Garfield Middle School
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Garfield Public Schools
Science Curriculum
Grade Seven
Revision Committee:
Ms. Kulwant Kaur
Mr. Joseph Pritch
Final Revision Date: August 31, 2011
Garfield Board of Education
Dr. Kenneth Conte- President
Mr. Tony Lio - Vice President
Mrs. Rose Marie Aloia
Mr. Anthony Barckett
Mr. Salvatore Benanti
Mr. Richard Giacomarro
Dr. Donna M. Koch
Mr. Nikolce Milevski
Mr. Edward Puzio
Board Adoption Date – September 26, 2011
Science – Grade 7
Administration
Mr. Nicholas Perrapato, Superintendent
Mr. Tom Egan, Business Administrator / Board
Secretary
Curriculum Supervisor
Mrs. Alexandra Bellenger
Assistant Curriculum Supervisor – Science
Ms. Jennifer Botten
Resolution # - 09-137-11
1
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Science Department
Grade Seven
Course Overview
This course provides an introduction to life science. Students will learn about life starting with the discovery of
the first living cell and the basic structure and function of the organelles of these cells. Students will learn how
an individual cell functions as the organism functions. The activities of the cell will be described and will
include the processes that the cell undertakes as well as how it receives its energy and the events that occur in
asexual reproduction. The students will model a DNA molecule and show how it replicates. The course will
touch on mutations cancer and its treatment and prevention. Students will then apply their knowledge of the
DNA molecule with traits is passed from generation to offspring. Heredity is a main focus of the course and
will include studying alleles for certain traits and calculating the probabilities of receiving specific homozygous
and heterozygous combinations. Students will learn about meiosis and how this information has transpired
between RNA and DNA. Once students have a basic understanding of genetics and heredity, they will be able to
look at it from a human perspective. Students will study human patterns of inheritance and the environment’s
role in development as well as disorders that could be passed in the DNA. The study of various groups of
animals is covered in terms of their structure and role in the environment as well as their evolutionary history.
The Honors Science course will follow the same Grade Seven curriculum which will be adapted by the teacher
through the lesson plans to make the course more rigorous.
Science – Grade 7
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Science Department
Grade Seven
Unit Map
Unit Title: Cell Structure and Function ................................................................................................................ 6
Duration: 6 blocks
Description
Students will explain the cell theory, describe the structure of plant and animal cells and identify the
functions of each cell part. Students will further compare each type of cell (Plant, Animal & Bacterial)
while describing cell specialization and the five levels of an organism. Students will also identify the
difference between elements and compounds, both organic and inorganic, including the five organic
compounds of life and describe the basic compound of living things. Finally, comparing diffusion and
osmosis and explain how a cell uses active transport, and how things move into and out of cells.
Unit Title: Cell Processes and Energy ................................................................................................................... 9
Duration: 6 blocks
Description
Students will learn about the process of photosynthesis and explain how all living things get energy from
the sun, and will compare autotrophs and heterotrophs. Students will further discuss the events occurring
during respiration and fermentation. They will also learn about the phases of asexual reproduction and
describe how DNA copies itself. They will learn about the causes and effects of cancer cells, how it
spreads, and identifying treatments and preventions of cancer. Finally, they will learn about the DNA &
RNA structure;
Unit Title: Genetics: The Source of Heredity ...................................................................................................... 12
Duration: 6 blocks
Description
Students will explain how traits are passed down to man and through genetic examination of offspring,
identify the difference between dominant and recessive genes. They will describe what alleles are and how
hybrids are formed. Students will understand and define homozygous and heterozygous (genotypes and
phenotypes), and will identify the meaning of co-dominance and describe the role chromosomes play in
inheritance. They will also identify the process and stages of sexual reproduction and explain the
relationship between genes and chromosomes and explains what forms the genetic code. Students will also
describe how cells produce protein and how RNA translated the DNA. Finally, they will identify how
mutations occur and what causes them, while identifying which RNA copies the DNA and which builds
the new cell.
Unit Title: Modern Genetics ................................................................................................................................ 15
Duration: 8 blocks
Description
Students will identify how human genetics differ from other living things. They will understand how the
human sex chromosomes are unique in receiving traits between male and females. The students will see
how the environment plays a role in the development of those traits. From there, the students will examine
Science – Grade 7 – Unit Map
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Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
the causes of genetic disorders and how they could trace these disorders in their own families. We will
continue identifying how scientist are using their knowledge in genetics in producing plants and animal
with desired traits as well as producing plants and animals with identical traits. The students will conclude
with an understanding of gene therapy and the importance of mapping a livings things DNA.
Unit Title: Simple Animals .................................................................................................................................. 18
Duration: 6 blocks
Description
Students will describe the levels of organization in animals. They will indentify functions that enable the
animal to meet their basic needs. The students will understand how to classify animals according to their
general characteristics and their symmetry. With that, they will identify and describe the characteristics of
the sponge, two types of cnidarians and the three phyla of worms for the purpose of classification.
Unit Title: Cultures Contribution in Science ....................................................................................................... 21
Duration: 1 block
Description
Students will identify how people of various cultures have contributed to the advancement of science and
technology.
Unit Title: Mollusk, Arthropods, and Echinoderms ........................................................................................... 23
Duration: 6 blocks
Description
Students will identify the main characteristics of mollusks, arthropods and echinoderms. They will
examine each main group and compare and contrast the phyla from each of the main groupings according
to their characteristics. The students will compare the two types of metamorphosis animal develop from, as
well as their interaction in the environment and importance in the food chain.
