Mild Cognitive Impaired (MiCI) Science |
7th
Grade Science |
Life Science
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Standard: Cells (CE) All students
will apply an understanding of cells to the functioning of multi-cellular
organisms, including how cells grow, develop and reproduce. |
Benchmark |
Students Will |
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S.FI.L.CE.m.EB01 L.CE.FI.EB.III.1.m.1a Recognize that all
living things are made of cells: some consist of a single cell and some are
multi-cellular. Key
concepts: Differentiate
between animal/plant cells by shape (existence of cell wall); single-cell
organisms vs. multi-cellular organisms. Real-world
contexts: Onion
skin cell vs. cheek cell; paramecium vs. human. |
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Identify that plants
have a cell
wall and animals do not. Identify the differences between
animal and plant cells by shape and cell wall. |
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MI-Access See
Benchmark for Specific EGLCE Classroom
activities and teacher developed assessment(s). |
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STANDARD: CELLS
(CE)
All students will apply
an understanding of cells to the functioning of multi-cellular organisms,
including how cells grow, develop and reproduce.
Benchmark |
Students
Will |
Text
Reference |
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Activities/Assessment
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S.FI.L.CE.m.EB03 L.CE.FI.EB.III.1.m.2a Identify
that plants and animals have specialized cells. Key concepts: Animal reproduction cells and plant
reproductive cells, skin cells, blood cells, root cells, and leaf cells. Real-world
contexts: Red blood cells/white blood cells, sperm
cells, egg cells. |
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Explore
the various cell types (blood, plant cells, root, leaf, reproductive cells
etc) and tell their function. |
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MI-Access
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STANDARD:
ORGANIZATION OF LIVING THINGS (OR)
All students will use
classification systems to describe groups of living things.
Benchmark |
Students
Will |
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S.FI.L.OR.m.EB01ADD L.OR.FI.EB.III.2.e.1ADDm Identify characteristics and/or functions of observable body
parts in a variety of animals. Key
concepts: Observable characteristics—fur, scales, feathers, horns,
claws, beaks, teeth, skeleton, muscles; functions—insulation, support,
movement, food-getting, protection. Real-world contexts: Caring for pets,
health care, visiting the dentist. |
Understands and uses terms to describe the characteristics of animals (vertebrate, invertebrate, cold blooded, warm-blooded, carnivore, herbivore, etc.). Can name and describe the characteristics of the main classifications of animals: 1. Mollusks. 2. Echinoderms. 3. Insects. 4. Spiders. 5. Fish. 6. Reptiles. 7. Amphibians. 8. Birds. 9. Mammals. Understands that animals have special protective devices to preserve their species. 1. Run - have speed and agility to escape. 2. Hide - camouflage, protective coloration. 3. Weapons - fangs, teeth, claws, poison, etc. Knows that animals live in environments/habitats suited to their needs 1. Food. 2. Shelter. 3. Temperature/Climate. 4. Area/Space. Understands that animals are living things and a necessary part of our environment. 1. Food. 2. Skins/Hides. 3. Workers. 4. Companions 5. Parts of the
food chain. Understands the importance of conservation in protecting animals from extinction |
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STANDARD:
ORGANIZATION OF LIVING THINGS (OR) All students will
use classification systems to describe groups of living things. |
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Benchmark |
Students
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Reference |
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Activities/Assessment
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S.FI.L.OR.m.EB01 L.OR.FI.EB.III.2.m.1a Compare and/or classify organisms in major groups based
on their structure. Key
concepts: Characteristics used for classification—reptiles/
mammals, flowering plant vs. non-flowering plant. Real-world
contexts: Visiting a zoo,
school garden, fishing. |
Understands and identifies plant classification according to similarities. 1. Simple plants - algae, fungi. 2. Land plants (more complex). a. Mosses. b. Ferns. c. Seed plants. 1. Flowering. 2. Cone-bearing. Understands the importance of conservation to protect plants from extinction. |
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MI-Access
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STANDARD:
ORGANIZATION OF LIVING THINGS (OR)
All students will
use classification systems to describe groups of living things.
