7th+curriculum+map

[|Biomes..Precipitation/Climat][|Biomes..Precipitation/Climat] Cell Processes || Cell Reproduction Heredity || Adaptations Over Time || Current Periodicals Scientific Journals || Textbook: Life Science, Glencoe/McGraw-Hill, 2006  Current Periodicals Scientific Journals || Textbook: Life Science, Glencoe/McGraw-Hill, 2006 Current Periodicals Scientific Journals || Textbook: Life Science, Glencoe/McGraw-Hill, 2006 Current Periodicals Scientific Journals || Control/Hypothesis Dependent/Independent Variable Scientific Law/Theory Lab Safety SI System Length/Volume/ Mass <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Organism <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Homeostasis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Biogenesis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Kingdom/Genus/Species || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cell membrane/Cell wall <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cytoplasm <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Nucleus <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Chloroplast <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Mitochondria <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Ribosome <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Endoplasmic reticulum <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Golgi bodies <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Tissue/organ <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cell Theory <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Virus <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Mixture <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Organic/Inorganic <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Enzyme <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Diffusion/Osmosis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Active Transport/Passive Transport <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Metabolism <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Photosynthesis/Respiration <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Fermentation || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Mitosis/Meiosis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Chromosome/Gene <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Asexual/Sexual Reproduction <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Fertilization <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Zygote <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">DNA/RNA <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Mutation <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Allele <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Dominant/Recessive <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Genotype/Phenotype <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Homozygous/Heterozygous <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; mso-highlight: yellow; msobidifontsize: 12.0pt; msohighlight: yellow;">Punnett Square <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Genetic engineering <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cloning || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Evolution <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Natural selection <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Variation/Adaptation <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Gradualism/Punctuated Equilib. <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Embryology <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Homologous structures <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Biochemical || Solve problems in writing and manipulatively using Scientific Method Identify in writing and manipulatively parts of experiments Design an Experiment in writing and manipulatively Perform in writing SI Conversion Demonstrate in writing and manipulatively how to use a dichotomous key Create a dichotomous key in writing LE Skills: <span style="font-family: Palatino-Roman+2;">6: Classify living things according to a student-generated scheme and an established scheme GS Skills: 1: F<span style="font-family: Palatino-Roman+2;">ollow safety procedures in the classroom and laboratory 2: S<span style="font-family: Palatino-Roman+2;">afely and accurately use the following measurement tools:
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">September test || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">October || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">November || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">December ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Unit Title/Theme || Exploring & Classifying Life || Cells
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Related Literature || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Content (include specific vocabulary) || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Method
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">September || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">October || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">November || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">December ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Skills (cont) || Identify in writing parts of Scientific Method