Unit Title: Animals: Fish, Amphibians, and Reptiles .......................................................................................... 27
Duration: 8 blocks
Description
Students will describe the main characteristics of chordates and the differences between the ways they
control their body temperatures. They will continue to identify the main characteristics of fish, amphibians
and reptiles as well as the phyla from each of these main groups according to these characteristics. The
students will explain the adaptations that allow amphibians to live on land. They will be able to contrast
the main groups of reptiles and their adaptations allow them to live away from water.
Unit Title: Birds and Mammals ........................................................................................................................... 30
Duration: 6 blocks
Description
Students will identify the characteristics that birds have in common as well as the four groups of birds
according to their feet and beak. They will explain their adaptations for flight and describe the physics of
flight. Students will identify the characteristics that birds have in common as well as the four groups of
birds according to their feet and beak. They will explain their adaptations for flight and describe the
physics of flight. The students will describe the characteristics of all mammals and the three ways their
Science – Grade 7 – Unit Map
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young develop. They will use these characteristics in describing all the diverse groups of mammals. The
students will describe the characteristics of all mammals and the three ways their young develop. They will
use these characteristics in describing all the diverse groups of mammals.
Unit Title: Populations and Communities ........................................................................................................... 33
Duration: 8 blocks
Description
Students will identify the needs that must be met by an organism's surroundings. They will identify biotic
and abiotic factors in a habitat as well as describe all the levels of an organization within that ecosystem.
The students will describe the methods for determining population size, including limiting factors and the
cause and effects of changes in the population. They will explain the major interactions among organisms
in the ecosystem while also identify the three symbiotic relationships.
Unit Title: Resources and Biodiversity................................................................................................................ 36
Duration: 6 blocks
Description
Students will identify general categories of environmental issues and decisions that are made between
needs and concerns. They will be able to describe how fisheries and forests can be managed for a
sustainable yield and to renew resources. The students will be able to assess the value of biodiversity and
the factors that affect biodiversity. They can list and explain the human activities that threaten biodiversity
and ways to protect it.
Unit Title: Land, Water, and Air Resources ........................................................................................................ 38
Duration: 6 blocks
Description
Students will explain how land is used and how the structure soil is used to identify its fertileness. They
will identify problems that exist in not properly managed soil and methods of solid waste disposal. The
students will identify ways people can control the solid waste problem and how hazardous waste can be
disposed of affectively.
Unit Title: Light .................................................................................................................................................. 41
Duration: 6 blocks
Description
Students will describe the nature of light. They will compare and contrast regular and diffused light. The
students will describe and identify the reflecting, refracting, and absorption of light of different surfaces.
They will identify how they see light and colors and how the eye sees objects.
New Jersey Core Curriculum Content Standards Index ....................................................................................... 44
Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects .................... 45
Science – Grade 7 – Unit Map
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Cell Structure and Function
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will explain the cell theory, describe the structure of plant and animal cells and identify the functions
of each cell part. Students will further compare each type of cell (Plant, Animal & Bacterial) while describing
cell specialization and the five levels of an organism. Students will also identify the difference between
elements and compounds, both organic and inorganic, including the five organic compounds of life and
describe the basic compound of living things. Finally, comparing diffusion and osmosis and explain how a cell
uses active transport, and how things move into and out of cells.
Concepts & Understandings
Concepts
Structure
Function
Chemical Compounds
Water
Cell Processes
Microscope
Cell Theory
Understandings
Each cell works like an entire organism.
Cells form the structure of living things.
Each part of the cell has a specific task for it to
survive.
There is a difference in the plant, animal, and
bacterial cell.
The cells are organized into tissues, organs,
and organ systems in multicellular organisms.
There are different elements and compounds in
the living things.
The elements combine chemically to form
compounds.
Role of four main kind of organic compounds
in living things.
Water plays an important role in the
functioning of the living things.
Movement of particles across a cell membrane
using energy and without using energy.
The invention of the microscope helped people
discover and learn about cells.
Cell theory was developed by different
scientists.
Learning Targets
CPI Codes
5.1.8.A.1
Grade 7 – Unit One – Cell Structure and Function
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5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.A.1
5.3.8.A.2
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What is the role of the cell?
How did the invention of the microscope contribute to knowledge about living things?
What is the cell theory?
How does a cell function?
How does each part of a cell work with each other to perform a task of the entire cell?
How are plant and animal cells organized?
How are plant and animal cells different and why?
What is the difference between a compound and an element?
What are the main kinds of organic molecules in living things?
How is water important in the function of cells?
What is the difference between organic and inorganic materials?
How does the cell get what it needs?
How does the cell membrane work?
How do most small molecules cross the cell membrane?
Why is osmosis important to cells?
Grade 7 – Unit One – Cell Structure and Function
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Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What is the difference between passive transport and active transport?
Why does the cell use its own energy to get things it needs?
Unit Results
Students will ...
Explain the role of the cell.
Summarize why the invention of the microscope was important in learning more about living things.
State the cell theory.
Explain how a cell is able to carry out many different functions.
List and state the function of some organelles, then relate the cell’s organelles to a house.
Compare and contrast plant and animal cells.
Compare and contrast an element and a compound.
List the main kinds of organic compounds in living things and state the purpose of each.
Explain why water is necessary for the proper functioning of cells.
Summarize how a cell is able to get what it needs.
Explain how small molecules cross the cell membrane.
Compare and contrast passive and active transport.
Explain why the cell sometimes needs to use its own energy to get the things it needs...
Suggested Activities
The following activities can be incorporated into the daily lessons:
Read about the role of cells and apply that understanding to themselves.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Conduct an experiment to compare plant and animal cells.
