that affect
how organisms are placed in a standard
classification system. This system is the
basis for scientific binomial
nomenclature.
categorize examples of organisms as
representative of the three domains
(Archaea, Bacteria and Eukarya) and
recognize that the number of domains is
subject to change as new data are
collected.

categorize examples of organisms as
representative of the kingdoms and
recognize that the number of kingdoms
is subject to change as new data are
collected.

recognize examples of major animal
phyla.

recognize examples of major plant
divisions.

recognize scientific names as part of a

Any grouping of organisms into
domains or kingdoms is based on
several factors, including the presence
or absence of cellular structures, such as
the nucleus, mitochondria, or a cell
wall; whether the organisms exist as
single cells or are multicellular; and
xxviii
4Activities and Resources
Text References
4.a
Unit 4 Lesson 5
SE pp 300-315 TE pp 400-415
Unit 5 Lesson 1
SE pp 326-339 TE pp 434-448
Digital Path: TS663325, TS663065
Text References
4.b
Unit 4
Lesson 5
SE pp 300-315 TE pp400-415
Unit 5 Lesson 2
SE pp 340-353 TE pp 450-464
Unit 5 Lesson 3
SE pp 354-367 TE pp 466-480
Unit 5 Lesson 5
SE pp 386-397 TE pp 502- 515
Digital Path: TS663325, TS673068,
TS663354, TS3424
Text References
4.c
Unit 5
Lesson 3
SE pp 354-367 TE pp 466-480
Grade 7 Life Science Curriculum
how the organisms get their food. For
example, simple, single-celled
organisms that are able to survive in
extreme environments are believed to
be fundamentally different from other
organisms and may be classified in their
own domain (Archaea). Four different
kingdoms of the Eukarya domain of
organisms are generally recognized by
scientists today (Protista, Fungi, Plants,
and Animals).

2012
binomial nomenclature.
.
Text References
4.d
Unit 4 Lesson 5
SE pp 300-315 TE pp 400-415
Unit 6 Lesson 1
SE pp422-433 TE pp 546-559
Digital Path: TS66325, TS663092
Some important animal groups (phyla)
are the cnidarians, mollusks, annelids,
arthropods, echinoderms, and
chordates.

Four important plant groups (divisions)
are the mosses, ferns, conifers, and
flowering plants.

A group of similar-looking organisms
that can interbreed under natural
conditions and produce offspring that
are capable of reproduction defines a
species.
Unit 5 Lesson 5
SE pp 386-397 TE pp 502-515
Digital Path: TS663354, TS663424
Activities
Animal Kingdom Power Point
Chapters 10-13 Puzzles
Astromeria Lilly Dissection Lab
Black Plague & Information
Chapter 6 Notes
Classification Power Point
Flower Anatomy
Flower Lab
Plant Quiz
Salad Bar Information & Lab
Scavenger Hunt
The Six Kingdoms Intro
6 Kingdoms
How do Fungi Know the difference
Kingdom Work
Name 6 Kingdoms Power Point
Name That Kingdom
Notes Key for Living Things
MOVIES & UNITED STREAMING:
Body Stories Germs
Body Stories The Flu
xxix
Grade 7 Life Science Curriculum
2012
Basics of Biology: The Kingdom of Plants
(17:48)
Biology: The Science of Life: The World of Plants
(20:00)
Biology: The Science of Life: The World of
Animals (20:00)
Biology: The Science of Life: The World of
Living Things (15:00)
Natural Phenomena: Trees: The Oldest and
Biggest Living Things (15:45)
Bacteria: Friends or Enemies? (20:00)
Simply Science: Kingdoms (27:14)
Those Amazing Arthropods (14:54)
Basics of Biology: How Living Things are
Classified (20:07)
Scanned Documents
Animal Kingdom Organizer
Animal Kingdom Project 1 – 5
Classification
Animal Kingdom Organizer
Tree Identification Lab (1 & 2)
BrainPOP Clips and Online Activities:
Classification
Time: 5:06
Six Kingdoms
Time: 4:27
Bacteria
Time: 4:25
Protists
xxx
Grade 7 Life Science Curriculum
2012
Time: 1:57
Protozoa
Time: 3:02
Fungi
Time: 4:54
Seed Plants
Time: 4:24
Seedless Plants
Time: 4:33
Carnivorous Plants
Time: 3:34
Sponges
Time: 2:11
Cnidarians
Time: 2: 50
Mollusks
Time: 2:22
Amphibians
Time: 2:13
Reptiles
Time: 2:33
Fish
Time: 2:26
Birds
Time: 2:16
Mammals
Time: 2:03
SPEAKERS / FIELD TRIPS
xxxi
Grade 7 Life Science Curriculum
2012
Veterinarian
Horticulturist
Microbiologist
Infection Control Officer
Virologist
Health Department
Wildlife Biologist
Zoologist
Forestry Department
Oceanographer
LITERATURE AND WEB LINKS
http://www.phschool.com/atschool/virginia/sc
ience_explorer/life_science/Teacher_Area/V
A_SXLS_T_BK_index.html
http://wneo.org/WebQuests/TeacherWebQues
t/organisms/organism.htm
http://www.pbs.org/wgbh/nova/nature/classif
ying-life.html
http://www.funsci.com/fun3_en/protists/exhib
ition.htm#monera
http://www.microscopyuk.org.uk/mag/wimsmall/x_smal1.html
http://webpages.shepherd.edu/ASHING01/Ge
rm%20Webquest.htm
xxxii
Grade 7 Life Science Curriculum
2012
Drop of Water: A Book of Science and
Wonder – W. Switchzoo.com
http://pick4.pick.uga.edu/mp/20q?guide=Sala
manders
http://www.microbeworld.org/home.htm.
http://www.microscopyuk.org.uk/ponddip/ind
ex.html
YA Novels:
California Blue
Jackie’s Wild Seattle
Kokopelli’s Flute
The Maze
Julie and the Wolves
Yearling
The Case of the Missing Cutthroats: An
Ecological Mystery
Paddle-to-the-Sea
Hoot
Something Old Something New
Changes in Latitudes
The Music of the Dolphins
xxxiii
Grade 7 Life Science Curriculum
2012
Standard LS.5
The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to
plant and animal life. Key concepts include
 energy transfer between sunlight and chlorophyll;
 transformation of water and carbon dioxide into sugar and oxygen; and
 photosynthesis as the foundation of virtually all food webs.
Understanding the Standard
Students learn in 4.4 that photosynthesis is a basic life process of plants requiring chlorophyll and carbon dioxide.
This standard pulls these ideas together to demonstrate the complexity and importance of photosynthesis. Energy
enters food webs through photosynthesis and is then transferred throughout the food web. It is crucial that students
understand the importance of plants (and other photosynthesizing organisms) in this role of providing energy to all
other living things. It is intended that students will actively develop scientific investigation, reasoning, and logic
skills, and the nature of science (LS.1) in the context of the key concepts presented in this standard.
xxxiv
Grade 7 Life Science Curriculum
LS.5
2012
The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to
plant and animal life. Key concepts include
a) energy transfer between sunlight and chlorophyll;
b) transformation of water and carbon dioxide into sugar and oxygen; and
c) photosynthesis as the foundation of virtually all food webs.
Essential Understanding,
Knowledge, Processes, and
Skills
Understanding Standard
LS.5
The concepts developed in this
standard include the following:

Chlorophyll is a chemical in
chloroplasts that can absorb or
trap light energy.

Photosynthesis is the necessary
life process that transforms light
energy into chemical energy. It
involves a series of chemical
reactions in which the light energy
is used to change raw materials
(carbon dioxide and water) into
products (sugar and oxygen). The
energy is stored in the chemical
bonds of the glucose (sugar)
molecules.

Plants perform cellular respiration
as well as photosynthesis.

Plants convert the sugars they
produce into other raw materials
that are used by plants and
animals for growth, repair, and
energy needs.
In order to meet this standard, it is
expected that students will
Activities and Resources

describe the process of
photosynthesis in terms of raw
materials and products
generated.

identify and describe the
cellular organelles involved in
the process of photosynthesis.

explain how organisms utilize
the energy stored from the
products of photosynthesis.
Text References
5.a
Unit 2
Lesson 3
SE pp 94-105 TE pp 134-147
Unit 2 Lesson 5
SE pp 120-131 TE pp 164-177
Unit 2
Lesson 6
SE pp 136-147 TE pp 182-195
Unit 5 Lesson 3
SE pp 354- 367 TE pp 466-480
Unit 5 Lesson 4
SE pp 368-381 TE pp 482-496

compare and contrast the
processes of photosynthesis and
cellular respiration.
Digital Path: TS663161, TS663120, TS693070,
TS663354, TS663364

relate the importance of
photosynthesis to the role of
producers as the foundation of
food webs.

design an investigation from a
testable question related to
photosynthesis. The
xxxv
Text References
5.b
Unit 2
Lesson 3
SE pp 94-105 TE pp 134-147
Unit 2 Lesson 5
SE pp 120-131 TE pp 164-177
Unit 2
Lesson 6
Grade 7 Life Science Curriculum

