Loudoun County Public Schools
Science Curriculum Guide
7th Grade Life Science 2016-17
Kindergarten
Modified from the 2010 Virginia Science Standards of Learning Curriculum Framework
to include pacing and resources for instruction for the 2016-17 school year
2016-2017 Grade 7 Life Science
Pacing Guide At a Glance
Quarter
1st
Topic
*‡Lab Safety/ Scientific Investigation
Characteristics of Living Things
Basic Needs of Living Things
Related SOL
LS.3 b
LS.1a, c, e, f, g, h
Suggested
number of
Blocks
9
Target Date for
Completion
LCPS Core
Experience
Characteristics of
Living Things
November 4 , 2016
LS.2 a-c
LS.3a
10
Cellular Organization
LS.1a, c, e, f, g, h
LS.2d
Photosynthesis
Cell Processes
LS.5
11
Cellular Respiration
LS.1a,
d
Cell Cycle
2nd
January 26, 2017
LS.12
DNA; Genetics
LS.13a, c
13
DNA & Proteins
LS.1e, g, h, i
LS.13
LS.11d
Evolution
8
Adaptation
LS.9c
LS.1a, c, g, h, i
3rd
Classification
LS.4 a, d
April 6, 2017
5
Domains (Archaea, Bacteria and Eukarya)
LS.1b
Overview of Eukarya Kingdoms
LS.4b
7
(Protista, Fungi, Plants, and Animals)
LS.1a, c, e, f, g, h
Distinguishing Characteristics of Major
LS.4c
10
Animal phyla and Plant divisions
LS.1a, c, e, f, g, h
LS.5
LS.6
LS.7
4th
June 9, 2017
Ecology
LS.8
Ecosystems
12
Ecosystems
LS.9
Biomes
LS.10
LS.11
LS.1a, c, d, e, f, g, h
*Scientific Investigation, Reasoning, and Logic (Science SOL LS.1) standards are infused throughout the year in all science units.
‡Lab Safety must be addressed at the beginning of the year and reinforced during labs and investigations.
Cells: Theory, History, Structures &
Functions
Life Science – Page 2
Introduction to Loudoun County Public Schools Science Curriculum
This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the
Science Achievement Standards of Loudoun County Public Schools. Many sections are modifications of
Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of
Loudoun’s teachers concerning the implementation of these standards.
Contents
Science Learning Goals
Investigate and Understand
LCPS Vision for STEM Education
Meaningful Watershed Educational Experience
Model Performance Indicators
K-12 Safety in the Science Classroom
The Role of Instructional Technology in the Science Classroom
Internet Safety
Life Science Standards of Learning
Science Standard LS.1
Resources for LS.1
Science Standard LS.2
Resources for LS.2
Science Standard LS.3
Resources for LS.3
Science Standard LS.4
Resources for LS.4
Science Standard LS.5
Resources for LS.5
Science Standard LS.6
Resources for LS.6
Science Standard LS.7
Resources for LS.7
Science Standard LS.8
Resources for LS.8
Science Standard LS.9
Resources for LS.9
Science Standard LS.10
Resources for LS.10
Science Standard LS.11
Resources for LS.11
Science Standard LS.12
Resources for LS.12
Science Standard LS.13
Resources for LS.13
Appendix A: 8th Grade Physical Science Focal Points
Appendix B: Course Concept Map and Course Questions
Page 4
Page 5
Page 6
Page 7
Page 9
Page 13
Page 14
Page 15
Page 16
Page 17
Page 20
Page 21
Page 23
Page 24
Page 26
Page 27
Page 29
Page 30
Page 32
Page 33
Page 35
Page 36
Page 38
Page 39
Page 41
Page 42
Page 44
Page 45
Page 47
Page 48
Page 50
Page 51
Page 53
Page 54
Page 56
Page 57
Page 58
Life Science – Page 3
Science Learning 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
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.
Grade One page 4
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;
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.
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.
Life Science – Page 5
Loudoun County Public Schools’ Vision for STEM Education
According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the proportion
of 24-year-olds who earn degrees in natural science or engineering. In response, government, business and professional
organizations have identified improvements in K-12 education in science, technology, engineering and mathematics
(STEM) as a national priority. The National Academy of Sciences report, Rising Above the Gathering Storm (2007), calls
for the strengthening of math and science education and for an urgent change in STEM education. The U.S. Department
of Education’s Report of the Academic Competitiveness Council lists several K-12 STEM Education goals. Foremost is a
goal to prepare all students with science, technology, engineering, and math skills needed to succeed in the 21st century
technological economy.
Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have better
understanding of the fields individually, and more importantly, they must understand how the fields are interrelated and
interdependent. Clearly, formative experiences in STEM during their K-12 school years will allow for a deeper STEM
literacy and better prepare them for university and beyond. In order to properly prepare our students, they must have a
broad exposure to and a knowledge base in the STEM fields as part of their K-12 education.
The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that characterize
science, technology, engineering, and mathematics. Loudoun County Public Schools has many exemplary programs
designed to answer the call for STEM education. The Loudoun Governor’s Career and Technical Academy at Monroe
Technology Center and the Academy of Science at Dominion High School are specialized programs that meet these goals.
Additionally, LCPS offers students a variety of STEM courses and opportunities that are rigorous, demanding, and help
students develop skills required for the 21st century.
Based on the success of these programs, we are building capacity to provide integrated STEM education to all LCPS
students. Integrated STEM in LCPS is defined as experiences that develop student understanding within one STEM area
while also learning or applying knowledge and/or skills from at least one other STEM area.
Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding necessary
to be scientifically literate; which includes science content, habits of mind, science process skills, and relevant application
of scientific knowledge. Through integrated STEM science instruction students will develop an understanding of the
connections with other STEM disciplines. Additionally, science instruction at LCPS is intended to generate a large pool
of students prepared to pursue STEM areas in college or through further on-the-job training in the workplace.
LCPS STEM experiences will:
 Capitalize on student interest
 Build on what students already know
 Engage students in the practices of STEM
 Engage students with inquiry learning
Life Science – Page 6
Meaningful Watershed Educational Experiences
The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly focuses on
connecting individuals and groups to the Bay through their shared sense of responsibility and action. The goal of this
Commitment formally engages schools as integral partners to undertake initiatives in helping to meet the Agreement.
Two objectives developed as part of this goal describe more specific outcomes to be achieved by the jurisdictions in
promoting stewardship and assisting schools. These are:
Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every school
student in the watershed before graduation from high school.
Provide students and teachers alike with opportunities to directly participate in local restoration and protection
projects, and to support stewardship efforts in schools and on school property.
There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially in the
context of one’s neighborhood and community. Carefully selected experiences driven by rigorous academic learning
standards, engendering discovery and wonder, and nurturing a sense of community will further connect students with the
watershed and help reinforce an ethic of responsible citizenship.
Defining a Meaningful Bay or Stream Outdoor Experience
A meaningful Bay or stream outdoor experience should be defined by the following.
Experiences are investigative or project oriented.
Experiences include activities where questions, problems, and issues are investigated by the collection and analysis of
data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and GPS equipment, is a
key component of these kinds of activities and should be integrated throughout the instructional process.
The nature of these experiences is based on learning standards and should include the following kinds of activities.