Compare plant and animal cells using a leaf cell from a plant and a human cheek cell from an animal.
Grade 7 – Unit One – Cell Structure and Function
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Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Cell Processes and Energy
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will learn about the process of photosynthesis and explain how all living things get energy from the
sun, and will compare autotrophs and heterotrophs. Students will further discuss the events occurring during
respiration and fermentation. They will also learn about the phases of asexual reproduction and describe how
DNA copies itself. They will learn about the causes and effects of cancer cells, how it spreads, and identifying
treatments and preventions of cancer. Finally, they will learn about the DNA & RNA structure;
Concepts & Understandings
Concepts
Photosynthesis
Respiration
Cell Cycle
Asexual Reproduction
DNA and RNA
Cancer
Grade 7 – Unit Two – Cell Processes and Energy
Understandings
The sun is the source of energy for all living
things.
The process of photosynthesis takes place in
two stages.
The leave play an important role during the
process of photosynthesis.
There is a difference between breathing and
cell respiration.
There are different steps in the process of
respiration.
Photosynthesis and respiration form a cycle
and depend on each other for raw materials.
The cells may use respiration and fermentation
to obtain energy depending upon the
circumstances.
Each cell goes through a sequence of growth
and division which is known as the Cell Cycle.
Living things grow by producing more cells in
their bodies.
Asexual reproduction involves a single parent
cell dividing to make an exact copy of itself.
Cancer is a disease in which cells grow and
divide uncontrollably.
There are different ways of preventing and
controlling cancer.
DNA and RNA are nucleic acids that are
important in the expression of traits in an
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organism.
DNA replication plays an important role in the
process of cell division.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.B.1
5.3.8.B.2
5.3.8.D.1
5.3.8.D.2
5.3.8.D.3
21st Century Themes and Skills
Themes
Global Awareness
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
How does the sun supply living things with the energy they need?
What happens during the process of photosynthesis?
What events occur during respiration?
Grade 7 – Unit Two – Cell Processes and Energy
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What is fermentation?
How do plants and animals work together to survive?
What events during the three stages of the cell cycle?
How does the structure of DNA help account for the way in which DNA copies itself?
Why is DNA replication needed for a cell to divide?
How is cancer related to the cell cycle?
What are some ways that cancer can be treated?
Unit Results
Students will ...
Explain why the sun is the main source of energy for all living things.
Describe the process of photosynthesis.
Describe the events of respiration?
Explain how plants and animals work together to survive in terms of photosynthesis and respiration.
State the chemical equation for photosynthesis and respiration.
Draw a diagram to show the relationship that exists between plants and animals.
List the three stages of the cell cycle.
Explain what happens during each stage of the cell cycle.
Explain the structure of DNA.
Summarize the role of DNA in a cell.
Explain why a copy of DNA is needed in order for a cell to divide.
Summarize the process of cell division.
Explain the relationship between cancer and the cell cycle.
List some ways that cancer can be treated.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Two – Cell Processes and Energy
11
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Genetics: The Source of Heredity
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will explain how traits are passed down to man and through genetic examination of offspring, identify
the difference between dominant and recessive genes. They will describe what alleles are and how hybrids are
formed. Students will understand and define homozygous and heterozygous (genotypes and phenotypes), and
will identify the meaning of co-dominance and describe the role chromosomes play in inheritance. They will
also identify the process and stages of sexual reproduction and explain the relationship between genes and
chromosomes and explains what forms the genetic code. Students will also describe how cells produce protein
and how RNA translated the DNA. Finally, they will identify how mutations occur and what causes them, while
identifying which RNA copies the DNA and which builds the new cell.
Concepts & Understandings
Concepts
Mendel’s Contributions
Probability
Punnett Squares
Phenotype and Genotype
Heredity
Meiosis
Genetic Code
Protein Synthesis
Mutations
Cancer
Understandings
Mendel conducted different experiments to
explain the inheritance of traits among pea
plants.
An organism’s trait is controlled by dominant
and recessive alleles inherited from the
parents.
The principles of probability are used to
predict the results of a particular event.
Punnett square is a chart that can be used to
predict the possible combinations of alleles in
a genetic cross.
There is a difference between a phenotype and
genotype of an organism.
Two organisms can have same phenotype but
different genotype.
Heredity is the passing of traits from parents to
their offspring.
The chromosomes play an important role in the
inheritance of traits from one generation to
another.
The sex cells which contain half the number of
chromosomes that the parent cells are
produced by the process of meiosis.
Genetic code is the sequence of nitrogen bases
Grade 7 – Unit Three – Genetics: The Source of Heredity
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on a gene that determines the type of protein
produced by the cell.
RNA plays an important role in protein
synthesis.
The cells use information from a gene on a
chromosome to produce a specific protein.
Mutation is the change in a gene or
chromosome.
Mutations can cause a cell to produce an
incorrect protein.
Cancer is a disease in which cells grow and
divide uncontrollably and damage the parts of
the body.
There are different ways to prevent and cure
cancer.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.D.1
5.3.8.D.2
5.3.8.D.3
21st Century Themes and Skills
Themes
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
Grade 7 – Unit Three – Genetics: The Source of Heredity
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What were the results of Mendel’s experiments or crosses?
What are traits?
How did you receive your traits?
Why do some people have more of a specific allele of a trait than others?
What is probability?
How does probability explain genetic crosses?
What are genotype and phenotype?
How is co-dominance different from incomplete dominance?
What role do chromosomes play in inheritance?
What events occur during meiosis?
What is the relationship between chromosomes and genes?
What forms the genetic code?
How does a cell produce proteins?
How can mutations affect an organism?