Energy is a basic need of all living
things. Photosynthesizing
organisms obtain their energy
from the sun and are often called
producers because of their ability
to produce glucose (sugar).
2012
investigation may be a complete
experimental design or may
focus on systematic observation,
description, measurement,
and/or data collection and
analysis.
Photosynthesizing organisms are
the foundation of virtually all food
webs.
SE pp 136-147 TE pp 182-195
Unit 5 Lesson 4
SE pp 368-381 TE pp 482-496
Digital Path: TS663160, TS663120, TS693070,
TS663364
Lab Manual:
STEM: p. 174
Text References
5.c
Unit 2
Lesson 6
SE pp 136-147 TE pp 182-195
Unit 6 Lesson 2
SE pp 436-447 TE pp 562-575
Digital Path: TS663330, TS693070
Field Lab: p. 469
Activities
Evidence for Respiration & Photosynthesis
Photosynthesis Flash Cards
Photosynthesis vs Respiration
Life Processes of Living Things
Needs of Living Things Power-point
What’s For Dinner? Project Wild 96
Sunlight and Shades of Green Project Learning Tree 137
xxxvi
Grade 7 Life Science Curriculum
2012
MOVIES & UNITED STREAMING:
The Flow of Matter & Energy in the Living World:
Photosynthesis & Cellular Respiration (15:00)
World of Plants: Photo (13:27)
The Carbon Cycle (11:07)
Food Chains and Webs (21:43)
The Nitrogen Cycle (14:04)
The Water Cycle (10:26)
Scanned Documents
Photosynthesis Flash Cards
Mobius Strip for Photosynthesis & Respiration
Vore-acious Eaters (1-4)
BrainPOP Clips and Online Activities
Photosynthesis
Time 2:01
Cellular Respiration
Time 3:20
SPEAKERS / FIELD TRIPS
Zoologist
xxxvii
Grade 7 Life Science Curriculum
2012
Botanist
LITERATURE AND WEB LINKS
http://www.science-class.net/Biology/Photosynthesis.htm
http://questgarden.com/107/87/3/100803223505/index.htm
xxxviii
Grade 7 Life Science Curriculum
2012
Standard LS.6
The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving
components of the environment. Key concepts include
 the carbon, water, and nitrogen cycles;
 interactions resulting in a flow of energy and matter throughout the system;
 complex relationships within terrestrial, freshwater, and marine ecosystems; and
 energy flow in food webs and energy pyramids.
Understanding the Standard
This standard explores the application of the concept of interdependence between organisms and their physical
environment. This concept is covered thoroughly in the K–6 standards of the Living Systems strand. The K–6
standards include the concept of interdependence (2.5); relationships in aquatic and terrestrial food chains, trophic
levels, food webs, food pyramids, and cycles (3.5 and 4.5); and interactions between the living and nonliving
components of an ecosystem (4.5). Terminology used in previous standards includes producer, consumer,
decomposer, herbivore, omnivore, carnivore (3.5), and niche (4.5). It is intended that students will actively develop
scientific investigation, reasoning, and logic skills, and the nature of science (LS.1) in the context of the key concepts
presented in this standard.
xxxix
Grade 7 Life Science Curriculum
LS.6
2012
The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving
components of the environment. Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter throughout the system;
c) complex relationships within terrestrial, freshwater, and marine ecosystems; and
d) energy flow in food webs and energy pyramids.
Understanding Standard
LS.6
Essential Understanding, Knowledge,
Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will





Many important elements and
compounds cycle through the living
and nonliving components of the
environment as a chain of events that
continuously repeats.

Materials are recycled and made
available through the action of
decomposers.

In order to understand how an
ecosystem functions, one must
understand the concept of a system
and be able to envision models of
systems.
To analyze the interactions resulting
in a flow of energy and matter
throughout the ecosystem, one must
identify the elements of the system
and interpret how energy and matter
are used by each organism.
Energy enters an ecosystem through
the process of photosynthesis and is
passed through the system as one
differentiate among key processes in the
water, carbon, and nitrogen cycles and
relate how organisms, from bacteria and
fungi to third-order consumers, function
in these cycles.
observe and identify common organisms
in ecosystems and collect, record, and
chart data concerning the interactions of
these organisms (from observations and
print and electronic resources).

classify organisms found in local
ecosystems as producers or first-,
second-, or third-order consumers.
Design and construct models of food
webs with these organisms.

observe local ecosystems and identify,
measure, and classify the living and
nonliving components.

identify examples of interdependence in
terrestrial, freshwater, and marine
ecosystems.

determine the relationship between a
xl
Activities and Resources
Text References
6.a
Unit 7
Lesson 3
SE pp 506-517 TE pp 650-663
Digital Path: TS663082
Lab Manual:
Quick Lab: p.554
Text References
6.b
Unit 4
Lesson 1
SE pp 252-261 TE pp 340-352
Unit 6 Lesson 1
SE pp 422-433 TE pp 546-559
Unit 6
Lesson 2
SE pp 436-447 TE pp 562-575
Unit 7 Lesson 3
SE pp 506-517 TE pp 650-663
Digital Path: TS6673055, TS693092,
TS6973330, TS693082
Lab Manual:
Quick Lab: p. 550
Field Lab: p. 469
Grade 7 Life Science Curriculum
organism eats and is, in turn, eaten.
This energy flow can be modeled
through relationships expressed in
food webs.

The amount of energy available to
each successive trophic level
(producer, first-order consumer,
second-order consumer, third-order
consumer) decreases. This can be
modeled through an energy pyramid,
in which the producers provide the
broad base that supports the other
interactions in the system.
2012
population’s position in a food web and
its size.

apply the concepts of food chains, food
webs, and energy pyramids to analyze
how energy and matter flow through an
ecosystem.

design an investigation from a testable
question related to food webs. The
investigation may be a complete
experimental design or may focus on
systematic observation, description,
measurement, and/or data collection and
analysis.

analyze and critique the experimental
design of basic investigations related to
food webs.
Text References
6.c
Unit 6 Lesson 2
SE pp 436-447 TE pp 562-575
Unit 7 Lesson 1
SE pp 480-491 TE pp 620-633
Unit 7 Lesson 2
SE pp 492-503 TE pp 634-647
Unit 7 Lesson 3
SE pp 506-517 TE pp 650-663
Digital Path: TS673330, TS661815,
TS661818, TS693082
Lab Manual
Exp Lab: p. 491
Text References
6.d
Unit 6
Lesson 2
SE pp 436-447 TE pp 562-575
Unit 7 Lesson 3
SE pp 506-517 TE pp 650-663
Unit 2
Lesson 6
SE pp 136-147 TE pp 182-195
Unit 7
STEM Feature
SE pp 528-531 TE pp 678-681
Digital Path: TS663330, TS693082
Lab Manual:
Field Lab: p. 469
Quick Lab: p. 550
Activities
xli
Grade 7 Life Science Curriculum
2012
Biome Books
Chapter 22 What’s a Crowd Project
Chapter 23 Internet Activity
Ecosystems 7 Biomes PDF
The Lorax Questions
Chapter 22 Crossword Puzzle/Key
Chapter 23 Crossword Puzzle/Key
Chapter 24 Crossword Puzzle/Key
Environmental Scrapbook & Rubrics
Blank Organization Chart
Ecosystems
Sunflower Picture
Trees in Trouble Part B Project Learning Tree
Oh Deer Project Wild 36
Incredible Journey Project Wild 161
Move Over Rover Project Wild 144
Microtel Treasure Hunt Project Wild 82
Urban Nature Search Project Wild 70
Echo–enrichers Project Wild 102
Water Wonders Project Learning Tree 143
MOVIES & UNITED STREAMING:
The Lorax
INSPIRE FLIPCHARTS:
Biomes
Ecology Review
Biomes of the World
Ecosystems
From Pond to Forest
xlii
Grade 7 Life Science Curriculum
2012
Listen to the Lorax
Chapter 22 Project
Environmental
Scanned Documents
Dig This (1-2)
En-Deering Ups and Downs (1-3)
Census Takers (AIMS) (1 & 2)
At Home in the Biome (1-6)
Biome Project (1- 4)
Ecology
Introduction to Populations (1-2)
Oceanic Food Chain (1-7)
BrainPOP Clips and Online Activities
Food Chains
Time 3:19
Carbon Cycle
Time 2:32
Nitrogen Cycle
Time 4:19
Oxygen Cycle
Time 3:35
______________________________
xliii
Grade 7 Life Science Curriculum
2012
SPEAKERS/ FIELD TRIPS
_______________________________
Horticulturist
___________________________________
LITERATURE AND WEB LINKS
___________________________________
http://photoscience.la.asu.edu/photosyn/
education/learn.html (DO NOT BREAK url)
6.a, b PowerPoint Presentation-Cyber
Exchange
www.//208.183.128.3/ce/ppt6-12.htm
http://www.phschool.com/atschool/virginia/
science_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html
(DO NOT BREAK url)
xliv
Grade 7 Life Science Curriculum
2012
Standard LS.7
The student will investigate and understand that interactions exist among members of a population. Key concepts include
 competition, cooperation, social hierarchy, territorial imperative; and
 influence of behavior on a population.
Understanding the Standard
This standard applies the concept that each organism exists as a member of a population and interacts with other
members of that population in a variety of ways. The term population is introduced in standard 3.6 (“Living Systems”
strand). Individuals of a population demonstrate various behavioral adaptations (competition, cooperation,
establishment of a social hierarchy, territorial imperative), which allow the population to survive. It is intended that
students will actively develop scientific investigation, reasoning, and logic skills, and the nature of science (LS.1) in
the context of the key concepts presented in this standard.
ii
Grade 7 Life Science Curriculum
LS.7
The student will investigate and understand that interactions exist among members of a population. Key concepts include
a) competition, cooperation, social hierarchy, territorial imperative; and
b) influence of behavior on a population.
Understanding Standard LS.7
The concepts developed in this standard
include the following:

2012
Individual members of a population
interact with each other. These
interactions include competing with
each other for basic resources, mates,
territory, and cooperating with each
other to meet basic needs.

The establishment of a social order in
a population may ensure that labor and
resources are adequately shared.

The establishment of a territory
ensures that members of a population
have adequate habitat to provide for
basic resources.

Individual behaviors and group
behaviors can influence a population.