Investigative or experimental design activities where students or groups of students use equipment, take
measurements, and make observations for the purpose of making interpretations and reaching conclusions.

Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem solving in
nature and involve many investigative skills.
Experiences are richly structured and based on high-quality instructional design.
Experiences are an integral part of the instructional program.
Experiences are part of a sustained activity.
Experiences consider the watershed as a system.
Experiences involve external sharing and communication.
Experiences are enhanced by natural resources personnel.
Experiences are for all students.
Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally useful, but
alone do not constitute a meaningful experience as defined here.
Life Science – Page 7
The preceding text contains excerpts from:
Chesapeake Bay Program Education Workgroup
STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES
http://vaswcd.org/?s=meaningful+watershed+education+experience
The link is found in the Virginia Department of Education Instructional Resources for Science:
http://www.doe.virginia.gov/instruction/science/resources.shtml
http://www.doe.virginia.gov/instruction/science/elementary/lessons_bay/index.shtml
Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit into the
Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of each standard.
Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers.
Life Science – Page 8
Model Performance Indicators
Listed in the LCPS Science curriculum guide are sample Model Performance Indicator (MPI) tables. These
tables will be useful as you differentiate instruction for all of your learners, but they are especially helpful for
English Language Learners. Below are frequently asked questions about MPI.
What is a Model Performance Indicator (MPI)?
An MPI is a tool that can be used to show examples of how language is processed or produced within a
particular context, including the language with which students may engage during classroom instruction and
assessment.
Each MPI contains three main parts:
 Language Function: The first part of an MPI, this shows how students are processing/producing
language at each level of language proficiency
 Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge
and skills of the state’s content standards
 Support: The final part of an MPI, this highlights the differentiation that should be incorporated for
students at each language level by suggesting appropriate instructional supports for students at each
level of language proficiency
The samples provided also include an example context for language use that provides a brief descriptor of the
activity or task in which students would be engaged, while the inclusion of topic-related language helps to
support the emphasis on imbedding academic language instruction into our content-area teaching practices.
How can these sample MPIs help me?
Educators can use MPI strands in several ways:
 to align students’ performance to levels of language development
 as a tool for creating language objectives/targets that will help extend students’ level of language
proficiency
 as a means for differentiating instruction that incorporates the language of the content area in a way that
meets the needs of students’ levels of language proficiency
An MPI strand helps illustrate the progression of language development from one proficiency level to the next
within a particular context. As these strands are examples, they represent one of many possibilities; therefore,
they can be transformed in order to be made more relevant to the individual classroom context.
Where can I get more information about WIDA, MPIs, etc.?
See My Learning Plan for several WIDA training modules
 Introduction to the WIDA ELD Standards
 Transforming the WIDA ELD Standards
 Interpreting the WIDA ACCESS Score Report
The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at
www.wida.us
Life Science – Page 9
Model Performance Indicator Examples
Choose objects that fit a
classification system
developed by multiple
attributes as verbally
explained and demonstrated
by the teacher using real
world objects with a
partner.
SPEAKING
Name objects that fit a
classification system
developed by multiple
attributes as completed in
Listening activity using real
world objects with a
partner.
Level 2
Emerging
Explain how objects fit a
classification system
developed by multiple
attributes as completed in
Listening activity using
real world objects with a
partner.
Classify objects that fit a
classification system
developed by multiple
attributes as verbally
explained and demonstrated
by the teacher using real
world objects with a partner.
Categorize objects that fit a
classification system
developed by multiple
attributes as verbally
explained and demonstrated
by the teacher using real
world objects with a group.
Identify objects that fit a
classification system
developed by multiple
attributes as verbally