Unit Results
Students will ...
Summarize Mendel’s experiments.
Define trait.
Explain how you receive traits.
Define probability.
Describe how probability helps explain the results of genetic crosses.
Explain how a Punnett Square is used to determine the probability of offspring from a cross.
Calculate the probability of specific offspring from several different crosses.
Contrast genotype and phenotype?
Contrast codominance and incomplete dominance.
Understand how genes are passed down during sexual reproduction and the line up to create the
offspring’s traits.
Describe the structure and functions of the DNA and RNA molecules in living things.
Explain the relationship between DNA and RNA.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Read about Mendel’s work with an understanding of how genes come together to form a specific trait.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Three – Genetics: The Source of Heredity
14
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Modern Genetics
Target Course/Grade Level: Science / Grade7
Duration: 8 blocks
Description
Students will identify how human genetics differ from other living things. They will understand how the human
sex chromosomes are unique in receiving traits between male and females. The students will see how the
environment plays a role in the development of those traits. From there, the students will examine the causes of
genetic disorders and how they could trace these disorders in their own families. We will continue identifying
how scientist are using their knowledge in genetics in producing plants and animal with desired traits as well as
producing plants and animals with identical traits. The students will conclude with an understanding of gene
therapy and the importance of mapping a livings things DNA.
Concepts & Understandings
Concepts
Inheritance in humans
Genetic Disorders
Genetic Engineering
Selective Breeding
Understandings
Human traits are controlled by alleles that can
be single or multiple which control the
outcome of a trait.
The environment has a major effect on the way
traits develop.
Sex chromosomes carry genes that will
determine the sex of an offspring and
inheritance of colorblindness.
There are causes and effects of genetic
disorders and these can be traced.
Pedigrees can help in tracing the genetic
disorders through generations in a family.
There are different ways to diagnose and
manage genetic disorders.
Main goal of human genetics is to identify the
DNA sequence and to use this information to
improve understanding on how traits can be
improved.
Uses of selective breeding and genetic
engineering are being discussed regarding their
benefits in today’s world.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
Grade 7 – Unit Four – Modern Genetics
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5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.D.1
5.3.8.D.2
5.3.8.D.3
21st Century Themes and Skills
Themes
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What are some patterns of inheritance in humans?
How do the sex chromosomes affect both male and females?
What is the relationship between genes and the environment?
What are two major causes of genetic disorders in humans?
How geneticists trace the inheritance of traits?
How are genetic disorders diagnosed and treated?
What are three ways of producing organisms with desired traits?
What is the goal of the Human Genome Project?
Unit Results
Students will ...
Identify how receiving human traits differs from other species of animals.
Explain how sex chromosomes affect males and females.
Summarize the effect the environment has on your genes?
List some genetic disorders and explain how each is passed from parent to offspring.
Interpret a pedigree.
Grade 7 – Unit Four – Modern Genetics
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Explain how diagnose and treat genetic disorders.
State the advantages and disadvantages of genetic engineering.
List and define three ways of producing organisms with desired traits.
Explain the purpose of the Human Genome Project.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Four – Modern Genetics
17
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Simple Animals
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will describe the levels of organization in animals. They will indentify functions that enable the animal
to meet their basic needs. The students will understand how to classify animals according to their general
characteristics and their symmetry. With that, they will identify and describe the characteristics of the sponge,
two types of cnidarians and the three phyla of worms for the purpose of classification.
Concepts & Understandings
Concepts
Understandings
Functions of Animals
Animals have four major functions that
separate them from other living organisms.
Symmetry
Animals are classified into different groups
Sponges
according to their body structures, how they
Cnidarians
develop, and their DNA.
Coral Reefs
Symmetry is the balanced arrangement of parts
Worms
in objects.
Sponges are invertebrate animals without any
body symmetry, tissues, and organs.
Sponges reproduce both sexually and
asexually.
Cnidarians are invertebrates that use stinging
cells to capture food and defend themselves.
Cnidarians reproduce both sexually and
asexually, but sexual reproduction occurs in a
variety of ways.
Coral reefs are built by cnidarians and are
home to many species of animals.
Worms are classified into three main phyla –
flatworms, roundworms, and segmented
worms.
Worms are invertebrates with different
characteristics.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
Grade 7 – Unit Five – Simple Animals
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5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.A.1
5.3.8.A.2
5.3.8.B.1
5.3.8.B.2
5.3.8.E.2
5.3.8.E.3
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
How are animal bodies typically organized?
What are the levels of an organism?
What are the major functions of animals?
How are animals classified?
What is symmetry?
What can you infer about an animal based on its symmetry?
What are the main characteristics of sponges?
What are the main characteristics of cnidarians?
Why are coral reefs important?
What are the three phyla of worms?
What are the main characteristics of each of the phylum of worms?
Unit Results
Students will ...
Grade 7 – Unit Five – Simple Animals
19
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Explain how animal bodies are organized.
Identify the four functions that enable animals to meet their basic needs.
Explain how animals are classified.
Identify the different types of animal symmetry.
Identify a few animals with each type of symmetry.
Identify the positive and negative aspects of each type of symmetry.
Identify the characteristics of sponges.
Summarize what sponges need to do for survival and how they affect their environment.
Explain how cnidarians use their characteristics to survive in their environment and how they interact
with their environment.
Explain the importance of coral reefs.
Explain the body structure, nervous system, and reproduction in worms.
Identify the three phyla of worms and compare and contrast them.
Provide examples of members of each phylum.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Read to identify how cells are organized in animals.
Read pages 15-17. Teacher led question and answer session discussing the characteristics of sponges.