Animals exhibit needs for food, water,
gases, shelter and space for which they
compete. These needs may often be
met in a range of conditions. Too
much may be as harmful as too little
(e.g., too much food or too little
water).
Essential Understanding,
Knowledge, Processes, and Skills
In order to meet this standard, it is expected
that students will

differentiate between the needs of the
individual and the needs of a
population.

interpret, analyze, and evaluate data
from systematic studies and
experiments concerning the
interactions among members of a
population.



determine the relationship between a
population’s position in a food web
and the types of interactions seen
among the individuals of the
population.
observe and identify populations in
ecosystems and collect, record, chart,
and interpret data concerning the
interactions of these organisms (from
observations and print and electronic
resources).
categorize behaviors as examples of
competition, cooperation, social
hierarchy, or territorial imperative.
Activities and Resources
Text References
7.a
Unit 5
Lesson 6
SE pp 398-409 TE pp 516-529
Unit 6 Lesson 3
SE pp 448-459 TE pp 576-589
Unit 6
Lesson 4
SE pp 460-469 TE pp 590-602
Digital Path: TS663436, TS673352,
TS673340
Text References
7.b
Unit 5
Lesson 6
SE pp 398-409 TE pp 516-529
Unit 6 Lesson 3
SE pp 448-459 TE pp 576-58
Unit 6
Lesson 4
SE pp 460-469 TE pp 590-602
Digital Path: TS663436, TS673352,
TS673340
Activities
Carrying Capacity Project Wild 40
How Many Bears Can Live in the Forest Project
iii
Grade 7 Life Science Curriculum
2012
Wild 23
Scanned Documents
Population Density
BrainPOP Clips and Online Activities
Honeybees
Time 3:04
Ants
Time 3:21
SPEAKERS / FIELD TRIPS
Meteorologist/Geologist
Ecologist
Dept. of Game an Inland Fisheries
Soil Conservation
Science Museum of Western Virginia
www.smwv.org
Live Animals Gallery
Our Hard-bottom Reef Tank exhibit recreates a
unique habitat off the Mid Atlantic coast to
explore such concepts as camouflage and food
chains. The 750-gallon marine aquarium houses
a variety of species of fish native to the Atlantic
Coast, and includes an array
of life-like corals and sea
sponges to simulate the
fragile reef ecosystem of the
western Atlantic coast.
Live Animal Demonstrations with some of our
iv
Grade 7 Life Science Curriculum
2012
resident reptiles and amphibians are held every
Saturday at 1:30 and 3:30, and can be requested
on weekdays for school groups.
LITERATURE AND WEB LINKS
http://www.phschool.com/atschool/virginia/
science_explorer/life_science/Teacher_Area
/VA_SXLS_T_BK_index.html (no break in
URL)
Science Museum of Western Virginia
www.smwv.org
v
Grade 7 Life Science Curriculum
2012
Standard LS.8
The student will investigate and understand interactions among populations in a biological community. Key concepts include
 the relationships among producers, consumers, and decomposers in food webs;
 the relationship between predators and prey;
 competition and cooperation;
 symbiotic relationships; and
 niches.
Understanding the Standard
Life Science standard LS.8 applies the concept of interactions between populations of different species. This standard
extends the concepts of prior K–6 standards, including those concerning producers, consumers, and decomposers
(3.5); predator and prey (3.6); and niches (4.5). This standard introduces the concept of symbiosis and focuses on the
symbiotic relationship between parasite and host. It is intended that students will actively develop scientific
investigation, reasoning, and logic skills, and the nature of science (LS.1) in the context of the key concepts presented
in this standard.
vi
Grade 7 Life Science Curriculum
LS.8
2012
The student will investigate and understand interactions among populations in a biological community. Key concepts include
a) the relationships among producers, consumers, and decomposers in food webs;
b) the relationship between predators and prey;
c) competition and cooperation;
d) symbiotic relationships; and
e) niches.
Essential Understanding,
Knowledge, Processes, and
Skills
Understanding Standard LS.8
The concepts developed in this standard
include the following:

Organisms or populations that rely on
each other for basic needs form
interdependent communities.

Energy resources of a community are
shared through the interactions of
producers, consumers, and
decomposers.


The interaction between a consumer
that hunts for another consumer for
food is the predator-prey relationship.
In a community, populations interact
with other populations by exhibiting a
variety of behaviors that aid in the
survival of the population.
In order to meet this standard, it is
expected that students will
Activities and Resources
Text References
8.a
Unit 6
Lesson 2
SE pp 436-447 TE pp 562-575
Unit 7 Lesson 3
SE 506-517 TE pp 650-663

identify the populations of producers,
consumers, and decomposers and
describe the roles they play in their
communities.

interpret, analyze, and evaluate data
from systematic studies and
experiments concerning the
interactions of populations in an
ecosystem.
Digital Path: TS673330, TS693082
Lab Manual:
Quick Lab: p. 465, 550
Field Lab: p. 469

predict the effect of population
changes on the food web of a
community.

generate predictions based on
graphically represented data of
predator-prey populations.
Text References
8.b
Unit 5
Lesson 6
SE pp 398-409 TE pp 516-529
Unit 6 Lesson 4
SE pp 460-469 TE pp 590-602
vii
Grade 7 Life Science Curriculum

Organisms may exist as members of a
population; populations interact with
other populations in a community.

Populations of one species may
compete with populations of other
species for resources. Populations of
one species may also cooperate with
populations of other species for
resources.



A symbiotic relationship may exist
between two or more organisms of
different species when they live and
work together.
Symbiotic relationships include
mutualism (in which both organisms
benefit), commensalism (in which one
organism benefits and the other is
unaffected), and parasitism (in which
one organism benefits and the other is
harmed).
2012

generate predictions based on
graphically represented data of
competition and cooperation between
populations.

differentiate between the types of
symbiosis and explain examples of
each.

infer the niche of organisms from
their physical characteristics.

design an investigation from a
testable question related to
interactions among populations. The
investigation may be a complete
experimental design or may focus on
systematic observation, description,
measurement, and/or data collection
and analysis.
Each organism fills a specific role or
niche in its community.
Digital Path: TS663436, TS673340
Lab Manual:
Quick Lab: p. 142, 438, 487, 501
Exp Lab: p. 513
Text References
8.3
Unit 6
Lesson 3
SE pp 448-459 TE pp 576-589
Unit 6 Lesson 4
SE pp 460-469 TE pp 590-602
Digital Path: TS673352, TS673340
Lab Manual:
Quick Lab: p. 487
Text References
8.d
Unit 5
Lesson 2
SE pp 340-353 TE pp 450-464
Unit 6 Lesson 4
SE pp 460-469 TE pp 590-602
Digital Path: TS673068, TS673340
Lab Manual:
Quick Lab: p. 509
Text References
8.e
Unit 6 Lesson 1
SE pp 422-433 TE pp 546-559
Unit 2 Lesson 5
SE pp 120-131 TE pp 164-177
Digital Path: TS663161, TS663120,
viii
Grade 7 Life Science Curriculum
2012
TS693070, TS693092
Lab Manual:
Exp Lab: p. 312
Activities
Blue Ribbon Niche Project Wild Aquatic
Ecosystem Face Lift Project Wild 166
Habitat Lap Sit Project Wild 61
Eco – Enrichers Project Wild 102
Musk Ox Maneuver Project Wild 130
Hazardous Links Project Wild 326
Quick Frozen Critters Project Wild 122
Birds of Prey Project Wild 122
Which Niche? Project Wild 66
Who Fits Here? Project Wild 64
Web of Life Project Learning Tree 148
Dynamic Duos Project Learning Tree 79
MOVIES & UNITED STREAMING:
Tracking the Great White (25:00)
The Body Snatchers (52:00)
Night Stalker (28:00)
Oceans Alive: Life Together (5:00)
ix
Grade 7 Life Science Curriculum
2012
Science of the Sea: Communication in the Sea (15:00)
Science of the Sea: Living Together (15:00)
Scanned Documents
Good Buddy Activity Project Wild 91
BrainPOP clips and Online Activities
Ecosystems
Time 1:39
Population Growth
Time 2:27
Symbiosis
Time 3:29
SPEAKERS / FIELD TRIPS
Zoologist
Science Museum of Western Virginia
www.smwv.org
LITERATURE AND WEB LINKS
http://www.phschool.com/atschool/virginia/scien
ce_explorer/life_science/Teacher_Area/VA_SXL
S_T_BK_index.html (do not break URL)
(Elementary)
http://www.pbs.org/americanfieldguide/topics/ec
osystems/index.html
x
Grade 7 Life Science Curriculum
2012
http://www.pbs.org/americanfieldguide/topics/ec
osystems/index.html
Standard LS.9
xi
Grade 7 Life Science Curriculum
2012
The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts
include
 differences between ecosystems and biomes;
 characteristics of land, marine, and freshwater ecosystems; and
 adaptations that enable organisms to survive within a specific ecosystem.
Understanding the Standard
In standard LS.9, students explore the scheme of Earth as a group of living systems. Students are asked to distinguish
between ecosystems and biomes. The teacher should be aware that in previous standards, students have explored
environments as discrete units or have examined individual components. In standard 3.6 students are introduced to the
concept of water environments (pond, marshland, swamp, stream, river, and ocean) and land environments (desert,
grassland, rainforest, and forest). It is intended that students will actively develop scientific investigation, reasoning,
and logic skills, and the nature of science (LS.1) in the context of the key concepts presented in this standard.
LS.9
The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts
include
a) differences between ecosystems and biomes;
xii
Grade 7 Life Science Curriculum
2012
b) characteristics of land, marine, and freshwater ecosystems; and
c) adaptations that enable organisms to survive within a specific ecosystem.
Understanding Standard LS.9
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will

The living organisms within a specific
area and their physical environment
define an ecosystem.

Characteristics of land, marine, and
freshwater ecosystems vary with
respect to biotic and abiotic factors.

The major terrestrial ecosystems are
classified into units called biomes —
large regions characterized by certain
conditions, including a range of climate
and ecological communities adapted to
those conditions.