Benchmark |
Students
Will |
Text
Reference |
Suggested
Activities/Assessment
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S.FI.L.OR.m.EB03 L.OR.FI.EB.III.2.m.2a Identify stages of the life cycle of flowering
plants. Key
concepts: Flowering plant parts—roots, stems, leaves, flowers, seeds,
processes—germination. Real-world
contexts: Gardening, visiting an orchard. |
Understands the life cycle of flowering plants from seed to plant, flowers, fruit, seed. |
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STANDARD:
ORGANIZATION OF LIVING THINGS (OR)
All students will
investigate and explain how living things obtain and use energy.
Benchmark |
Students
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Reference |
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L.OR.FI.EB.III.2.m.3a Explain where the plants make and store food. Key
concepts: Make food in leaves, store food in roots. Real-world contexts: Food preparation
(such as, What part of the carrot do you eat?). |
Can
identify the parts of plants and their functions Roots - soak up water and nutrients, hold the plant in place. Stems - support the plant, send water and nutrients to leaves. Leaves - photosynthesis, respiration Knows the requirements for plant growth and practices these: Good soil. Correct
amount of sunshine, and water. |
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MI-Access
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Standard:
Organization of Living Things (OR) All students will analyze how parts of
living things are adapted to carry out specific functions.
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Benchmark |
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S.FI.L.OR.m.EB05 L.OR.FI.EB.III.2.m.4a Identify
how selected systems and processes work together in animals. Key concepts: Systems/processes—digestion/
excretion, skeletal/muscular. Real-world
contexts: Exercising
(Where does your food go?). |
The Student... Understands the systems of the body, including their functions and major organs. Skeletal. Muscular. Circulatory. Respiratory. Digestive. Nervous. Reproductive (also see Personal Adjustment-Sexuality Unit). |
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MI-Access
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STANDARD:
ORGANIZATION OF LIVING THINGS (OR) All students will
analyze how parts of living things are adapted to carry out specific
functions. |
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Activities/Assessment
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MI-Access
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STANDARD: HEREDITY
(HE)
All students will
investigate and explain how characteristics of living things are passed on through
generations.
Benchmark |
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S.FI.L.HE.m.EB01 L.HE.FI.EB.III.3.m.1a Identify
the characteristics of living things that are passed on through
generations. Key concepts: Reproductive
cells—egg, sperm, hereditary information. Real-world
contexts: Family,
pets, gardening. |
Have a basic
understanding about heredity. They will
understand that both parents provide characteristics that are passed on to
future generations. |
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MI-Access
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STANDARD:
HEREDITY (HE) All students will
explain why organisms within a species are different from one another. |
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S.FI.L.HE.m.EB02 L.HE.FI.EB.III.3.m.2a Identify how heredity and environment may affect human
characteristics. Key
concepts: Traits—inherited, acquired. Real-world contexts: Personal health habits—eating, smoking, alcohol. |
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They will have a basic
understanding of the importance of an accurate family medical history
regarding health concerns that may be passed on to future offspring. |
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STANDARD:
HEREDITY (HE) All students will
explain how new traits can be established by changing or manipulating genes. |
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MI-Access
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STANDARD:
EVOLUTION (EV) All students will
explain how scientists construct and scientifically test theories concerning
the origin of life and evolution of species |
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Benchmark |
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S.FI.L.EV.m.EB01 L.EV.FI.EB.III.4.m.1a Explain
how fossils provide evidence about the nature of ancient life. Key concepts: Types of
evidence—fossil, extinct, ancient, modern life forms. Real-world
contexts: Visiting
a museum, finding Petoskey stones. |
Identify fossils and discuss their
origin. They will understand how fossils
provide information about life many years ago. |
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MI-Access
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STANDARD:
EVOLUTION (EV) All students will
compare ways that living organisms are adapted (suited) to survive and
reproduce in their environments and explain how species change through time. |