Read discuss and take notes from p1 19-23.
Use the diagram on p. 21 to illustrate the reproductive cycle of cnidarians.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Worm Dissection
o The students will perform an external and internal dissection of the earth worm. They will
identify and explain the structure and function of each characteristic located during the
dissection.
o They will create a lab report based on their observations.
Grade 7 – Unit Five – Simple Animals
20
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Cultures Contribution in Science
Target Course/Grade Level: Science / Garfield
Duration: 1 block
Description
Students will identify how people of various cultures have contributed to the advancement of science and
technology.
Concepts & Understandings
Concepts
Culture
Technology
Understandings
Scientific advancement is not limited to a
specific culture.
Technological advances are made to fill a
culture’s needs.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Grade 7 – Unit Six – Cultures Contributions in Science
21
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
How has your own culture made contributions to progress science?
What was the contribution made?
Unit Results
Students will ...
Research a scientific contribution made by someone of your culture.
Explain the importance of the contribution to the scientific and global communities.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Research a person from a different culture or country who contributed to the field of science and write a
research report and give a brief oral presentation to the class.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Six – Cultures Contributions in Science
22
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Mollusk, Arthropods, and Echinoderms
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will identify the main characteristics of mollusks, arthropods and echinoderms. They will examine
each main group and compare and contrast the phyla from each of the main groupings according to their
characteristics. The students will compare the two types of metamorphosis animal develop from, as well as their
interaction in the environment and importance in the food chain.
Concepts & Understandings
Concepts
Characteristics of Mollusks
Groups of Mollusks
Characteristics of Arthropods
Groups of Arthropods
Characteristics of Insects
Metamorphosis
Roles of Insects in the Environment
Pest Control
Characteristics of Echinoderms
Diversity of Echinoderms
Understandings
Mollusks are invertebrates with a soft
unsegmented body which is often covered by a
hard shell.
Mollusks are classified into different groups on
the basis of their physical characteristics like
the presence of shell, the type of foot and their
nervous system.
Three major groups of mollusks are
gastropods, bivalves, and cephalopods.
Arthropods are invertebrates with an external
skeleton, segmented body, and jointed
appendages.
Arthropod groups differ based on body
segments, appendages, and how they obtain
food.
Three major groups of arthropods are
crustaceans, arachnids, and centipedes and
millipedes.
Many arachnids can be harmful as they spread
disease among humans.
Insects are arthropods with three body
sections, six legs, one pair of antennae and one
or two pairs of wings.
Insects’ mouthparts are adapted to obtain food.
Metamorphosis is a process in which an
animal’s body undergoes changes to form an
adult.
Animals can grow and develop through a
Grade 7 – Unit Seven- Mollusks, Arthropods, and Echinoderms
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
complete or gradual metamorphosis.
Insects are valuable because of their interaction
with the environment and the food chain.
People use chemicals, traps, and living things,
including other insects to control pests.
Echinoderms are invertebrates with an internal
skeleton and a water vascular system.
Echinoderms use tube feet to move and capture
food.
There are four major groups of echinoderms
like sea stars, brittle stars, sea urchins, and sea
cucumbers.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.A.2
5.3.8.B.2
5.3.8.B.3
21st Century Themes and Skills
Themes
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Grade 7 – Unit Seven- Mollusks, Arthropods, and Echinoderms
24
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Productivity and Accountability
Guiding Questions
What are the main characteristics of each phyla of mollusk?
What are the differences between these major phyla of mollusk?
What are the major groups of arthropods and how do they differ?
Why are these characteristics of an organism important to its survival?
How can you identify each of these groups according to their characteristics?
What are the main characteristics of insects?
How are insects adapted to their food intake?
What are two types of metamorphosis an insect can undergo?
Why are insects important in the food chain?
What are different ways insects can interact within their environment?
How can insects be controlled as pests?
Unit Results
Students will ...
Identify the main characteristics of mollusks.
Describe the major groups of mollusks and how they differ.
Identify the 4 major groups of arthropods and their main characteristics.
Identify the main characteristics of insects.
Illustrate the two types of metamorphosis.
Identify how insects perform the basic functions of life.
Identify the different stages of metamorphosis be assembling a model of metamorphosis in the life cycle
of a butterfly.
Identify how insects interact with their environments.
Explain why insects are important in the food chain.
List some ways that insects are controlled as pests.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Read, discuss, and take notes from pp. 40-45.
Create a chart illustrating similarities and differences of the mollusk phyla.
Read, discuss, and take notes from pp. 47-54.
Create a chart comparing and contrasting the 4 groups of arthropods.
Read, discuss, and take notes from pp. 55- 58.
Assemble a model to learn about metamorphosis in the life cycle of the butterfly. Observe how the
larva stage of butterfly changes into pupa stage and finally enters the stage of metamorphosis which is
the adult butterfly.
Read, discuss, and take notes from pp.62-67.
Use the timeline on pp.64-65 to demonstrate how people have used insects in society.
Discover Activity on p. 70 to illustrate how sea stars use tube feet to hold onto objects.
Read, discuss, and take notes from pp 60-73.
View a video on Discovery Education about echinoderms.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Seven- Mollusks, Arthropods, and Echinoderms
25
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Grade 7 – Unit Seven- Mollusks, Arthropods, and Echinoderms
26
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Animals: Fish, Amphibians, and Reptiles
Target Course/Grade Level: Science / Grade 7
Duration: 8 blocks
Description
Students will describe the main characteristics of chordates and the differences between the ways they control
their body temperatures. They will continue to identify the main characteristics of fish, amphibians and reptiles
as well as the phyla from each of these main groups according to these characteristics. The students will explain
the adaptations that allow amphibians to live on land. They will be able to contrast the main groups of reptiles
and their adaptations allow them to live away from water.