Organisms have specific structures,
functions, and behaviors that enable
them to survive the biotic and abiotic
conditions of the particular ecosystem
in which they live.
Organisms possess adaptations to both
biotic and abiotic factors in their
ecosystem that increase their chance of
survival.

differentiate between ecosystems and
biomes.

recognize and give examples of major
biomes: desert, forest, grassland, and
tundra.

compare and contrast the biotic and
abiotic characteristics of land, marine,
and freshwater ecosystems.

analyze and describe how specific
adaptations enable organisms to
survive in a particular ecosystem.

design an investigation from a testable
question related to how specific
adaptations of organisms allow them
to survive in the presence of the biotic
and abiotic factors in an ecosystem.
The investigation may be a complete
experimental design or may focus on
systematic observation, description,
measurement, and/or data collection
and analysis.
xiii
Activities and Resources
Text References
9.a
Unit 6 Lesson 2
SE pp 422-433 TE pp 546-559
Unit 7 Lesson 1
SE pp 480-491 TE pp 620-633
Digital Path: TS693092, TS661815,
Lab Manual:
Field Lab: p. 531
Text References
9.b
Unit 7
Lesson 1
SE pp 480-491 TE pp 620-633
Unit 7 Lesson 2
SE pp 492-503 TE pp 164-177
Digital Path: TS661815, TS661818
Lab Manual:
Quick Lab: p. 448
Field lab: p. 452, 531
Text References
9.c
Unit 6 Lesson 1
SE pp 422-433 TE pp 546-559
Unit 6 Lesson 3
SE pp 448-459 TE pp 576-589
Unit 7 Lesson 1
Grade 7 Life Science Curriculum
2012
SE pp 480-491 TE pp 620-633
Unit 7 Lesson 2
SE pp 492-503 TE pp 634-647
Digital Path: TS693092, TS673352,
TS661815, TS661818
Lab Manual:
Quick Lab: p. 293, 308, 501
Exp Lab: p. 312
Filed Lab: p. 452
Activities
Wetland Metaphors Project Wild Aquatic 39
Charting Diversity Project Learning Tree 27
Who Fits Here? Project Wild 64
Water Address Project Wild 122
Can It Be Real? Project Learning Tree 30
Hooks and Ladders Project Wild Aquatic 43
MOVIES & UNITED STREAMING:
Creature Features: Adaptations, All Part of a Whale,
Space For Everyone (5:00)
River Biome: Essential and Endangered (24:00)
Our Wonderful Wetlands (11:47)
Freshwater Wetlands: Water a Users Guide (10:00)
Coral Reefs: Vanishing Treasures (22:47)
Shoreline: Bay (10:00)
xiv
Grade 7 Life Science Curriculum
2012
Amazon, Land of the Flooded Forests (57:00)
Grassland Biomes: Essential and Endangered
(24:00)
American Deserts: Life in the Desert, Water in the
Desert, What is a Desert? (10:00)
Desert Struggle for Survival (23:19)
Temperate Deciduous Forest (24:00)
Biology of Water, Ocean Realm (21:11)
Biology The Science of Life; Ecosystems The Role
of
Abiotic Factors (15:00)
Struggling to Survive: Tropical Rainforest (27:00)
Scanned Documents
Biome Project
Ocean food Chain
At Home in the Biome (1-6)
BrainPOP Clips and Online Activities
Land Biomes
Time 2:43
Taiga
Time 2:39
Desert
xv
Grade 7 Life Science Curriculum
2012
Time 4:18
Tundra
Time 3:19
Tropical Rainforest
Time 3:00
Savanna
Time 2:27
Climate Types
Time 3:37
Oceans
Time 2:58
------------------------------------------------SPEAKERS / FIELD TRIPS
-----------------------------------------------Organic Farmer
Microbiologist
Science Museum of Western Virginia
www.smwv.org
-------------------------------------------------LITERATURE AND WEB LINKS
-------------------------------------------------http://www.phschool.com/atschool/virginia/sci
ence_explorer/life_science/Teacher_Area/VA_
SXLS_T_BK_index.html
http://www.cotf.edu/ete/modules/msese/earthsy
sflr/biomes.html
http://rrms-biomes.tripod.com/
xvi
Grade 7 Life Science Curriculum
2012
http://www.enchantedlearning.com/biomes/
xvii
Grade 7 Life Science Curriculum
2012
Standard LS.10
The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over
time, and respond to daily, seasonal, and long-term changes in their environment. Key concepts include
 phototropism, hibernation, and dormancy;
 factors that increase or decrease population size; and
 eutrophication, climate changes, and catastrophic disturbances.
Understanding the Standard
In standard LS.10, students apply the concept of change over time to several specific situations. As conditions change,
organisms, populations, communities, and ecosystems respond to those changes in order to survive. The key concepts
are given in a sequence from responses of individual organisms (phototropism, hibernation, and dormancy) to
responses of populations (factors that increase or decrease population size) to responses of communities or
ecosystems (eutrophication, climate change, and catastrophic disturbances).
The concepts of standard LS.10 focus on the theme of change. Living units respond in various ways to change. A key
concept is the understanding of the dynamic nature of living systems as they constantly respond to change. Change is
referenced several times in the K–6 standards. In the “Earth Patterns, Cycles, and Change” strand, the following
concepts are introduced: natural and human-made things may change over time (K.10); temperature, light, and
precipitation bring about changes (1.7); and weather and seasonal changes affect plants, animals, and their
surroundings (2.7). The “Life Processes” strand introduces the concept that plants (3.4) and animals (4.4) satisfy life
needs and respond to the environment. It is intended that students will actively develop scientific investigation,
reasoning, and logic skills, and the nature of science (LS.1) in the context of the key concepts presented in this
standard.
xviii
Grade 7 Life Science Curriculum
LS.10
2012
The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over
time, and respond to daily, seasonal, and long-term changes in their environment. Key concepts include
a) phototropism, hibernation, and dormancy;
b) factors that increase or decrease population size; and
c) eutrophication, climate changes, and catastrophic disturbances.
Understanding Standard LS.10
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will




Organisms may exist as members of a
population; populations interact with
other populations in a community; and
communities together with the physical
environment form ecosystems.

relate the responses of organisms to
daily, seasonal, or long-term events.

differentiate between ecosystems,
communities, populations, and
organisms.
Changes that affect organisms over time
may be daily, seasonal, or long term.

Plants may respond to light by growing
toward it or away from it, a behavior
known as phototropism.
predict the effect of climate change on
ecosystems, communities,
populations, and organisms.

Animals may respond to cold conditions
with a period of lowered metabolism, a
behavior known as hibernation.
predict the effect of eutrophication on
ecosystems, communities,
populations, and organisms.

compare and contrast the factors that
increase or decrease population size.

classify the various types of changes
that occur over time in ecosystems,
communities, populations, and
organisms, as long term, short term,
or seasonal.

Organisms may respond to adverse
conditions with a period of lowered or
suspended metabolism, a behavior known
as dormancy.

A variety of environmental factors may
xix
Activities and Resources
Text References
10.a
Unit 5
Lesson 4
SE pp 368-381 TE pp 482-496
Unit 5 Lesson 6
SE pp 398-409 TE pp 516-529
Digital Path: TS663364, TS663436
Text References
10.b
Unit 4
Lesson 2
SE pp 262-273 TE pp 354-367
Unit 4 Lesson 4
SE pp 286-297 TE pp 384-397
Unit 6 Lesson 1
SE pp 422-433 TE pp 546-559
Unit 6 Lesson 3
SE pp 448-459 TE pp 576-589
Unit 6 Lesson 4
SE pp 460-469 TE pp 590-602
Grade 7 Life Science Curriculum
cause the size of a population to increase
or decrease. (This requires students to
brainstorm examples of factors and
predict the possible effects.)

Long-term changes may affect entire
communities and ecosystems. Such largescale changes include the addition of
excess nutrients to the system
(eutrophication), which alters
environmental balance; dramatic changes
in climate; and catastrophic events, such
as fire, drought, flood, and earthquakes.
2012


design an investigation from a testable
question related to change over time
in ecosystems, communities,
populations, or organisms. The
investigation may be a complete
experimental design or may focus on
systematic observation, description,
measurement, and/or data collection
and analysis.
analyze and critique the experimental
design of basic investigations related
to change over time in ecosystems,
communities, populations, and
organisms.
Digital Path: TS67304, TS673208,
TS693092, TS673352, TS673340
Lab Manual:
Quick Lab: p. 438, 479
Exp Lab: p. 312, 491, 513
Text References
10.c
Unit 4 Lesson 2
SE pp 262-273 TE pp 345-367
Unit 4 Lesson 4
SE pp 286-297 TE pp 384-397
Unit 6 Lesson 3
SE pp 448-459 TE pp 576-589
Unit 7 Lesson 4
SE pp 518-527 TE pp 664-676
Unit 7 Lesson 5
SE pp 532-547 TE pp 682-697
Digital Path: TS673014, TS673208,
TS673352, TS673498, TS673871
Lab Manual:
Quick Lab: p. 595
Activities
Where Have All the Salmon Gone? Project Wild
Aquatic 166
Water Canaries Project Wild Aquatic 24
xx
Grade 7 Life Science Curriculum
2012
Macro-invertebrates Project Wet 322
Migration Headache Project Wild Aquatic 15
Checks and Balances Project Wild 387
Our Changing World Project Learning Tree 328
The Glass Menagerie Project Wild Aquatic 155
Rainfall and the Forest Project Wild 73
After Math Project Wet 289
MOVIES & UNITED STREAMING:
The Life of the Forest: The Birth of a Forest
(19:10)
The Life of the Forest: A Forest Grows Old
(20:42)
BrainPOP clips and Online Activities
Natural Disasters
Time 4:41
Global Warming
Time 2:34
Algae
Time 3:42
_________________________________
SPEAKERS / FIELD TRIPS
_________________________________
xxi
Grade 7 Life Science Curriculum
2012
Explore Biomes
Science Museum of Western Virginia
www.smwv.org
Wildfire
Explore the dangers and ecological
significance of wildfires in our world. Learn
about the fire triangle, fire safety, and
ecological adaptations of plant and animal
communities to periodic, natural wildfires.
Older students can conduct experiments and
interact with computer simulations to
investigate the effects of different weather
and other environmental conditions on fire
behavior.
SOLs:LS.1, LS.10, LS.11, LS.12
________________________________
LITERATURE AND WEB LINKS
________________________________
http://www.pbs.org/americanfieldguide/teach
ers/mammals/mammals_unit.html#
Pen pals
http://www.phschool.com/atschool/virginia/s
cience_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html
xxii
Grade 7 Life Science Curriculum
2012
Standard LS.11
The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts
include
 food production and harvest;
 change in habitat size, quality, or structure;
 change in species competition;
 population disturbances and factors that threaten or enhance species survival; and
 environmental issues.
Understanding the Standard
In this standard, students are called upon to apply their knowledge of human interactions to interpret how these
interactions affect ecosystem dynamics. In prior standards in the “Earth Resources” strand of the K–6 standards,
students explore a variety of ways in which humans interact with the environment. These include the concepts of
waste management (K.11, 1.8); limitations of natural resources and factors that affect environmental quality (1.8,
3.10); Virginia’s natural resources (4.8); and public policy decisions relating to the environment (6.9). In this Life
Science standard, the student must interpret how human populations can change the balance of nature in ecosystems.
They must use their prior knowledge of resources as well as the concepts and skills learned in Life Science standards
LS.6 – LS.10. It is intended that students will actively develop scientific investigation, reasoning, and logic skills, and
the nature of science (LS.1) in the context of the key concepts presented in this standard.
ii
Grade 7 Life Science Curriculum
LS.11
2012
The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts
include
a) food production and harvest;
b) change in habitat size, quality, or structure;
c) change in species competition;
d) population disturbances and factors that threaten or enhance species survival; and
e) environmental issues.
Understanding Standard LS.11
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will



