1. a. Demonstrate the process for the development of a dichotomous key.
S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically
a. Demonstrate the process for the
development of a dichotomous key.

2. a. Demonstrate the process for the development of a dichotomous key.
Dichotomous keys are used to classify
organisms according to their characteristics.
Dichotomous key statements are answered only by yes or no.
Dichotomous keys work like a funnel; they
narrow down the characteristics to a specific organism.

3. S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically
b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system. (archaebacteria, eubacteria, protists, fungi, plants and animals)

4. S7L1 b. Differences among the five kingdoms.
Difference between eukaryotic and
prokaryotic cells
Basic characteristics of the five kingdoms

5. S7L4. Students will examine the dependence of organisms on one another and their environments
a. Demonstrate in a food web that matter is transferred from one organism to
another and can recycle between organisms and their environments.

6. S7L4 a. Energy comes from the sun
Producers are at the base of any food web/chain
Organisms pass their energy to other organisms
Consumers, producers, decomposers and scavengers make up food webs
Energy pyramid also gives a good representation of how energy is passed.

7. S7L4. Students will examine the dependence of organisms on one another and their environments
b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.

8. S7L4 b.
Energy pyramid
Food webs from both land and water showing that energy still comes from the sun
In an energy pyramid, the beginning amount of energy is slowly decreased as it moves from organism to organism.
Predator/Prey relationship
Photosynthesis
Cellular respiration
Just the basics of these cycles: Water cycle, Carbon cycle, Nitrogen cycle

9. S7L4. Students will examine the dependence of organisms on one another and their environments
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.

10. S7L4 c. Look at peppered moths as change in
environment that is manmade and see
the impact on the species.
Adaptations
extinction

11. S7L4. Students will examine the dependence of organisms on one another and their environments
d. Categorize relationships between organisms that are competitive or mutually
beneficial.

12. S7L4 d. Symbiosis Commensalism Parasitism Mutualism Predator Prey
Note the differences between each type of relationship.
Have students review several different relationships between organisms and have them classify them accordingly

13. S7L4. Students will examine the dependence of organisms on one another and their environments
e. Describe the characteristic of Earth’s major terrestrial biomes (i.e. tropical rainforest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries,
and marine).

14. S7L4 e.
Focus on location of these biomes, temperature and rainfall differences and examples of plants and animals that live in each.
Tropical rain forest, Boreal forest, Deciduous forest, Savanna, Temperate grassland, Tundra, Taiga, Desert, Marshes, Lakes, Rivers, Oceans, estuaries

15. S7l2. Students will describe the structure and function of cells, tissues, organs, and organ systems
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.

16. S7l2 a. Osmosis Diffusion Endocytosis/ exocytosis
Passive/active transport
Mitosis
DNA
Chromosomes
Photosynthesis
Cellular respiration

17. S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems
b. Relate the structure (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.

18. S7L2 b.
What role do each of the listed organelles play in cell function
Chloroplast – photosynthesis
Mitochondria – cellular respiration
Cell membrane – controls what comes in and goes out of the cell
Nucleus – control center of the cell
Cytoplasm – gel-like substance that nutrients move through in the cell and also acts as a shock absorber
Cell wall – provides structure and support for cells

19. S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

20. S7L2. c. Relate how systems help the organism survive.
Systems help the body get what it needs and then how cells use what the body gets to sustain itself.
Students should see the whole picture of an organism and then see “how it works” to keep itself running.

21. S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems
d. Explain that tissues, organs, and organ systems serve the needs that cells have for oxygen, food and waste

22. S7L2. d.
Use this to build on the previous substandard by reinforcing that cells make tissues and tissue makes organs and organs make systems.
Photosynthesis and cellular respiration are included here. Students should know what these processes produce.
Endocytosis and exocytosis, passive and active transport

23. S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems
e. Explain the purpose of the major organ systems in the human body (i.e. digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and protection from disease.

24. S7L2. e.
Teach function and 2 or 3 major organs in each of these systems:
Digestive
Cardiovascular/circulatory
Respiratory
Reproductive
Excretory
Muscular
Skeletal
Nervous
Immune
Integumentary

25. S7L3. Students will recognize how biological traits are passed on to successive generations
a. Explain the role of genes and chromosome in the process on inheriting a specific trait

26. S7L3. a.
Appropriate Technical language: dominant, recessive, Punnett square, chromosomes, hybrid, purebred, meiosis, alleles, genotype, phenotype

27. S7L3. Students will recognize how biological traits are passed on to successive generations.
b. Compare and contrast that organisms reproduce sexually and asexually (bacteria, protists, fungi, plants and animals)

28. S7L3. b. Compare and contrast meiosis and binary fission.
Binary fission is for prokaryotes and meiosis is for eukaryotes.
Students need to know how each kingdom reproduces. Sexual or asexual or both.