Concepts & Understandings
Concepts
Chordates
Vertebrates
Ectotherms and Endotherms
Fish
Amphibians
Reptiles
The Dinosaurs
Understandings
All chordates have a notochord, a nerve cord,
and slits in their throat area.
Most chordates are vertebrates, a few are
invertebrates.
All vertebrates have a backbone which is part
of an internal skeleton.
Endoskeleton has several important functions
for the animal including protection, giving
shape to the body and movement.
Vertebrates can be ectotherms or endotherms
by the way they control their body
temperature.
A fish is a vertebrate that lives in water, uses
fins to move, obtains oxygen through gills, and
has scales.
Fish are classified into three groups based on
the structure of their mouth and types of
skeleton.
Three main groups of fish are jawless fish,
cartilaginous fish, and bony fish.
Amphibians are vertebrates that spend their
early life in water and spend their adulthood on
land.
The respiratory and circulatory systems of
adult amphibians are adapted for life on land.
Amphibians are declining in number due to the
destruction of their habitats, delicate skin, and
eggs without shells.
Grade 7 – Unit Eight- Animals: Fish, Amphibians, and Reptiles
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Reptiles are exothermic vertebrates that have
lungs and scaly skin.
The dinosaurs are a group of reptiles that
became extinct millions of years ago.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.A.2
5.3.8.E.1
5.3.8.E.2
21st Century Themes and Skills
Themes
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What characteristics do chordates share?
What characteristics do all vertebrates have?
How do vertebrates differ in the way they control their body temperature?
What are the characteristics of most fish?
What are the major groups of fish and how do they differ?
What are the main characteristics of amphibians?
Grade 7 – Unit Eight- Animals: Fish, Amphibians, and Reptiles
28
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What are some adaptations of adult amphibians for living on land?
What are some adaptations that allow reptiles to live on land?
What are the characteristics of the three main groups of reptiles?
What adaptation helped dinosaurs before they became extinct?
Where are fossils most frequently found?
What can scientists learn from studying fossils?
Unit Results
Students will ...
Identify the three main characteristics of chordates and the importance of each feature.
Describe how vertebrates differ in the way they control body temperature.
Compare endotherms with ectotherms.
Identify the characteristics of fish and describe the function of each.
Identify the major groups of fish and describe how they differ.
Compare and contrast each group of fish and provide an example of a fish from each group.
Describe amphibian characteristics.
Examine how adult amphibians are adapted for life on land.
Describe the life cycle of an amphibian and explain the need for adaptation for living life on land.
Identify adaptations that allow reptiles to live on land.
Identify the four layers of an amniotic egg and describe the function of each layer.
Contrast the characteristics of the three main groups of reptiles.
Identify and explain an adaptation that helped the dinosaurs before they became extinct?
Indentify where fossils are most commonly found.
Explain what scientists can learn from studying fossils.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Manipulatives with specific animals on each where students will identify and explain what group each
animal is classified into based on the characteristics.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Frog Dissection
Grade 7 – Unit Eight- Animals: Fish, Amphibians, and Reptiles
29
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Birds and Mammals
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will identify the characteristics that birds have in common as well as the four groups of birds
according to their feet and beak. They will explain their adaptations for flight and describe the physics of flight.
Students will identify the characteristics that birds have in common as well as the four groups of birds
according to their feet and beak. They will explain their adaptations for flight and describe the physics of flight.
The students will describe the characteristics of all mammals and the three ways their young develop. They will
use these characteristics in describing all the diverse groups of mammals. The students will describe the
characteristics of all mammals and the three ways their young develop. They will use these characteristics in
describing all the diverse groups of mammals.
Concepts & Understandings
Concepts
Characteristics of birds
Physics of Flight
Characteristics of Mammals
Groups of Mammals
Grade 7 – Unit Nine – Birds and Mammals
Understandings
Birds are endothermic vertebrates that have
feathers, four chambered heart, and lay eggs.
Birds have a variety of adaptations that allow
them to live in diverse environments.
Birds play an important role in the
environment by being pollinators, seedcarriers, and predators of pests.
The different between pressure above and
below the wings as a bird moves through the
air produces an upward force that causes birds
to rise.
Birds fly in different ways, like flapping,
soaring, gliding, and diving.
Mammals are endothermic vertebrates with a
four chambered heart and skin covered with
fur or hair.
The young ones of mammals are born alive
and feed on the milk produced by the
mammary glands.
Mammals have different adaptations to obtain
food, oxygen, and keep their conditions stable.
Mammals are grouped by how their young
develop. Mammals are classified into three
main groups: monotremes, marsupials, and
placental.
30
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.A.2
5.3.8.C.1
5.3.8.E.2
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What are the bird’s main characteristics?
How are they adapted to their environment?
What characteristics aid the bird in flight?
What causes a bird to rise?
What are the three types of flight?
What are the main characteristics that mammals share?
What are the main groups of mammals and how do they differ?
How are mammals grouped by young development?
Unit Results
Students will ...
Grade 7 – Unit Nine – Birds and Mammals
31
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Identify the common characteristics of birds.
Explain how birds are adapted to their environment...
Explain how birds fly.
List the three types of flight.
Identify the difference between the types of flight.
Describe characteristics that are common to all mammals.
Identify the three main groups of mammals and explain how they differ.
Explain how mammals are grouped according to young development.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students will generate a list of expressions that they have heard people use about birds.
Read, discuss, and take notes from pp. 118-124.