Ecosystems are dynamic systems.
Humans are a natural part of the
ecosystem. Humans use the ecosystem to
meet their basic needs, such as to obtain
food.

identify examples of ecosystem
dynamics.

describe the relationship between
human food harvest and the
ecosystem.
Human interaction can directly alter
habitat size, the quality of available
resources in a habitat, and the structure of
habitat components. Such interactions
can be positive and/or negative.

debate the pros and cons of human
land use versus ecosystem stability.

compare and contrast population
disturbances that threaten and those
that enhance species survival.

describe ways that human interaction
has altered habitats positively and
negatively.

observe the effect of human
interaction in local ecosystems and
collect, record, chart, and interpret
Human input can disturb the balance of
populations that occur in a stable
ecosystem. These disturbances may lead
to a decrease or increase in a population.
Since populations in an ecosystem are
interdependent, these disturbances have a
ripple effect throughout the ecosystem.
iii
Activities and Resources
Text References
11.a
Unit 7
Lesson 5
SE pp 532-547 TE pp 682-697
Digital Path: TS673871
Text References
11.b
Unit 7
Lesson 5
SE pp 532-547 TE pp 682-697
Digital Path: TS673871
Text References
11.c
Unit 7
Lesson 5
SE pp 532-547 TE pp 682-697
Digital Path: TS673871
Grade 7 Life Science Curriculum

The interaction of humans with the
dynamic ecosystem may lead to issues of
concern for continued ecosystem health
in areas such as water supply, air quality,
energy production, and waste
management.
2012


data concerning the effect of
interaction (from observations and
print and electronic resources).
Lab Manual:
Field Lab: p. 599
design an investigation from a testable
question related to the relationships
between ecosystem dynamics and
human activity. The investigation may
be a complete experimental design or
may focus on systematic observation,
description, measurement, and/or data
collection and analysis.
Text References
11.d
Unit 6 People in Science
SE pp 434-435 TE pp 560-561
Unit 7 Lesson 5
SE pp 532-547 TE pp 682-697
analyze and critique the experimental
design of basic investigations related
to the relationships between
ecosystem dynamics and human
activity.
Digital Path: TS673871
Text References
11.e
Unit 27 Lesson 5
SE pp 532-547 TE pp 682-697
Digital Path: TS673871
Activities
Our Changing World Project Learning Tree 328
Tropical Tree House Part B Project Learning Tree
160
Aquatic Roots Project Wild Aquatic 163
Pay to Play Project Wild 216
Values of the Line Project Learning Tree 58
Nothing Succeeds Like Succession Project
Learning Tree 306
Pond Succession Project Wild Aquatic 66
iv
Grade 7 Life Science Curriculum
2012
Forest in a Jar Project Wild 137
Dragon Fly Pond Project Wild Aquatic 184
Deer Crossing Project Wild 392
Changing the Land Project Wild 345
What’s in the Water? Project Wet 392
MOVIES & UNITED STREAMING:
Struggling to Survive: Tropical Rainforest (27:00)
Biology: The Science of Life: Ecosystems: The
Role of Abiotic Factors (15:00)
Where Have All the Animals Gone? Endangered
Species (25:05)
Scanned Documents
How Necessary is Water?
BrainPOP clips and Online Activities
Humans & the Environment
Time 4:36
Water Pollution
Time 3:16
Pandas
Time 3:40
Elephants
Time 4:51
Fighting Hunger
Time 2:59
------------------------------------------------SPEAKERS / FIELD TRIPS
v
Grade 7 Life Science Curriculum
2012
-----------------------------------------------Science Museum of Western Virginia
www.smwv.org
Wildfire
Explore the dangers and ecological
significance of wildfires in our world. Learn
about the fire triangle, fire safety, and
ecological adaptations of plant and animal
communities to periodic, natural wildfires.
Older students can conduct experiments and
interact with computer simulations to
investigate the effects of different weather
and other environmental conditions on fire
behavior.
SOLs:LS.1, LS.9, LS.10
-------------------------------------------------LITERATURE AND WEB LINKS
-------------------------------------------------http://learn.genetics.utah.edu/content/gsl/
http://www.phschool.com/atschool/virginia/s
cience_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html
vi
Grade 7 Life Science Curriculum
2012
Standard LS.12
The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key
concepts include
 the structure and role of DNA;
 the function of genes and chromosomes;
 genotypes and phenotypes;
 characteristics that can and cannot be inherited;
 genetic engineering and its applications; and
 historical contributions and significance of discoveries related to genetics.
Understanding the Standard
In science standard 2.7, students are introduced to the general notion that plants and animals resemble their parents.
This Life Science standard is the students’ introduction to genetics. It is important for the teacher to understand that
the intent of this standard is to provide students with a general overview of the nature of DNA, genes, and
chromosomes and the important role they play in the transmission of traits from one generation to another. Students
are not expected to understand the specific chemical composition of DNA or the mechanics of transcription and
translation. It is intended that students will actively develop scientific investigation, reasoning, and logic skills, and
the nature of science (LS.1) in the context of the key concepts presented in this standard.
vii
Grade 7 Life Science Curriculum
LS.12
2012
The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key
concepts include
a) the structure and role of DNA;
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) characteristics that can and cannot be inherited;
e) genetic engineering and its applications; and
f) historical contributions and significance of discoveries related to genetics.
Essential Understanding,
Knowledge, Processes, and
Skills
Understanding Standard LS.12
The concepts developed in this standard
include the following:

DNA is a double helix molecule.

DNA is a molecule that includes different
components — sugars, nitrogenous bases,
and phosphates. The arrangement of the
nitrogenous bases within the double helix
forms a chemical code.

Chromosomes are strands of tightly
In order to meet this standard, it is
expected that students will

recognize the appearance of DNA as
double helix in shape.

explain that DNA contains coded
instructions that store and pass on
genetic information from one
generation to the next.

explain the necessity of DNA
ii
Activities and Resources
Text References
12.a
Unit 3
Lesson 1
SE pp 160-169 TE pp 218-230
Unit 3 Lesson 6
SE pp 216-227 TE pp 292-305
Digital Path: TS673240, TS673120
Lab Manual:
Quick Lab: p. 193, 257
Grade 7 Life Science Curriculum
wound DNA. Genes are sections of a
chromosome that carry the code for a
particular trait. An allele is an alternate
form of a gene.




The basic laws of Mendelian genetics
explain the transmission of most traits that
can be inherited from generation to
generation.
A Punnett square is a model used to
predict the possible combinations of
inherited factors resulting from single trait
crosses. (An investigation of dihybrid
crosses, multiple alleles, and incomplete
dominance should be reserved for high
school Biology.)
Dominant traits mask the expression
(phenotype) of recessive traits. Genotype
is the specific combination of dominant
and recessive gene forms.
Traits that are expressed through genes
can be inherited. Characteristics that are
acquired through environmental
influences, such as injuries or practiced
skills, cannot be inherited.

In genetic engineering, the genetic code is
manipulated to obtain a desired product.

Genetic engineering has numerous
practical applications in medicine,
agriculture, and biology.