explained and
demonstrated by the
teacher using real world
objects with a group.
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify objects that fit a
classification system
developed by multiple
attributes as completed in
Listening activity using real
world objects with a small
group
Defend how objects fit a
classification system
developed by multiple
attributes as completed in
Listening activity using real
world objects with a small
group
Discuss how objects fit a
classification system
developed by multiple
attributes as completed in
Listening activity using
real world objects with a
group.
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: Classification,
attributes, investigation
Life Science – Page 10
Level 6-Reaching
Level 1
Entering
Choose objects that fit a
classification system
developed by multiple
attributes as verbally
explained and
demonstrated by the
teacher using real world
objects with a partner.
Level 6-Reaching
LISTENING
SOL STRAND AND BULLET: LS.1: The student will demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and
conducting investigations in which
b) a classification system is developed based on multiple attributes
EXAMPLE CONTEXT FOR LANGUAGE USE: Teacher will select several simple labs for the students to choose from along with all the materials necessary
to plan and conduct investigations to demonstrate and understanding of scientific reasoning, logic and nature of science.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will Apply scientific reasoning, logic and the nature of science while
planning and conducting investigations.
Level 1
Level 2
Level 3
Level 4
Level 5
Emerging
Developing
Expanding
Bridging
Entering
SOL STRAND AND BULLET: LS.1: The student will demonstrate an understanding of scientific reasoning, logic and the nature of science by
planning and conducting investigations in which
i)
Patterns are identified in data and are interpreted and evaluated
READING
Level 6-Reaching
EXAMPLE CONTEXT FOR LANGUAGE USE: Teacher will select several simple labs for the students to choose from along with all the
materials necessary to plan and conduct investigations to demonstrate and understanding of scientific reasoning, logic and nature of science.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will Apply scientific reasoning, logic and the nature of science
while planning and conducting investigations.
Level 1
Level 2
Level 3
Level 4
Level 5
Entering
Emerging
Developing
Expanding
Bridging
List patterns identified in Interpret patterns
Identify and Organize
Analyze patterns
Draw Conclusions
data using graphic
identified in data using
patterns identified in data identified in data using
from patterns identified
organizers and partners.
graphic organizers and
using graphic organizers
graphic organizers, such in data using graphic
partners.
and small collaborative
as Semantic Webs, and
organizers such as
groups.
small collaborative
Semantic Webs.
groups.
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: pattern,
graphic organizer, semantic webs, data
Life Science – Page 11
WRITING
Level 6-Reaching
SOL STRAND AND BULLET: LS.1: The student will demonstrate an understanding of scientific reasoning, logic and the nature of science by
planning and conducting investigations in which
h) data are organized, communicated through graphical representation, interpreted, and used to make predictions
EXAMPLE CONTEXT FOR LANGUAGE USE: Teacher will select several simple labs for the students to choose from along with all the
materials necessary to plan and conduct investigations to demonstrate and understanding of scientific reasoning, logic and nature of science.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will Apply scientific reasoning, logic and the nature of science
while planning and conducting investigations.
Level 1
Level 2
Level 3
Level 4
Level 5
Entering
Emerging
Developing
Expanding
Bridging
Select appropriate Data
Identify Data to
Analyze Data to organize, Construct graphs of Data Construct graphs of
to organize,
organize, communicate
communicate through
to organize,
Data to organize,
communicate through
through graphical
graphical representation,
communicate through
communicate through
graphical representation, representation, interpret interpret and use to make
graphical representation, graphical
used to make predictions and use to make
predictions with physical
interpret and use to make representation, interpret
with a partner and
predictions with
activities from labs
predictions with physical and use to make
teacher support.
physical activities from selected by teacher and a
activities from labs
predictions with
labs selected by teacher. partner.
selected by teacher with a physical activities from
small group.
labs selected by teacher
with a small group.
TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: Graphic
Organizer, Graph, Data, Predict
Life Science – Page 12
K-12 Safety in the Science Classroom
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:














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.
For more detailed information about safety in science, consult the LCPS Science Safety Manual.
Life Science – Page 13
The Role of Instructional Technology in the Science Classroom
The use of current and emerging technologies is essential to the K-12 science instructional program.
Specifically, technology must accomplish the following:



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.
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.
Life Science – Page 14
Internet Safety
The Internet allows students to learn from a wide variety of resources and communicate with
people all over the world. Students should develop skills to recognize valid information,
misinformation, biases, or propaganda. Students should know how to protect their personal
information when interacting with others and about the possible consequences of online activities
such as social networking, e-mail, and instant messaging.
 Students need to know that not all Internet information is valid or appropriate.
 Students should be taught specifically how to maximize the Internet’s potential while
protecting themselves from potential abuse.
 Internet messages and the people who send them are not always what or who they seem.
 Predators and cyber bullies anonymously use the Internet to manipulate students. Students
must learn how to avoid dangerous situations and get adult help.
Cyber safety should be addressed when students research online resources or practice other skills
through interactive sites. Science teachers should address underlying principles of cybersafety
by reminding students that the senses are limited when communicating via the Internet or other
electronic devices and that the use of reasoning and logic can extend to evaluating online
situations.
Listed below are 7th Grade Life Science Virginia Standards of Learning which lend themselves
to integrating Internet safety with a brief explanation of how the two can be connected.
LS.1
If students are using online tools for written communications, address the general safety
issues appropriate for this age group.
Don’t be Fooled by a Photograph
http://www.nationalgeographic.com/xpeditions/lessons/03/g68/hoaxphoto.html
This lesson, based on a doctored photograph of a shark, can help students understand that not all
they see online is true.
LS.1
Students doing research must explore the difference between fact and opinion and
recognize techniques used to persuade others of a certain point of view.
Additional information about Internet safety may be found on the Virginia Department of
Education’s Website at
http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml
Life Science – Page 15
Life Science Standards of Learning
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.
Life Science – Page 16
Standard LS.1
The Life Science Standards of Learning are listed successively in the pages that follow. See the At A
Glance page at the beginning of this document for pacing and teaching sequence.
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.
Overview
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 content-related 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).
Life Science – Page 17
Standard LS.1
Essential Understandings
The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes
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
to visualize explanations of ideas and phenomena.
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.