Reconsider the list of expressions that was generated earlier.
Read, discuss, and take notes from pp 128-131.
Read, discuss, and take notes from pp132-140.
Use pictures and descriptions of mammals on pp 138-139 to identify the sub groups of placental
mammals.
Compare a variety of animals. Students will be assigned different animals to research. They will be
given a list of characteristics to find and a scoring rubric. They will write a short paper about the animal
and give an oral pretention to classmates. Students must make a model of their animal.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Nine – Birds and Mammals
32
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Populations and Communities
Target Course/Grade Level: Science / Grade 7
Duration: 8 blocks
Description
Students will identify the needs that must be met by an organism's surroundings. They will identify biotic and
abiotic factors in a habitat as well as describe all the levels of an organization within that ecosystem. The
students will describe the methods for determining population size, including limiting factors and the cause and
effects of changes in the population. They will explain the major interactions among organisms in the
ecosystem while also identify the three symbiotic relationships.
Concepts & Understandings
Concepts
Biotic and Abiotic factors
Populations
Interaction among living things
Understandings
An organism interacts with both the living and
nonliving parts of its habitat.
Organisms live together in populations,
communities, and with abiotic factors in their
ecosystem.
Population can change in size when new
members join and others leave the population.
The size of a population can be determined by
direct and indirect observation, sampling, and
mark and capture studies.
Environment factors like food, water, space,
and weather conditions can cause the
populations to decrease.
Every organism has a variety of adaptation that
is suited to its specific living conditions.
Three types of interactions among organisms
are competition, predation, and symbiosis.
Primary and secondary succession takes place
in existing ecosystems.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
Grade 7 – Unit Ten – Populations and Communities
33
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.3.8.C.1
5.3.8.E.1
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What needs are met by an organism’s environment?
What are two parts of an organism’s habitat with which it interacts?
What are the levels of organization within an ecosystem?
How do ecologists determine the size of a population?
What causes populations to change in size?
What factors limit population growth?
How do an organism’s adaptations help it to survive?
What are the major ways in which organisms in an ecosystem interact?
What are three types of symbiotic relationships?
How do primary and secondary succession differ?
Unit Results
Students will ...
List the things an organism can obtain from its environment.
Compare and contrast abiotic and biotic factors.
Explain the levels of organization within an ecosystem and provide examples.
Explain how to determine population size.
List some reasons that will cause a population to change in size.
Explain why there are limits to population growth and provide examples of some limitations.
Define adaptation.
Explain how an adaptation allows an organism to survive in its environment.
State three ways organisms interact.
Grade 7 – Unit Ten – Populations and Communities
34
Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
List three types of symbiotic relationships and provide an example of each.
Contrast primary and secondary succession.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Ten – Populations and Communities
35
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Resources and Biodiversity
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will identify general categories of environmental issues and decisions that are made between needs
and concerns. They will be able to describe how fisheries and forests can be managed for a sustainable yield
and to renew resources. The students will be able to assess the value of biodiversity and the factors that affect
biodiversity. They can list and explain the human activities that threaten biodiversity and ways to protect it.
Concepts & Understandings
Concepts
Environmental Issues
Forests
Fisheries
Understandings
Environmental issues fall into three general
categories: resource use, population growth,
and pollution.
Forests contain many valuable resources.
They can be considered renewable resources if
new trees are planted to replace those that are
cut down.
Fisheries are areas with a large population of
valuable ocean organisms.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
21st Century Themes and Skills
Themes
Grade 7 – Unit Eleven – Resources and Biodiversity
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Garfield Middle School
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What are the general categories of environmental issues?
How do decision makers balance different needs and concerns?
How can forests be managed as renewable resources?
How can fisheries be managed for a sustainable yield?
Unit Results
Students will ...
Identify the general categories of environmental issues and explain why each is a problem.
Summarize ways that decision makers balance different needs and concerns.
Describe a way to manage a forest so it is a renewable resource.
Describe a way to manage a fishery so it has a sustainable yield.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Eleven – Resources and Biodiversity
37
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Land, Water, and Air Resources
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will explain how land is used and how the structure soil is used to identify its fertileness. They will
identify problems that exist in not properly managed soil and methods of solid waste disposal. The students will
identify ways people can control the solid waste problem and how hazardous waste can be disposed of
affectively.
Concepts & Understandings
Concepts
Conserving Land and Soil
Waste Disposal and Recycling
Water Pollution and Solutions
Air Pollution and Solutions
Global Changes in the Atmosphere
Understandings
People use land in many ways which cause
changes.
Poor soil management can result in problems.
People generate many types of waste which
must be disposed of or recycled.
There is a limited supply of water on the plant
that can be used. Pollution is a problem
because it contaminates our water supply.
There are several ways to keep water clean.
Air pollution is caused by many different
human activities. There are ways to reduce air
pollution.
Human activities have caused the ozone layer
to thin out. Human activities have also
produced more air pollution which in turn
increases the greenhouse effect and leads to
global warming.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
Grade 7 – Unit Twelve– Land, Water, and Air Resources
38
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
5.1.8.C.2
5.1.8.C.3
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
21st Century Themes and Skills
Themes
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
How do people use land?
What is the structure of fertile soil?
What kinds of problems occur when soil is not properly managed?
What are three methods of handling solid waste?
What can people do to help control the solid waste problem?
How can hazardous wastes be safely disposed of?
Why is fresh water a limited resource/?
What are the major sources of water pollution?
How can water pollution be reduced?
What are the causes of smog and acid rain?
What are the causes of indoor air pollution?
What is the key to reducing air pollution?