A series of contributions and discoveries
led to the current level of genetic science.
2012
replication for the continuity of life.

explain the relationship among
genes, chromosomes, and alleles.

demonstrate variation within a single
genetic trait.

distinguish between dominant and
recessive traits.

distinguish between genotype and
phenotype.

use Punnett squares to predict the
possible combinations of inherited
factors resulting from single trait
crosses.

differentiate between characteristics
that can be inherited and those that
cannot be inherited.

identify aspects of genetic
engineering and supply examples of
applications. Evaluate the examples
for possible controversial aspects.

describe the contributions of Mendel,
Franklin, Watson, and Crick to our
basic understanding of genetics.
Text References
12.b
Unit 3
Lesson 1
SE pp 160-169 TE pp 218-230
Unit 3
Lesson 2
SE pp 170-179 TE pp 1232-244
Unit 3
Lesson 3
SE pp 182-191 TE pp 248-260
Unit 3 Lesson 4
SE pp 192-203 TE pp 262-275
Unit 3 Lesson 6
SE pp 216-227 TE pp 292-305
Digital Path: TS673240, TS673230,
TS673220, TS673140, TS673120
Lab Manual:
Quick Lab: p. 193
Text References
12.c
Unit 3
Lesson 4
SE pp 192-203 TE pp 262-275
Unit 3 Lesson 5
SE pp 206-215 TE pp 278-290
Digital Path: TS673140, TS673190
Lab Manual:
Quick Lab: p. 212, 231, 235, 242
Text References
512.d
Unit 3
Lesson 4
SE pp 192-203 TE pp 262-275
Unit 4 Lesson 2
SE pp262-273 TE pp 354-367
iii
Grade 7 Life Science Curriculum
2012
Digital Path: TS673140, TS673014
Text References
12.e
Unit 3
Lesson 7
SE pp 230-239 TE pp 308-320
Text References
12.f
Unit 3
Lesson 4
SE pp 192-203 TE pp 262-275
Unit 3 Lesson 6
SE pp 216-227 TE pp 292-305
Unit 3
Lesson 7
SE pp 230-239 TE pp 308-320
Digital Path: TS673140, TS673120,
TS673280
Activities
Cloning in Focus
DNA Overview Quiz
DNA Replication Power-point
DNA Structure Key Chains
Baby Reebop 1-8
Meet Mom and Dad Reebop
Meiosis
iv
Grade 7 Life Science Curriculum
2012
Reebops 2
Genetics Problems 1- 4
Punnett Square Practice
Class Survey Section 3.1
Color Blind Power point
Dominant Traits 2 Power Point
Heredity Power Point
The Story of the Gene & Questions
The Science of Heredity Power Point
Twins Power Point
MOVIES & UNITED STREAMING:
Genetic Engineering Video (Outer Limits)
The Story of the Gene (Roanoke County)
Biology: The Science of Life: DNA; The Master
Molecule of Life and Molecules and Evolution
The Clone Age
Genes, Genetics & DNA
INSPIRE FLIPCHARTS:
Warm Up 1 & 2
Dominant Traits 2
v
Grade 7 Life Science Curriculum
2012
Scanned Documents
DNA Keychain
Genetic Engineering Video Sheet (Outer Limits)
Observing Traits in Your Classroom
Investigating Inherited Traits
Traits 1- 5
Marshmallow Meiosis
Baby Reebop (1-8)
Royal England Pedigree
BrainPOP and Online Activities
Genetic Mutations
Time 2:33
Cloning
Time 2:32
Twins
Time 2:42
RNA
Time 3:00
Heredity
Time 2:46
DNA
Time 4:05
Genetics
Time 3:04
Gender Determination
2:54
vi
Grade 7 Life Science Curriculum
2012
--------------------------------------------SPEAKERS / FIELD TRIPS
-----------------------------------------------Forensic Scientist
Forensic Lab
Breeders
VT Vet School
Doctor
Veterinarian
Geneticist
School Resource Officer
Science Museum of Western Virginia
www.smwv.org
Genetic Journey
Life Science/Biology: Learn about the
science of genetics in this lab class. Students
will study the genetic traits which make each
of us unique. They will also learn about the
structure and function of DNA and extract it
from a strawberry.
SOLs: LS.1, LS.13, LS.14
-------------------------------------------------LITERATURE AND WEB LINKS
-------------------------------------------------Heredityandtraitsclassroomdatashare:
http://www.k12science.org/curriculum/genpr
vii
Grade 7 Life Science Curriculum
2012
oj/standards.html
http://learn.genetics.utah.edu/content/begin/d
na/builddna/
Genetics:
http://worms.zoology.wisc.edu/zooweb/Phelp
s/karyotype.html
http://www.biology.arizona.edu/human_bio/a
ctivities/karyotyping/karyotyping.html
http://gslc.genetics.utah.edu/units/disorders/k
aryotype/
http://www.dnai.org/index.htm
http://learn.genetics.utah.edu/content/begin/tr
aits/
Virtual Labs:
http://www.mhhe.com/biosci/genbio/virtual_
labs/BL_05/BL_05.html
http://www.mhhe.com/biosci/genbio/virtual_
labs/BL_15/BL_15.html
http://www.phschool.com/atschool/virginia/s
cience_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html
YA Novels:
The Giver
Anna to the Infinite Power
Phoenix Rising
viii
Grade 7 Life Science Curriculum
2012
ix
Grade 7 Life Science Curriculum
2012
Standard LS.13
The student will investigate and understand that populations of organisms change over time. Key concepts include
 the relationships of mutation, adaptation, natural selection, and extinction;
 evidence of evolution of different species in the fossil record; and
 how environmental influences, as well as genetic variation, can lead to diversity of organisms.
Understanding the Standard
Standard LS.13 explores the concept of evolution through natural selection. Species respond to changes in their
environments through adaptation, which is a gradual process that occurs over long periods of time. The progression of
these long-term changes is well documented in the fossil record. Evolution, as a big organizing principle of the life
sciences, establishes order among the great variety of living things.
There are many misconceptions about evolution; therefore, teachers must be careful to be accurate in their
presentation of this scientific theory. One common misconception among students is that they believe that
environmental influences on an organism produce changes in that organism that can be passed on to offspring.
However, natural selection can only work through the genetic variation that is already present in the population. It is
intended that students will actively develop scientific investigation, reasoning, and logic skills, and the nature of
science (LS.1) in the context of the key concepts presented in this standard.
ii
Grade 7 Life Science Curriculum
LS.13
2012
The student will investigate and understand that populations of organisms change over time. Key concepts include
a) the relationships of mutation, adaptation, natural selection, and extinction;
b) evidence of evolution of different species in the fossil record; and
c) how environmental influences, as well as genetic variation, can lead to diversity of organisms.
Understanding Standard LS.13
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will

The mechanisms through which
evolution takes place are a related set of
processes that include mutation,
adaptation, natural selection, and
extinction. This results in changes in
populations of organisms over time.

Mutations are inheritable changes
because a mutation is a change in the
DNA code.

Adaptations are structures, functions, or
behaviors that enable a species to
survive.

Natural selection is the survival and
reproduction of the individuals in a
population that exhibit the traits that best
enable them to survive in their
environment.

A mutation may result in a favorable

interpret data from simulations that
demonstrate selection for a trait
belonging to species in various
environments.

describe how changes in the
environment can bring about changes
in a species (adaptation, extinction)
through natural selection.

describe and explain how fossils are
records of organisms and events in
Earth’s history.

explain the evidence for evolution
from a variety of sources of scientific
data.

explain how genetic variations in
offspring, which lead to variations in
successive generations, can result
from the same two parents.
iii
Activities and Resources
Text References
13.a
Unit 4
Lesson 23
SE pp 262-273 TE pp 354-367
Unit 4 Lesson 4
SE pp 286-297 TE pp 384-397
Digital Path: TS673014, TS673208
Lab Manual:
Quick Lab: p. 304, 308
Exp Lab: p. 312
Text References
13.b
Unit 4
Lesson 3
SE pp 276-285 TE pp 370-382
Unit 4 Lesson 4
SE pp 286-297 TE pp 384-397
Digital Path: TS673000, TS673208
Grade 7 Life Science Curriculum
change or adaptation in genetic
information that improves a species’
ability to exist in its environment, or a
mutation may result in an unfavorable
change that does not improve or impedes
a species’ ability to exist in its
environment.



The evidence for evolution is drawn from
a variety of sources of data, including the
fossil record, radiometric dating, genetic
information, the distribution of
organisms, and anatomical and
developmental similarities across species.
2012

analyze and evaluate data from
investigations on variations within a
local population.