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 the
independent variable.

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
f) scientists try to remain objective and engage in peer review
to help avoid bias.

Potential sources of error in the experimental design must be
identified.

To communicate the plan of an experiment accurately, the
Life Science – Page 18
Standard LS.1
Essential Understandings
independent variable, dependent variable, and constants must be
explicitly defined.

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.
Essential Knowledge, Skills, and Processes

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.
Life Science – Page 19
Standard LS.1
Resources
Teacher Notes
LCPS Core Experiences:
Characteristics of Living Things
Cellular Organization
Photosynthesis
Respiration
Cell Cycle
DNA & Proteins
Adaptation
Ecosystems
Text: Life Science. Holt Science & Technology
Chapter 1
Bottle Biology
http://www.bottlebiology.org/
Internet Safety
Students learning how to think logically can evaluate information
on the Internet for accuracy and logical validity.
Forensic Problem Solving and Einstein: The Vanishing Videos
Mystery
http://www.wiredsafety.org/wiredlearning/Einstein/index.html
This lesson in logical thinking helps students understand how
online predators gather bits of information to target victims.
Life Science – Page 20
Standard LS.2
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.
Overview
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.
Life Science – Page 21
Standard LS.2
Essential Understandings
The concepts developed in this standard include the following:
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will

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.

distinguish among the following: cell membrane, cytoplasm, nucleus,
cell wall, vacuole, mitochondrion, endoplasmic reticulum, and
chloroplast.

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.

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.
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.)

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.

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 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).
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 is:
“Do onion cells vary in shape or structure depending on where they
are found in the plant?”

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.

Life Science – Page 22
Standard LS.2
Resources
Teacher Notes
LCPS Core Experiences:
Cellular Organization
Cell Cycle
Text: Life Science. Holt Science & Technology
Chapter 3
Life Science – Page 23
Standard LS.3
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.
Overview
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.
Life Science – Page 24
Standard LS.3
Essential Understandings
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.

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 membranes are selectively
permeable to various substances. (A discussion of facilitated diffusion,
tonicity, and active transport should be reserved for high school
Biology.)


Living things carry out life processes including ingestion, digestion and
removal of waste, stimulus response, growth and repair, gas exchange,
and reproduction.
Essential Knowledge, Skills, and 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.

explain that there is a specific range or continuum of conditions that
will meet the needs of organisms.

model how materials move into and out of cells in the processes of
osmosis, diffusion, and selective permeability. This includes creating
and interpreting three-dimensional 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.

create plausible hypotheses about the effects that changes in available
materials might have on particular life processes in plants and in
animals.

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.
Numerous factors can strongly influence the life processes of organisms.
Life Science – Page 25
Standard LS.3
Resources
Teacher Notes
LCPS Core Experiences:
Characteristics of Living Things
Cellular Organization
Cellular Respiration
Text: Life Science. Holt Science & Technology
Chapters 2, 4
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Life Science – Page 26
Standard LS.4
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.
Overview
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.
Life Science – Page 27
Standard LS.4
Essential Understandings
The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes
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.


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.
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 kingdoms
and recognize that the number of kingdoms is subject to change as
new data are collected.

