Grade Level & Subject: 7^th grade Science		Curriculum Map	Year 2004-2005
Calendar	August	September	October/November
	Second Nine Weeks - November - January
Possible Resources	Life Science, Glencoe, 2002
Nine Weeks Focus	Chapter 2 Cells (36-123) Chapter 3 Cells (64-93) Chapter 4 Cells (94- 123) See Kara for films to match cell units *To temporarily address the problem of focused textbook content, 7^th grade teachers are responsible for teaching 6^th, 7^th and 8^th grade indicators of the Life Science standards during the 7^th grade year. This plan will be revised before the year-end state achievement tests in science are implemented. The indicators are marked by grade level if other than 7th.
Skills/Standards	Earth and Space Sciences Life Sciences 1. Describe that asexual reproduction limits the spread of detrimental characteristics through a species and allows for genetic continuity. (8^th) 2. Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism's chances for survival. (8^th) 1. Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. (6^th) 2. Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. (6^th) 3. Identify how plant cells differ from animal cells (e.g., cell wall and chloroplasts). (6^th) 4. Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. (6^th) 5. Describe that in asexual reproduction all the inherited traits come from a single parent. (6^th) 6. Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents. (6^th) Physical Sciences Science and Technology 1. Explain how needs, attitudes and values influence the direction of technological development in various cultures. 2. Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other. 3. Recognize that science can only answer some questions and technology can only solve some human problems. 4. Design and build a product or create a solution to a problem given two constraints (e.g., limits of cost and time for design and production or supply of materials and environmental effects). Scientific Inquiry Scientific Ways of Knowing 2. Describe how repetition of an experiment may reduce bias.A C A D E M I C C O N T E N T S TA N D A R D S
Assessments