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S.FI.L.EV.m.EB02 L.EV.FI.EB.III.4.m.2a Identify how species may become extinct. Key
concepts: Environmental change, variation in populations,
reproductive success. Real-world
contexts: Pets, visiting a museum. |
Understand the concept of
extinction. They will identify reasons
that species may become extinct. |
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MI-Access
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STANDARD:
ECOSYSTEMS (EC) All students will
explain how parts of an ecosystem are related and how they interact. |
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L.EC.FI.EB.III.5.m.1a Describe
common patterns of relationships among populations. Key concepts: Participants and
relationships—predator, prey, parasite, competition, mutually beneficial. Real-world
contexts: Nature
walk, visiting a park. |
Identify components of the food web
and the relationship that living organisms have with each other. Students will identify predator/prey
relationships. |
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MI-Access
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STANDARD:
ECOSYSTEMS (EC) All students will
explain how energy is distributed to living things in an ecosystem. |
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S.FI.L.EC.m.EB02 L.EC.FI.EB.III.5.m.2a Identify and/or describe that organisms acquire energy
directly or indirectly from sunlight. Key
concepts: Sunlight, plants, food, photosynthesis, producers, consumers,
food webs. Real-world contexts: Gardening, lawn care. |
Students will identify
consumer/producer relationships including the concept that energy is
provided to organisms directly or indirectly by the sun. |
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MI-Access
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STANDARD:
ECOSYSTEMS (EC) All students will
investigate and explain how communities of living things change over a period
of time. |
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S.FI.L.EC.m.EB03 L.EC.FI.EB.III.5.m.3a Identify
the effects of changes in one population in a food web on other
populations. Key concepts: Natural balance
(organism, population, community), introduction of non-native species. Real-world contexts: Wildlife, landscaping, boating. |
Identify how populations of the food
web can be changed (for better or worse) when change is introduced in the
food web. They will understand the concept of
natural balance. |
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MI-Access
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STANDARD: ECOSYSTEMS
(EC) All students will
investigate and explain how communities of living things change over a period
of time. |
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Text
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S.FI.L.EC.m.EB04 L.EC.FI.EB.III.5.m.4a Identify the
likely changes of a given ecosystem over time. Key concepts: Stages (pioneer community-climax
community). Real-world
contexts: Landscaping,
camping, farming. |
Understand that change can be
introduced to an ecosystem that impacts organisms (positive and negative). Students will be able to give
examples of likely outcomes. |
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MI-Access
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STANDARD:
ECOSYSTEMS (EC) All students will
describe how materials cycle through an ecosystem and get reused in the
environment. |
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MI-Access
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STANDARD: ECOSYSTEMS
(EC) All students will
analyze how humans and the environment interact. |
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S.FI.L.EC.m.EB05 L.EC.FI.EB.III.5.m.5a Identify how
humans use and benefit from plant and animal materials. Key concepts: Materials from plants, including wood,
paper, cotton, linen, starch, rubber, wax, and oils. Materials from animals, including leather,
wool, fur, oils, and wax. Real-world
contexts: Clothing,
building materials, and medicines. |
Understands that plants are living things and are necessary for life on earth. 1. Food. 2. Building materials. 3. Produce oxygen. 4. Medicine. 5. Fuel. 6. Shelter for animals. 7. Protect soil. 8. Cloth. |
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MI-Access
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STANDARD:
ECOSYSTEMS (EC) All students will
analyze how humans and the environment interact. |
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Benchmark |
Students
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Reference |
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Activities/Assessment
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S.FI.L.EC.h.EB05 L.EC.FI.EB.III.5.m.6a Describe ways in
which humans alter the environment. Key concepts: Agriculture, land use, renewable and
non-renewable resource development, resource use, solid waste, toxic
waste. Biodiversity. Real-world contexts: Farming, hunting,
planting trees. |
Identify positive and negative ways
that humans impact/alter the environment and likely/possible outcomes of
those changes (farming, pollution, clear-cutting the land for building) |
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