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 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).

recognize examples of major animal phyla.

recognize examples of major plant divisions.

recognize scientific names as part of a binomial nomenclature.

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.
Life Science – Page 28
Standard LS.4
Resources
Teacher Notes
Text: Life Science. Holt Science & Technology
Chapters 9, 10, 11, 12, 13, 14, 15, 16, 17
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Life Science – Page 29
Standard LS.5
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.
Overview
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.
Life Science – Page 30
Standard LS.5
Essential Understandings
The concepts developed in this standard include the following:
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will

Chlorophyll is a chemical in chloroplasts that can absorb or trap light
energy.

describe the process of photosynthesis in terms of raw materials and
products generated.

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.

identify and describe the cellular organelles involved in the process of
photosynthesis.

explain how organisms utilize the energy stored from the products of
photosynthesis.

Plants perform cellular respiration as well as photosynthesis.


compare and contrast the processes of photosynthesis and cellular
respiration.
Plants convert the sugars they produce into other raw materials that are
used by plants and animals for growth, repair, and energy needs.


relate the importance of photosynthesis to the role of producers as the
foundation of food webs.
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).


Photosynthesizing organisms are the foundation of virtually all food
webs.
design an investigation from a testable question related to
photosynthesis. The investigation may be a complete experimental
design or may focus on systematic observation, description,
measurement, and/or data collection and analysis.
Life Science – Page 31
Standard LS.5
Resources
Teacher Notes
LCPS Core Experience:
Photosynthesis
Text: Life Science. Holt Science & Technology
Chapters 4, 13
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Life Science – Page 32
Standard LS.6
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.
Overview
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.
Life Science – Page 33
Standard LS.6
Essential Understandings
The concepts developed in this standard include the following:
Essential Knowledge, Skills, and Processes
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.

differentiate among key processes in the water, carbon, and nitrogen
cycles and relate how organisms, from bacteria and fungi to thirdorder consumers, function in these cycles.

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.
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).

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.
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.
Energy enters an ecosystem through the process of photosynthesis and is
passed through the system as one organism eats and is, in turn, eaten.
This energy flow can be modeled through relationships expressed in
food webs.

identify examples of interdependence in terrestrial, freshwater, and
marine ecosystems.

determine the relationship between a population’s position in a food
web and its size.
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.

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.



Life Science – Page 34
Standard LS.6
Resources
Teacher Notes
LCPS Core Experience:
Ecosystems
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 35
Standard LS.7
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.
Overview
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.
Life Science – Page 36
Standard LS.7
Essential Understandings
The concepts developed in this standard include the following:

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 Knowledge, Skills, and Processes
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.
Life Science – Page 37
Standard LS.7
Resources
Teacher Notes
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 38
Standard LS.8
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.
Overview
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.
Life Science – Page 39
Standard LS.8
Essential Understandings
The concepts developed in this standard include the following:
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will

Organisms or populations that rely on each other for basic needs form
interdependent communities.

identify the populations of producers, consumers, and decomposers
and describe the roles they play in their 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.
interpret, analyze, and evaluate data from systematic studies and
experiments concerning the interactions of populations in an
ecosystem.

In a community, populations interact with other populations by
exhibiting a variety of behaviors that aid in the survival of the
population.
predict the effect of population changes on the food web of a
community.

generate predictions based on graphically represented data of
predator-prey populations.

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.


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).

Each organism fills a specific role or niche in its community.
Life Science – Page 40
Standard LS.8
Resources
Teacher Notes
LCPS Core Experiences:
Ecosystems
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 41
Standard LS.9
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.
Overview
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.
Life Science – Page 42
Standard LS.9
Essential Understandings
The concepts developed in this standard include the following:

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.
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will

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.
Life Science – Page 43
Standard LS.9
Resources
Teacher Notes
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 44
Standard LS.10
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.
Overview
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 humanmade 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.
Life Science – Page 45
Standard LS.10
Essential Knowledge, Skills, and Processes
EssentialUnderstandings
The concepts developed in this standard include the following:

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.

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.