¥ metric ruler ¥ balance ¥ stopwatch¥ graduated cylinder <span style="font-family: Palatino-Roman+2;">¥ thermometer 3: U<span style="font-family: Palatino-Roman+2;">se appropriate units for measured or calculated values 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends 5:C<span style="font-family: Palatino-Roman+2;">lassify objects according to an established scheme and a student-generated scheme <span style="font-family: Palatino-Roman+2;">6: D<span style="font-family: Palatino-Roman+2;">evelop and use a dichotomous key <span style="font-family: palatino-roman+2;">7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: palatino-roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships || Identify visually and in writing names and functions of parts of cells Compare visually and in writing tissue/organ Demonstrate manipulatively and in writing how to properly focus a microscope LE Skills 1: <span style="font-family: Palatino-Roman+2;">manipulate a compound microscope to view microscopic objects 2: D<span style="font-family: Palatino-Roman+2;">etermine the size of a microscopic object, using a compound microscope 3: P<span style="font-family: Palatino-Roman+2;">repare a wet mount slide 4: U<span style="font-family: Palatino-Roman+2;">se appropriate staining techniques Identify visually and in writing cells under a microscope Explain in writing and visually how a virus makes copies of itself Identify in writing benefits of vaccines Identify visually and in writing organic/inorganic compounds Explain visually, kinesthetically, and in writing differences between active/passive transport Recognize visually and in writing equations for photosyntheis/respiration GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends <span style="font-family: Palatino-Roman+2;">7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: palatino-roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships <span style="font-family: palatino-roman+2;">9: U<span style="font-family: Palatino-Roman+2;">se indicators and interpret results || List visually and in writing the steps of Mitosis Identify visually and in writing the steps of Mitosis in cells Explain in writing and orally why meiosis is needed for sexual reproduction Identify visually and in writing parts of DNA structure Explain visually and in writing how DNA copies itself Explain visually and in writing how traits are inherited Demonstrate visually and in writing the inheritence of traits through the use of a Punnett square or a pedigree Compare/contrast visually, orally, and in writing genotype and phenotype Evaluate electronically and in writing the importance of genetic engineering LE Skills: 5: D<span style="font-family: Palatino-Roman+2;">esign and use a Punnett square or a pedigree chart to predict the probability of certain traits GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends <span style="font-family: Palatino-Roman+2;">7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: palatino-roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships || Describe in writing and orally Darwin’s theory of natural selection Compare/Contrast in writing gradualism and punctuated equilibrium Identify in writing and orally why variations are important List in writing and visually examples of evidence of evolution GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends 8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships ||
 * **Performance Indicators/Major Understandings** || Standard 1:

M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships. M1.1a identify independent and dependent variables M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material M1.1c apply mathematical equations to describe relationships among variables in the natural world M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. M2.1a interpolate and extrapolate from data M2.1b quantify patterns and trends <span style="font-family: Palatino-Roman+2;">M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. <span style="font-family: Palatino-Roman+2;">M3.1a use appropriate scientific tools to solve problems about the natural world

S1.2a independently formulate a hypothesis S1.2b propose a model of a natural phenomenon S1.2c differentiate among observations, inferences, predictions, and explanations S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. Standard 6:

3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale. <span style="font-family: Palatino-Roman+2;">3.2 Use powers of ten notation to represent very small and very large numbers.

5.1 Use simple linear equations to represent how a parameter changes with time. 5.2 Observe patterns of change in trends or cycles and make predictions on what might happen in the future. 6.1 Determine the criteria and constraints and make trade-offs to determine the best decision.6.2 Use graphs of information for a decision-making problem to determine the optimum solution. || Standard 4: <span style="font-family: Palatino-Roman+2;">1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.

1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus. 1.1d Some organisms are single cells; others, including humans, are multicellular. 1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems. 1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant's life activities. 1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities. 1.1h Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom) to specific (species).<span style="font-family: Palatino-Roman+2;">5.2f Contraction of infectious disease, and personal behaviors such as use of toxic substances and some dietary habits, may interfere with one's dynamic equilibrium. During pregnancy these conditions may also affect the development of the child. Some effects of these conditions are immediate; others may not appear for many years. <span style="font-family: Palatino-Roman+2;">1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body. 6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. 6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis. 6.2c Green plants are the producers of food which is used directly or indirectly by consumers. || Standard 4: <span style="font-family: Palatino-Roman+2;">1.2i The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring.

2.1a Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells. 2.1b Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains thousands of different genes. 2.1c Each human cell contains a copy of all the genes needed to produce a human being. 2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent. 2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent. 2.2a In all organisms, genetic traits are passed on from generation to generation. 2.2b Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness. 2.2c The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares. 3.1a The processes of sexual reproduction and mutation have given rise to a variety of traits within a species. 3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species.<span style="font-family: Palatino-Roman+2;">4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually. 4.1b There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual. 4.1c Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced. 4.1d Fertilization and/or development in organisms may be internal or external. 4.2a The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg. 4.2b In sexual reproduction, sperm and egg each carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent. 4.3a Multicellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multicellular organism, with each cell having identical genetic information. 4.3b In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth. 4.3c Various body structures and functions change as an organism goes through its life cycle. 4.3d Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature. 4.3e Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species. 4.3f As an individual organism ages, various body structures and functions change. 4.4a In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction. 4.4b In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the hereditary information is identical in all the cells that result. 4.4c Another type of cell division accounts for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain one-half of the hereditary information. 4.4d Cancers are a result of abnormal cell division. || <span style="font-family: Palatino-Roman+2;">Standard 4:

3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits.