explain how environmental
influences, as well as genetic
variation, can lead to diversity of
organisms.
Text References
13.c
Unit 3
Lesson 4
SE pp 192-203 TE pp 262-275
Unit 4 Lesson 2
SE pp 262-273 TE pp 354-367
Digital Path: TS673140, TS673014
Activities
Changes over time notes/key
Darwin & Evolution 2 Power-point
Individuals of a population each exhibit a
range of variations in a trait as a result of
the variations in their genetic codes.
These variations may or may not help
them survive and reproduce in their
environment.
Evolution Pictures
If a species does not include traits that
enable it to survive in its environment or
to survive changes in the environment,
then the species may become extinct.
Life’s History Rubric
Galapagos Travel Poster/Rubric
Giraffes Natural Selection
Natural Selection Beetle Activity
Peppered Moth Power-point
MOVIES & UNITED STREAMING:
Galapagos Video Link
Digging Dinosaurs (Roanoke County)
Living Fossils (Roanoke County)
Our Wondrous Oceans : Ocean s, The Cradle
of Life (22:26)
iv
Grade 7 Life Science Curriculum
2012
Antarctica (18:11)
Fossils: Windows to the Past (26:00)
Exploring of the Diversity of Life: Don’t Be
Part of the Problem (10:00)
INSPIRE FLIPCHARTS:
Chapter 5
Scanned Documents
Fossils and the History of Earth
Fossils 2
Natural selection 1 & 2
How Does Color Protect the Peppered Moth?
Fossils Are My Bag (1-5)
BrainPOP and Online Activities
Natural Selection
Time 3:44
Human Evolution
Time 4:52
Scope Monkey Trial
Time 3:59
Fossils
Time 3:23
v
Grade 7 Life Science Curriculum
2012
Geologic Time
Time 3:19
Dinosaurs
Time 2:56
Extinction
Time 4:14
Charles Darwin
Time 4:20
_________________________________
SPEAKERS / FIELD TRIPS
_________________________________
Dept. of Game an Inland Fisheries
Forest Ranger
Game Warden
Developer
American Electric Power Company
Federal Agencies
EPA
Science Museum of Western Virginia
www.smwv.org
Wildfire
Explore the dangers and ecological
significance of wildfires in our world. Learn
about the fire triangle, fire safety, and
ecological adaptations of plant and animal
communities to periodic, natural wildfires.
Older students can conduct experiments and
vi
Grade 7 Life Science Curriculum
2012
interact with computer simulations to
investigate the effects of different weather
and other environmental conditions on fire
behavior.
SOLs:LS.1, LS.9, LS.10, LS.11
________________________________
LITERATURE AND WEB LINKS
________________________________
The Lorax by Dr. Seuss
The Man Who Planted Trees By Jean Giona
Ozone project:
http://www.techapps.net/interactives/pepper
Moths.swf
http://www.biologyonline.org/2/10_natural_selection.htm
http://www.experimentresources.com/darwins-finches.html
http://faculty.clintoncc.suny.edu/faculty/Mic
hael.Gregory/files/bio%20101/Bio%20101%
20Lectures/Natural%20Selection/natural.htm
http://www.k12science.org/curriculum/airpro
j/
Smog city simulator:
http://www.smogcity.com/welcome.htm
http://www.phschool.com/atschool/virginia/s
vii
Grade 7 Life Science Curriculum
2012
cience_explorer/life_science/Teacher_Area/
VA_SXLS_T_BK_index.html
viii
Grade 7 Life Science Curriculum
2012
Test Blueprint
Grade 8 Science
2010 Science
Standards of Learning
9
Grade 7 Life Science Curriculum
2012
This revised test blueprint will be effective with the administration of the 2012-2013 Science
Standards of Learning (SOL) tests.
Notice to Reader
In accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, this
document has been reviewed to ensure that it does not reflect stereotypes based on race, color, national origin,
sex, age, or disability.
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin,
religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in
its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.
Copyright ©2011 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond,
Virginia 23218-2120. All rights reserved. Except as permitted by law, this material may not be reproduced or used
in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information
storage or retrieval system, without written permission from the copyright owner. Commonwealth of Virginia
public school educators may reproduce any portion of this test blueprint for noncommercial educational purposes
without requesting permission. All others should direct their written requests to the Virginia Department of
Education, Division of Student Assessment and School Improvement, at the above address or by e-mail to
[email protected]
10
Grade 7 Life Science Curriculum
2012
Grade 8 Science
Standards of Learning
Test Blueprint
TABLE OF CONTENTS
General Test Information…………………………………………………………..1
Defines common terms
Test Blueprint Summary Table………………………………………………….2
Organizes the SOL and the number of items assessed
Expanded Test Blueprint……...…………………………………………………3
Full text of each SOL as organized for the test
General Test Information
Test Blueprint
Much like the blueprint for a building, a test blueprint serves as a guide for test construction. The
blueprint indicates the content areas that will be addressed by the test and the number of items that
will be included by content area and for the test as a whole. There is a blueprint for each test (e.g.,
grade 3 reading, grade 5 mathematics, grade 8 science, Virginia and United States History).
Reporting Categories
Each test covers a number of Standards of Learning (SOL). In the test blueprint, the SOL are
grouped into categories that address related content and skills. These categories are labeled as
reporting categories. For example, a reporting category for the Grade 8 Science Standards of
Learning test is Force, Motion, Energy, and Matter. Each of the SOL in this reporting category
addresses a skill involved in investigating or understanding the concepts of force, motion, energy, or
matter. When the results of the SOL tests are reported, the scores will be presented for each reporting
11
Grade 7 Life Science Curriculum
2012
category and as a total test score.
Assignment of Standards of Learning to Reporting Category
Different parts of a Standard of Learning may be assigned to different reporting categories. For
example, Grade 6 Science SOL 6.2a, which covers potential and kinetic energy, is assigned to the
reporting category Force, Motion, Energy, and Matter in the Grade 8 Science SOL test. However,
6.2b, which involves the role of the sun in the formation of most energy sources on Earth, is assigned
to the reporting category Earth and Space Systems.
Standards of Learning Excluded from Testing
In some content areas, there are SOL that do not lend themselves to assessment within the current
format of the SOL tests. The SOL not tested are listed as “Excluded from Testing” at the end of the
blueprint for each test. In Grade 8 Science there are no SOL that are excluded within the current
format of the SOL tests.
Coverage of Standards of Learning
Due to the large number of SOL in each grade level content area, every Standard of Learning will not
be assessed on every version (form) of an SOL test. By necessity, to keep the length of a test
reasonable, each version will sample from the SOL within a reporting category. All SOL in the
blueprint will be tested within a three year period, and all of these SOL are eligible for inclusion on
each version of an SOL test.
Use of the Curriculum Framework
The Grade 8 Science Standards of Learning, amplified by the Curriculum Framework, define the
essential understandings, knowledge, and skills that are measured by the Standards of Learning tests.
The Curriculum Framework enhances understanding of the SOL, defines essential content knowledge,
and describes essential skills and processes students need to master.
12
Grade 7 Life Science Curriculum
2012
Grade 8 Science
Test Blueprint Summary Table
Reporting Category
Assessed with Other SOL
Scientific Investigation
Force, Motion, Energy, and Matter
Grade 6
Life Science
Standards
Standards
of Learning of Learning
6.1j
LS.1j
6.1a-i
LS.1a-i
Physical
Science
Number
Standards
of Items
of Learning
PS.1n
PS.1a-m
10
PS.2a-f
PS.7a-d
PS.3a-b
PS.4a-c
PS.5a-c
PS.6a-b
6.2a, e
6.4a-g
6.5a-b
6.6a
15
PS.8a-d
PS.9a-e
PS.10a-d
PS.11a-d
LS.2a-d
LS.3a-b
LS.4a-d
LS.5a-c
LS.12a-f
LS.13a
LS.6a-d
LS.7a-b
LS.8a-e
LS.9a-c
LS.10a-c
LS.11a-e
LS.13b-c
Life Systems
6.7a-g
Ecosystems
Earth and Space Systems
6.2b-d
6.3a-e
6.5c-f
6.6b-f
6.8a-i
6.9a-d
None
7
7
11
Excluded from Testing
Number of Operational Items
50
Number of Field Test Items*
10
Total Number of Items on Test
60
*Field test items are being tried out with students for potential use on subsequent tests and will not be
used to compute students’ scores on the test.
This revised test blueprint will be effective with the administration of the 2012-2013
13
Grade 7 Life Science Curriculum
2012
Science Standards of Learning tests.
14
Grade 7 Life Science Curriculum
2012
Grade 8 Science
Expanded Test Blueprint
Assessed with Other Science Standards of Learning
The following skill-based standards will be assessed through the reporting categories by
applying them to other Standards of Learning content:
Grade 6 Standards of Learning
4.1
The student will demonstrate an understanding of scientific reasoning, logic,
and the nature of science by planning and conducting investigations in
which
m) current applications are used to reinforce science concepts.
Life Science Standards of Learning
LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
j) current applications are used to reinforce life science concepts.
Physical Science Standards of Learning
PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
n) current applications of physical science concepts are used.
Reporting Category: Scientific Investigation
15
Grade 7 Life Science Curriculum
2012
Number of Items: 10
Standards of Learning:
Grade 6 Standards of Learning
5.1
The student will demonstrate an understanding of scientific reasoning, logic,
and the nature of science by planning and conducting investigations in
which
k) observations are made involving fine discrimination between similar
objects and organisms;
l) precise and approximate measurements are recorded;
m) scale models are used to estimate distance, volume, and quantity;
n) hypotheses are stated in ways that identify the independent and
dependent variables;
o) a method is devised to test the validity of predictions and inferences;
p) one variable is manipulated over time, using many repeated trials;
q) data are collected, recorded, analyzed, and reported using metric
measurements and tools;
r) data are analyzed and communicated through graphical representation; and
4.1 models and simulations are designed and used to illustrate and
explain phenomena and systems.
Life Science Standards of Learning
LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
a) data are organized into tables showing repeated trials and means;
b) a classification system is developed based on multiple attributes;
c) triple beam and electronic balances, thermometers, metric rulers,
graduated cylinders, and probeware are used to gather data;
d) models and simulations are constructed and used to illustrate and
explain phenomena;
e) sources of experimental error are identified;
f) dependent variables, independent variables, and constants are identified;
g) variables are controlled to test hypotheses, and trials are repeated;
16
Grade 7 Life Science Curriculum
2012
h) data are organized, communicated through graphical representation,
interpreted, and used to make predictions; and
i) patterns are identified in data and are interpreted and evaluated.
Physical Science Standards of Learning
PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
a) chemicals and equipment are used safely;
b) length, mass, volume, density, temperature, weight, and force are
accurately measured;
c) conversions are made among metric units, applying appropriate prefixes;
d) triple beam and electronic balances, thermometers, metric rulers,
graduated cylinders, probeware, and spring scales are used to gather
data;
e) numbers are expressed in scientific notation where appropriate;
f) independent and dependent variables, constants, controls, and repeated
trials are identified;
g) data tables showing the independent and dependent variables, derived
quantities, and the number of trials are constructed and interpreted;
h) data tables for descriptive statistics showing specific measures of
central tendency, the range of the data set, and the number of
repeated trials are constructed and interpreted;
i) frequency distributions, scatterplots, line plots, and histograms are
constructed and interpreted;
j) valid conclusions are made after analyzing data;
k) research methods are used to investigate practical problems and questions;
l) experimental results are presented in appropriate written form; and
m) models and simulations are constructed and used to illustrate and
