Seventh Grade Life Science

Course Description

In the first unit of Life Science in Seventh Grade, students will work toward formulating an answer to the question, “How can one explain the ways cells contribute to the function of living organisms?” and  “How humans impact the growth and development of organisms and organization for matter and energy flow in organisms?” In unit two students will work toward formulating an answer to the question, “How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?” and “How humans impact interdependent relationships in ecosystems, cycles of matter and energy transfer in ecosystems, and ecosystem dynamics, functioning, and resilience?” In unit three, students will work toward formulating an answer to the question, “How do living organisms pass traits from one generation to the next?” and ​”How humans impact inheritance of traits and variation of traits?”

Grade Level(s): Seventh Grade

Related Priority Standards (State &/or National): MLS Science Standards Grades 6-12 

Course-Level Scope & Sequence (Units &/or Skills)

Unit 1: Molecules to Organisms

Students will work toward formulating an answer to the question, “How can one explain the ways cells contribute to the function of living organisms?” This work is broken into four sub-ideas: Structure and Function, Growth and Development of Organisms, Organization for Matter and Energy Flow in Organisms, and Information Processing. Students can gather information and use this information to support explanations of the structure and function relationships of cells. They can communicate understanding of cell theory. They have a basic understanding of the role of cells in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides a context for the plant process of photosynthesis and the movement of matter and energy needed for the cell. Students can construct an explanation of how environmental and genetic factors affect the growth of organisms. They can connect this to the role of animal behaviors in the reproduction of animals as well as the dependence of some plants on animal behaviors for their reproduction. Crosscutting concepts of cause and effect, structure and function, and matter and energy are called out as organizing concepts for the core ideas about processes of living organisms.

Unit 2: Ecosystems

Students will work toward formulating an answer to the question, “How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?” This work is divided into three sub-ideas: Interdependent Relationships in Ecosystems; Cycles of Matter and Energy Transfer in Ecosystems; and Ecosystem Dynamics, Functioning, and Resilience. Students can analyze and interpret data, develop models, and construct arguments and demonstrate a deeper understanding of resources and the cycling of matter and the flow of energy in ecosystems. They can also study patterns of the interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on population. They evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Unit 3: Genetics

Students will work toward formulating an answer to the question, “How do living organisms pass traits from one generation to the next?” This work includes two sub-ideas: :. Students can use models to describe ways gene mutations and sexual reproduction contribute to genetic variation. Crosscutting concepts of cause and effect and structure and function provide students with a deeper understanding of how gene structure determines differences in the functioning of organisms. ​Students will work toward formulating an answer to the question, “How do organisms change over time in response to changes in the environment?” This work is divided into four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans. Students can construct explanations based on evidence to support fundamental understandings of natural selection and evolution. They can use ideas of genetic variation in a population to make sense of organisms surviving and reproducing, hence passing on the traits of the species. 

Unit 4: Human Impact

Human Impact: ​ Students will work toward understanding: “How do we, as a human race, impact our surrounding environments in a positive or negative way?” This work includes three sub-areas: Molecules to Organisms​- “How humans impact the growth and development of organisms and organization for matter and energy flow in organisms?” Ecosystems-​ “How humans impact interdependent relationships in ecosystems, cycles of matter and energy transfer in ecosystems, and ecosystem dynamics, functioning, and resilience?” Genetics- ​”How humans impact inheritance of traits and variation of traits?”

Course Resources & Materials:  McGraw Hill iScience: Life Science

Date Last Revised/Approved:  May 2018