3.2a In all environments, organisms with similar needs may compete with one another for resources. 3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past. 3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species.3.2d Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years. || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Assessments || Labs: > || Labs: Quizzes Homework Class Work Student Responses Teacher Obeservation Projects || Chapter Test Quizzes Homework Class Work Student Responses Teacher Observation Projects || Chapter Test Quizzes Homework Class Work Student Responses Teacher Observation Projects || Chapter Test Quizzes Homework Class Work Student Responses Teacher Observation Projects ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Technology || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught.
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Formative
 * Safe School Lab Stories
 * Obscertainer Lab
 * Rattle Back Lab
 * Evidence Bag
 * Cabbage Juice Lab
 * Metric Conversions Lab
 * Using Balance, Ruler, Beaker and Graduated Cylinder
 * Making and Using Line Graphs
 * Controlled Experiments Review
 * || Labs: || Labs: ||
 * **Summative**
 * Assessments** || Chapter Test

**Teacher’s Name:** Haentges/Schraufstetter/Bithorn **Tonawanda Middle School:** Life Science Year 09-10

=<span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial;">Curriculum Map =

Non-living Environment || Ecosystems Annelids/Arthropods/Amphibians || Structure and Movement Nutrients and Digestion || Circulation || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 10pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006 <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Current Periodicals <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006 <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Current Periodicals <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006 <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Current Periodicals <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Ecosystem <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Population/Community <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Habitat <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Producer/Consumer <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Niche <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Biotic/Abiotic <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Water cycle <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Carbon cycle <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Nitrogen cycle <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Food web <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Energy pyramid || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Succession <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Pioneer s <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Deciduous Forest/Tropical Rain pecies <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Climax community <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Biome/Tundra/Taiga/TemperateForest/ Desert/Grassland <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Setae/Crop/Gizzard <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Appendage/Exoskeleton <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Metamorphosis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Hibernation/Estivation || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cartilage <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Joint <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Ligament/Tendon <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Muscle – Voluntary/Involuntary <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Epidermis/Dermis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Melanin <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Protein/Amino acid <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Carbohydrate <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Fat <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Vitamin/Mineral <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Food group <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Digestion <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Peristalsis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Chyme <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Villi || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Atrium/Ventricle <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Coronary/Pulmonary/Systemic <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Artery/Vein/Capillary <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Plasma <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Hemoglobin <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Platelet <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Lymph || Observe visually and in writing how environment influences life Explain visually and in writing how organisms interact Interpret kinesthetically and in writing a food web Recognize visually, orally, and in writing the niche of organism Describe visually and in writing how organisms obtain energy LE Skills: 7: I<span style="font-family: Palatino-Roman+2;">nterpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web Identify visually and in writing biotic/abiotic factors Diagram visually and in writing the water cycle Diagram visually and in writing the carbon cycle Recognize visually and in writing the energy available at each level of food chain GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends <span style="font-family: Palatino-Roman+2;">7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: palatino-roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships || Explain visually and in writing the process of succession Compare visually and in writing pioneer species with climax communities Identify visually, electronically, and in writing different biomes List visually and in writing plant/animal life found in each biome Describe visually, electronically, and in writing human impact on environment/living things Describe visually and in writing the structures and importance of worms Dissect worm – observe visually, manipulatively, and in writing internal and external structures Identify visually and in writing stages of metamorphosis Dissect grasshopper – observe visually, manipulatively, and in writing internal and external structures Describe visually and in writing adaptation of amphibians Dissect frog – observe visually, manipulatively, and in writing internal and external structures GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends <span style="font-family: Palatino-Roman+2;">7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: palatino-roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships || LE Skills: 9: I<span style="font-family: Palatino-Roman+2;">dentify structure and function relationships in organisms List visually, kinesthetically, and in writing functions of skeletal system Observe visually and in writing the effects of nutrients on bone strength List visually and in writing functions of muscular system Compare/Contrast visually, manipulatively, and in writing types of muscles Observe visually muscle tissue through use of a microscope Distinguish visually and in writing between dermis and epidermis List visually and in writing functions of skin Distinguish visually and in writing 6 classes of nutrients Identify visually and in writing importance of each type of nutrient Create visually and in writing a healthy menu Calculate in writing fat content in food Identify visually and in writing organs of digestive system Explain visually, orally, and in writing functions of each organ Identify visually and in writing types of digestion GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends 7: S<span style="font-family: Palatino-Roman+2;">equence events 8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships || Compare/Contrast visually and in writing blood vessels List visually, kinesthetically, and in writing pathway of blood Identify visually and in writing functions of each organ in the circulatory system Identify visually and in writing parts/functions of blood Identify visually and in writing blood groups Determine manipulatively blood groups using antiserum Describe visually, electronically, and in writing disease of blood Observe blood cells visually through use of a microscope Observe visually and in writing circulation in fish tail LE Skills: 8: I<span style="font-family: Palatino-Roman+2;">dentify pulse points and pulse rates GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends 7: S<span style="font-family: Palatino-Roman+2;">equence events <span style="font-family: Palatino-Roman+2;">8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships ||
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">January || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">February || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">March || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">April ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Unit Title/Theme || Interactions of Life
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Related Literature || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 10pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006 <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;"> Current Periodicals
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Content (include specific vocabulary) || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Biosphere
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">January || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">February || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">March || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">April ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Skills || Identify visually and in writing places where life is found
 * Performance Indicators/Major Understandings || Standard 4:

5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food. 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods. 5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms. 5.1f Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback systems. 5.1g The survival of an organism depends on its ability to sense and respond to its external environment.<span style="font-family: Palatino-Roman+2;">6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids. 6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. 6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment. 6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids. 6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. 6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment. 6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. 6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis. 6.2c Green plants are the producers of food which is used directly or indirectly by consumers. 7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.1d Some microorganisms are essential to the survival of other living things. 7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe. || Standard 4:

7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.1d Some microorganisms are essential to the survival of other living things. 7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe. <span style="font-family: Palatino-Roman+2;">7.2a In ecosystems, balance is the result of interactions between community members and their environment. 7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in longterm gradual changes (ecological succession). 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc. 7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources. <span style="font-family: palatino-roman+2;">3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species. || Standard 4:

<span style="font-family: Palatino-Roman+2;"> 1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells.

1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system. 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1b An organism's overall body plan and its environment determine the way that the organism carries out the life processes. <span style="font-family: Palatino-Roman+2;">5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. 5.2b Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism. 5.2c Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet, and aging. 5.2d Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person. 5.2e In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state. || Standard 4: 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1b An organism's overall body plan and its environment determine the way that the organism carries out the life processes.

<span style="display: block; font-family: palatino-roman+2; text-align: left;">1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands. || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || Quizes Homework Class Work Student Responses Teacher Observation Projects || Chapter Tests Quizes Homework Class Work Student Responses Teacher Observation Projects || Chapter Tests Quizes Homework Class Work Student Responses Teacher Observation Projects || Chapter Tests Quizes Homework Class Work Student Responses Teacher Observation Projects ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Technology || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught.
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Formative Assessments || Labs:
 * The Rain Shadow Effect || Labs:
 * It's Classified! (Dichotomus Key)
 * Classification
 * []
 * Modeling Geographic Isolation
 * Worm Dissection
 * Grasshopper Dissection
 * Frog Dissection || Labs:
 * Comparing Muscles, Bones, and Connective Tissues(design/adopt, not yet used)
 * Skin Appearance and Evaportaion
 * Macronutrient Indicator Lab(design/adopt, not yet used) || Labs:
 * The Heart as a Pump ||
 * **Summative Assessments** || Chapter Tests

**Teacher’s Name:** Haentges/Schraufstetter/Bithorn **Tonawanda Middle School:** Life Science Year 09-10

=<span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial;">Curriculum Map =