explain phenomena.
17
Grade 7 Life Science Curriculum
2012
Reporting Category: Force, Motion, Energy, and Matter
Number of Items: 15
Standards of Learning:
Grade 6 Standards of Learning
6.2
The student will investigate and understand basic sources of energy, their
origins, transformations, and uses. Key concepts include
a) potential and kinetic energy; and
e) energy transformations.
6.4
The student will investigate and understand that all matter is made up
of atoms. Key concepts include
a) atoms consist of particles, including electrons, protons, and neutrons;
b) atoms of a particular element are alike but are different from atoms
of other elements;
c) elements may be represented by chemical symbols;
d) two or more atoms interact to form new substances, which are held
together by electrical forces (bonds);
e) compounds may be represented by chemical formulas;
f) chemical equations can be used to model chemical changes; and
g) a limited number of elements comprise the largest portion of the
solid Earth, living matter, the oceans, and the atmosphere.
6.5
The student will investigate and understand the unique properties and
characteristics of water and its roles in the natural and human-made
environment. Key concepts include
a) water as the universal solvent; and
b) the properties of water in all three phases.
6.6
The student will investigate and understand the properties of air and the
structure and dynamics of Earth’s atmosphere. Key concepts include
a) air as a mixture of gaseous elements and compounds.
18
Grade 7 Life Science Curriculum
2012
Physical Science Standards of Learning
PS.2
The student will investigate and understand the nature of matter. Key concepts
include
a) the particle theory of matter;
b) elements, compounds, mixtures, acids, bases, and salts;
c) solids, liquids, and gases;
d) physical properties;
e) chemical properties; and
f) characteristics of types of matter based on physical and chemical
properties.
PS.3 The student will investigate and understand the modern and historical models
of atomic structure. Key concepts include
a) the contributions of Dalton, Thomson, Rutherford, and Bohr in
understanding the atom; and
b) the modern model of atomic structure.
PS.4 The student will investigate and understand the organization and use of the
periodic table of elements to obtain information. Key concepts include
a) symbols, atomic numbers, atomic mass, chemical families (groups), and
periods;
b) classification of elements as metals, metalloids, and nonmetals; and
c) formation of compounds through ionic and covalent bonding.
PS.5 The student will investigate and understand changes in matter and the relationship
of these changes to the Law of Conservation of Matter and Energy. Key
concepts include
a) physical changes;
b) chemical changes; and
c) nuclear reactions.
19
Grade 7 Life Science Curriculum
2012
PS.6 The student will investigate and understand forms of energy and how energy
is transferred and transformed. Key concepts include
5.5 potential and kinetic energy; and
5.6 mechanical, chemical, electrical, thermal, radiant, and nuclear energy.
PS.7 The student will investigate and understand temperature scales, heat, and
thermal energy transfer. Key concepts include
a) Celsius and Kelvin temperature scales and absolute zero;
b) phase change, freezing point, melting point, boiling point,
vaporization, and condensation;
c) conduction, convection, and radiation; and
d) applications of thermal energy transfer.
PS.8 The student will investigate and understand the characteristics of sound waves.
Key concepts include
a) wavelength, frequency, speed, amplitude, rarefaction, and compression;
b) resonance;
c) the nature of compression waves; and
d) technological applications of sound.
PS.9 The student will investigate and understand the characteristics of transverse
waves. Key concepts include
a) wavelength, frequency, speed, amplitude, crest, and trough;
b) the wave behavior of light;
c) images formed by lenses and mirrors;
d) the electromagnetic spectrum; and
e) technological applications of light.
PS.10 The student will investigate and understand the scientific principles of work,
force, and motion. Key concepts include
5.6 speed, velocity, and acceleration;
5.7 Newton’s laws of motion;
5.8 work, force, mechanical advantage, efficiency, and power; and
5.9 technological applications of work, force, and motion.
20
Grade 7 Life Science Curriculum
2012
PS.11 The student will investigate and understand basic principles of electricity
and magnetism. Key concepts include
a) static electricity, current electricity, and circuits;
b) relationship between a magnetic field and an electric current;
c) electromagnets, motors, and generators and their uses; and
d) conductors, semiconductors, and insulators.
Reporting Category: Life Systems
Number of Items: 7
Standards of Learning:
Life Science Standards of Learning
LS.2 The student will investigate and understand that all living things are composed
of cells. Key concepts include
a) cell structure and organelles;
b) similarities and differences between plant and animal cells;
c) development of cell theory; and
d) cell division.
LS.3 The student will investigate and understand that living things show patterns
of cellular organization. Key concepts include
a) cells, tissues, organs, and systems; and
b) patterns of cellular organization and their relationship to life processes
in living things.
LS.4 The student will investigate and understand how organisms can be classified.
Key concepts include
a) the distinguishing characteristics of domains of organisms;
b) the distinguishing characteristics of kingdoms of organisms;
c) the distinguishing characteristics of major animal phyla and plant
divisions; and
d) the characteristics that define a species.
21
Grade 7 Life Science Curriculum
2012
LS.5 The student will investigate and understand the basic physical and chemical
processes of photosynthesis and its importance to plant and animal life. Key
concepts include
a) energy transfer between sunlight and chlorophyll;
b) transformation of water and carbon dioxide into sugar and oxygen; and
c) photosynthesis as the foundation of virtually all food webs.
LS.12 The student will investigate and understand that organisms reproduce and
transmit genetic information to new generations. Key concepts include
a) the structure and role of DNA;
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) characteristics that can and cannot be inherited;
e) genetic engineering and its applications; and
f) historical contributions and significance of discoveries related to genetics.
LS.13 The student will investigate and understand that populations of organisms
change over time. Key concepts include
a) the relationships of mutation, adaptation, natural selection, and extinction.
Reporting Category: Ecosystems
Number of Items: 7
Standards of Learning:
Grade 6 Standards of Learning
6.7
The student will investigate and understand the natural processes and
human interactions that affect watershed systems. Key concepts
include
a) the health of ecosystems and the abiotic factors of a watershed;
b) the location and structure of Virginia’s regional watershed systems;
c) divides, tributaries, river systems, and river and stream processes;
d) wetlands;
e) estuaries;
f) major conservation, health, and safety issues associated with watersheds;
and
g) water monitoring and analysis using field equipment including
hand-held technology.
22
Grade 7 Life Science Curriculum
2012
Life Science Standards of Learning
LS.6 The student will investigate and understand that organisms within an ecosystem
are dependent on one another and on nonliving components of the
environment. Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter throughout the
system;
c) complex relationships within terrestrial, freshwater, and marine
ecosystems; and
d) energy flow in food webs and energy pyramids.
LS.7 The student will investigate and understand that interactions exist among members
of a population. Key concepts include
a) competition, cooperation, social hierarchy, territorial imperative; and
b) influence of behavior on a population.
LS.8 The student will investigate and understand interactions among populations in
a biological community. Key concepts include
a) the relationships among producers, consumers, and decomposers in food
webs;
b) the relationship between predators and prey;
c) competition and cooperation;
d) symbiotic relationships; and
e) niches.
LS.9 The student will investigate and understand how organisms adapt to biotic and
abiotic factors in an ecosystem. Key concepts include
a) differences between ecosystems and biomes;
b) characteristics of land, marine, and freshwater ecosystems; and
c) adaptations that enable organisms to survive within a specific ecosystem.
23
Grade 7 Life Science Curriculum
2012
LS.10 The student will investigate and understand that ecosystems, communities,
populations, and organisms are dynamic, change over time, and respond
to daily, seasonal, and long-term changes in their environment. Key
concepts include
a) phototropism, hibernation, and dormancy;
b) factors that increase or decrease population size; and
c) eutrophication, climate changes, and catastrophic disturbances.
LS.11 The student will investigate and understand the relationships between
ecosystem dynamics and human activity. Key concepts include
a) food production and harvest;
b) change in habitat size, quality, or structure;
c) change in species competition;
d) population disturbances and factors that threaten or enhance species
survival; and
e) environmental issues.
Reporting Category: Earth and Space Systems
Number of Items: 11
Standards of Learning:
Grade 6 Standards of Learning
6.2
The student will investigate and understand basic sources of energy, their
origins, transformations, and uses. Key concepts include
c) the role of the sun in the formation of most energy sources on Earth;
nonrenewable energy sources; and
d) renewable energy sources.
24
Grade 7 Life Science Curriculum
2012
6.3
The student will investigate and understand the role of solar energy in driving
most natural processes within the atmosphere, the hydrosphere, and on Earth’s
surface.
Key concepts include
a) Earth’s energy budget;
b) the role of radiation and convection in the distribution of energy;
c) the motion of the atmosphere and the oceans;
d) cloud formation; and
e) the role of thermal energy in weather-related phenomena including
thunderstorms and hurricanes.
6.5
The student will investigate and understand the unique properties and
characteristics of water and its roles in the natural and human-made
environment. Key concepts include
c) the action of water in physical and chemical weathering;
d) the ability of large bodies of water to store thermal energy and moderate
climate;
e) the importance of water for agriculture, power generation, and public
health; and
f) the importance of protecting and maintaining water resources.
6.6
The student will investigate and understand the properties of air and the
structure and dynamics of Earth’s atmosphere. Key concepts include
b) pressure, temperature, and humidity;
c) atmospheric changes with altitude;
d) natural and human-caused changes to the atmosphere and the
importance of protecting and maintaining air quality;
e) the relationship of atmospheric measures and weather conditions; and
f) basic information from weather maps including fronts, systems,
and basic measurements.
25
Grade 7 Life Science Curriculum
2012
6.8
The student will investigate and understand the organization of the solar system
and the interactions among the various bodies that comprise it. Key concepts
include
a) the sun, moon, Earth, other planets and their moons, dwarf planets,
meteors, asteroids, and comets;
b) relative size of and distance between planets;
c) the role of gravity;
d) revolution and rotation;
e) the mechanics of day and night and the phases of the moon;
f) the unique properties of Earth as a planet;
g) the relationship of Earth’s tilt and the seasons;
h) the cause of tides; and
i) the history and technology of space exploration.
6.9
The student will investigate and understand public policy decisions
relating to the environment. Key concepts include
a) management of renewable resources;
b) management of nonrenewable resources;
c) the mitigation of land-use and environmental hazards through
preventive measures; and
d) cost/benefit tradeoffs in conservation policies.
Life Science Standards of Learning
LS.13 The student will investigate and understand that populations of organisms
change over time. Key concepts include
b) evidence of evolution of different species in the fossil record; and
c) how environmental influences, as well as genetic variation, can lead to
diversity of organisms.
26
PDF to Word