How have human activities damaged the ozone layer?
How might human activities be linked to global climate change?
Unit Results
Students will ...
State the ways that people use land.
Summarize the structure of fertile soil.
Identify what can happen if soil is not properly managed.
List three methods of handling solid waste.
Identify ways people can help control the solid waste problem.
Explain how to dispose of hazardous waste.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Grade 7 – Unit Twelve– Land, Water, and Air Resources
39
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Twelve– Land, Water, and Air Resources
40
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Light
Target Course/Grade Level: Science / Grade 7
Duration: 6 blocks
Description
Students will describe the nature of light. They will compare and contrast regular and diffused light. The
students will describe and identify the reflecting, refracting, and absorption of light of different surfaces. They
will identify how they see light and colors and how the eye sees objects.
Concepts & Understandings
Concepts
Light and Color
Reflection and Mirrors
Refraction and Lenses
Seeing Light
Using Light
Understandings
When light strikes an object, the light can be
reflected, transmitted, or absorbed. The color
of an opaque object is the color of the light
reflected.
The reflection you see in a mirror depends on
how the surface reflects light.
Refraction can cause you to see something that
may not actually be there. When light enters a
medium at an angle, the change in speed
causes the rays to bend or change direction.
You can see objects when a process occurs that
involves both your eyes and your brain.
Optical instruments help you to view objects
that would otherwise not be seen with the
naked eye. A telescope can help you see
objects far away and a microscope helps you
see small objects that are close by.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.8.B.1
5.1.8.B.2
5.1.8.B.3
5.1.8.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
Grade 7 – Unit Thirteen – Light
41
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
21st Century Themes and Skills
Themes
Health Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What happens to the light that strikes an object?
What determines the color of an opaque, transparent, or translucent object?
How is mixing pigments different from mixing colors of light?
What are the kinds of reflections?
What types of images are produced by plane, concave, or convex mirrors?
Why do light rays bend when they enter a medium at an angle?
What determines the types of images formed by convex and concave lenses?
How do you see objects?
What types of lenses are used to correct vision problems?
How are lenses used in telescopes, microscopes, and cameras?
What makes up laser light, and how is it used?
Why can optical fibers carry laser beams a long distance?
Unit Results
Students will ...
Explain what happens when light strikes and object.
Compare and contrast opaque, transparent, and translucent.
Differentiate between mixing pigments and mixing colors.
List the kinds of reflections.
State the types of images produced by plane, concave, and convex mirrors.
Explain what happens to the rays of light when they enter a medium at an angle and why.
Explain the type of lenses used to correct vision problems.
Explain how lenses are used in telescopes, microscopes, and cameras.
State what makes up a laser light.
Explain why optical fibers can carry laser beams over a long distance.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 7 – Unit Thirteen – Light
42
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Grade 7 – Unit Thirteen – Light
43
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
New Jersey Core Curriculum Content Standards Index
5.1.8.A.1.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.A.2.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.A.3.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.B.1 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.B.2 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.B.3 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.B.4 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.C.1 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.C.2 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.C.3 .......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.D.1.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.D.2.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.D.3.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.1.8.D.4.......................................................................................... 6, 10, 13, 15, 18, 21, 24, 27, 30, 32, 35, 37, 40
5.3.8.A.1............................................................................................................................................................ 6, 18
5.3.8.A.2.......................................................................................................................................... 6, 18, 24, 27, 30
5.3.8.B.1 .......................................................................................................................................................... 10, 18
5.3.8.B.2 .................................................................................................................................................... 10, 18, 24
5.3.8.B.3 ................................................................................................................................................................ 24
5.3.8.C.1 .......................................................................................................................................................... 30, 32
5.3.8.D.1.................................................................................................................................................... 10, 13, 15
5.3.8.D.2.................................................................................................................................................... 10, 13, 15
5.3.8.D.3.................................................................................................................................................... 10, 13, 15
5.3.8.E.1 .......................................................................................................................................................... 27, 32
5.3.8.E.2 .................................................................................................................................................... 18, 27, 30
5.3.8.E.3 ................................................................................................................................................................ 18
Grade 7 – New Jersey Core Curriculum Content Standards Index
44
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Common Core Standards for Literacy in History/Social Studies, Science, and Technical
Subjects
The following Common Core Standards are infused throughout the curriculum. Specific standards addressed
will be noted in the individual teacher’s lesson plans.
RST: Reading Standards for Science/Technical Subjects
Key Ideas and Details
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Craft and Structure
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic.
RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text.
Integration of Knowledge and Ideas
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video or
multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
RST.6-8.10. By the end of grade 8 read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Anchor Standards for Writing 6-8
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
o WHST.6-8.1a - Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
o WHST.6-8.1b - Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
o WHST.6-8.1c - Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
o WHST.6-8.1d - Establish and maintain a formal style.
o WHST.6-8.1e - Provide a concluding statement or section that follows from and supports the
argument presented
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Grade 7 – Common Core Standards
45
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
o WHST.6-8.2a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
o WHST.6-8.2b - Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
o WHST.6-8.2c - Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
o WHST.6-8.2d - Use precise language and domain-specific vocabulary to inform about or explain
the topic.
o WHST.6-8.2e - Establish and maintain a formal style and objective tone.
o WHST.6-8.2f - Provide a concluding statement or section that follows from and supports the
information or explanation presented.
WHST.6-8.3. (See note; not applicable as a separate requirement)
o Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and
technical subjects, students must be able to write precise enough descriptions of the step-by-step
procedures they use in their investigations or technical work that others can replicate them and
(possibly) reach the same results.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Grade 7 – Common Core Standards
46