Control and Coordination || Life Science Review ||  ||   || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Current Periodicals <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 10pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006 <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Current Periodicals <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Scientific Journals ||  ||   || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Trachea/Bronchi/Alveoli <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Diaphragm <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Emphysema/Asthma <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Kidney/Nephron <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Ureter/Bladder/Urethra <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Dialysis <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Neuron/Dendrite/Axon/Synapse <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Central/peripheral Nervous System <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Cerebrum/Cerebellum <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Medulla Oblongata <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Reflex || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Review vocabulary and concepts from all chapters ||  ||   || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">List visually and in writing the pathway of air in and out of lungs <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Describe visually and in writing the effects of smoking on respiratory system <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">List visually and in writing the structures of the excretory system <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Describe visually and in writing how the kidneys work <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Explain visually and in writing what happens when excretory organs fail <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Explain visually, kinesthetically, and in writing how impulse moves across synapse <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Compare visually and in writing CNS/PNS <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Describe visually, kinesthetically, and in writing the importance of reflexes GS Skills: 4: R<span style="font-family: Palatino-Roman+2;">ecognize and analyze patterns and trends 7: S<span style="font-family: Palatino-Roman+2;">equence events 8: I<span style="font-family: Palatino-Roman+2;">dentify cause-and-effect relationships ||  ||   ||   || 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1b An organism's overall body plan and its environment determine the way that the organism carries out the life processes. <span style="font-family: Palatino-Roman+2;">1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange). <span style="font-family: Palatino-Roman+2;">1.2e The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy. 1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system.
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">May || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">June ||  ||   ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Unit Title/Theme || Respiration and Excretion
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Related Literature || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 10pt; mso-highlight: yellow; msohighlight: yellow;">Textbook: Life Science, Glencoe/McGraw-Hill, 2006
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Content (include specific vocabulary) || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">Pharynx/Larynx
 * || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">May || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">June ||  ||   ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Skills || <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; mso-highlight: yellow; msobidifontsize: 12.0pt; msohighlight: yellow;">Explain visually and in writing how O <span style="background: yellow; color: black; font-family: 'Times New (W1)'; font-size: 11pt; mso-bidi-font-size: 12.0pt; mso-highlight: yellow; msobidifontsize: 12.0pt; msohighlight: yellow;">2 and CO2 are <span style="background: yellow; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: yellow; msohighlight: yellow;">exchanged in lungs/tissues
 * **Performance Indicators/Major Understandings** || Standard 4:

<span style="display: block; font-family: palatino-roman+2; text-align: left;">1.2h The nervous and endocrine systems interact to control and coordinate the body's responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions. ||  ||   ||   || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites to reinforce concepts taught. <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of Microsoft office for programs of application and data analysis ||  ||   || <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Assessments || Chapter Test Quizzes Labs Homework Class Work Student Responses Teacher Observation Projects || Homework Class Work Student Responses Teacher Observation ||  ||   ||
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Technology || <span style="background: lime; color: black; font-family: Times New Roman; font-size: 11pt; mso-highlight: lime; msohighlight: lime;">Use of internet websites and video reinforce concepts taught.
 * <span style="color: black; font-family: 'Arial Rounded MT Bold'; font-size: 11pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Formative