Animals may respond to cold conditions with a period of lowered
metabolism, a behavior known as hibernation.

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 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 large-scale 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.
In order to meet this standard, it is expected that students will

relate the responses of organisms to daily, seasonal, or long-term
events.

differentiate between ecosystems, communities, populations, and
organisms.

predict the effect of climate change on ecosystems, communities,
populations, and organisms.

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.

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.
Life Science – Page 46
Standard LS.10
Resources
Teacher Notes
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 47
Standard LS.11
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.
Overview
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.
Life Science – Page 48
Standard LS.11
Essential Understandings
The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes
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.

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.

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 data concerning the effect of
interaction (from observations and print and electronic resources).

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.

analyze and critique the experimental design of basic investigations
related to the relationships between ecosystem dynamics and human
activity.

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.
Life Science – Page 49
Standard LS.11
Resources
Teacher Notes
Text: Life Science. Holt Science & Technology
Chapters 18 – 21
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Bottle Biology
http://www.bottlebiology.org/
Life Science – Page 50
Standard LS.12
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.
Overview
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.
Life Science – Page 51
Standard LS.12
Essential Understandings
The concepts developed in this standard include the following:
Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will

DNA is a double helix molecule.

recognize the appearance of DNA as double helix in shape.

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.

explain that DNA contains coded instructions that store and pass on
genetic information from one generation to the next.


explain the necessity of DNA replication for the continuity of life.
Chromosomes are strands of tightly 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.

explain the relationship among genes, chromosomes, and alleles.

demonstrate variation within a single genetic trait.

The basic laws of Mendelian genetics explain the transmission of most
traits that can be inherited from generation to generation.

distinguish between dominant and recessive traits.


distinguish between genotype and phenotype.
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.)

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.

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.
Life Science – Page 52
Standard LS.12
Resources
Teacher Notes
LCPS Core Experiences:
DNA & Proteins
Adaptation
Text: Life Science. Holt Science & Technology
Chapters 5, 6
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Life Science – Page 53
Standard LS.13
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
c) how environmental influences, as well as genetic variation, can lead to diversity of organisms.
Overview
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.
Life Science – Page 54
Standard LS.13
Essential Understandings
The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes
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.

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.
Mutations are inheritable changes because a mutation is a change in the
DNA code.


describe and explain how fossils are records of organisms and events
in Earth’s history.
Adaptations are structures, functions, or behaviors that enable a species
to survive.


explain the evidence for evolution from a variety of sources of
scientific data.
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.

explain how genetic variations in offspring, which lead to variations in
successive generations, can result from the same two parents.

A mutation may result in a favorable 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.

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.

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.

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.

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 Science – Page 55
Standard LS.13
Resources
Teacher Notes
LCPS Core Experiences:
DNA & Proteins
Adaptation
Text: Life Science. Holt Science & Technology
Chapters 6, 7, 8
Hominid Skull Lab loaned from the Loudoun Collection
NSTA Resources for Teaching Evolution
http://www.nsta.org/publications/interactive/galapagos/
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Life Science.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Life Science – Page 56
Appendix A - 7th Grade Life Science – Focal Points
Scientific Investigation and Measurement – LS. 1
 Use of metric units and knowledge of prefixes
 Make accurate metric measurements
 Identify, describe, and apply generalized steps of
experimental design
 Experimental design terms: independent variable,
dependent variable, hypothesis, control and constants,
repeated trials
 Interpretation of collected data
 Make and use scientific models
 Use appropriate tools for recording qualitative and
quantitative data.
 Organize data into tables
 Data are organized, communicated through graphical
representation, interpreted and used to make predictions
 Nature of Science
Characteristics of Living Things – LS. 2, 3
 Basic life functions: respiration, waste disposal, growth,
reproduction, digestion and cellular transport.
 Levels of organization: cell-tissue-organ-systemorganism
Cell Theory, History, Structure and Function – LS. 2
 Cell Organelles and Functions: Nucleus, cell
membrane, cytoplasm, mitochondria, endoplasmic
reticulum, vacuole, cell wall, chloroplast
 Differences between plant and animal cells
 Major points in and development of Cell Theory
Cell Processes – LS. 2, 3, 5
 Cellular transport: osmosis, diffusion, active transport
 Differentiate between unicellular and multi-cellular
organisms.
 Plant and animal cellular respiration
 Photosynthesis is powered by the sun and is the
foundation for nearly all food webs
Reactants: Chlorophyll (in chloroplasts in
leaves), water (from roots), carbon dioxide (from
atmosphere)
Products: Oxygen and glucose (sugar as stored
chemical energy)
 Mitosis (cell division)
 Meiosis (sex cell production)
Genetics – LS. 12
 Role of Deoxyribonucleic Acid (DNA)
 Function of Chromosomes (strands of DNA)
 Function of Genes: Carry genetic code
 Mendelian genetics: Genotypes and phenotypes, factors
affecting gene expression, characteristics that are
inheritable, dominant traits and recessive traits
 Genetic engineering and applications
 History: Mendel, Franklin, Watson, Crick
 Punnett Squares





Evidence of Evolution: Fossil records, radiometric
dating, distribution of organisms, genetic information,
and anatomical similarities across species
Mutation (change in DNA)
Adaptations (physical and behavioral)
Natural selection (selection of the fittest)
Extinction (termination of a species)
Classification of Organisms – LS. 1, 4
 Classification system is developed based on multiple
attributes






Domains: Archaea, Bacteria and Eukarya.
Kingdoms: Archae, Bacteria, Protista, Fungi, Plantae,
Animalia
Recognize main plant divisions and animal phyla
Domain-Kingdom-phylum-class-order-family-genusspecies
Use classification keys
Species: organisms that can interbreed and produce
fertile offspring
Ecology – LS. 5, 6, 7, 8, 9, 10, 11
Ecosystems
 Characteristics of Ecosystems: Terrestrial (land), Fresh
water, and Marine (saltwater)
 Biomes (ecosystems with similar climate): Tundra,
coniferous forest, deciduous forest, tropical rain forest,
grassland, desert, marine, and freshwater
 Recognize adaptations for organisms within specific
ecosystem
 Levels of Organization: Organism, population,
community, ecosystem
 Interactions Within and Among Populations:
Competition, cooperation, hierarchy, territory, niche,
symbiotic relationships: mutualism, commensalism,
parasitism
Changes Over Time
 Changes over Time and Human Impacts on Ecosystems
 Changes can be daily, seasonal, or long term:
Hibernation, migration, dormancy, coloration,
phototropism, climate changes, pollution, catastrophic
events, and eutrophication
 Human activity: food production, habitat quality,
species competition, population disturbances,
environmental issues
Energy Flow and Cycles
 Energy Flow and Cycles: : Water, nitrogen and carbon
 Food webs (combination of food chains) – energy flow
as a result of photosynthesis
 Producers, Consumers, Herbivore, carnivore, omnivore,
decomposer
 Energy pyramid (reduction of energy as you go up the
pyramid)
 Predator/prey relationships
Evolution – LS. 13
Life Science – Page 57
Appendix B – Life Science Concept Map and Course Questions
7th Grade Life Science Concept Map
Systems, order and organization
Evolution and equilibrium
Evidence, models and explanation
Form and function
Change, constancy and measurement
Living Things are Investigated
through Scientific Inquiry
(LS.1)
Living Things- Needs
and Characteristics
Ecosystems and Ecology
(LS.5, 6, 7, 8, 9, 10, 11)
(LS.2, 3, 5)
Heredity
(LS.12, 13)
Evolution
Classification
(LS.9c, 11, 13)
(LS.4)
COURSE QUESTIONS:
1. How do scientists study our living world?
2. What characteristics do living things share?
3. What basic needs must be met in order for living things to survive?
4. What is the cell theory and how does it relate to living things?
5. What processes do cells undergo in order to survive?
6. What role does genetics play in living things?
7. How have living things changed over time?
8. How are groups of organisms organized?
9. How are organisms within an ecosystem dependent upon one another and on their non-living environment?
Life Science – Page 58