FOSS/Delta Education Correlations to Core Knowledge and Maryland State Curriculum Grade Seven Curriculum Guide for Imagine

Foundations Public Charter School Earth Science

FOSS Module FOSS Earth History Content Readers Core Knowledge Content
IV. History of the Earth and Life Forms A. PALEONTOLOGY Fossils as a record of the Earths history and past life forms How fossils are formed, and types of fossils (mold, cast, trace, true-form) B. GEOLOGIC TIME The age of the earth is about 4.6 billion years, based on geologic evidence and radioactive dating. Life has existed on earth for more than 3 billion years. How movements of the earths plates have affected the distribution of organisms Organizing geologic time: Scientists have organized the earths history into four major eras: Precambrian Era (earliest forms of life, such as bacteria and blue-green algae; later in the period, invertebrates such as jellyfish) Paleozoic Era (Pangaea; invertebrate life, such as trilobites, early in this era, followed by development of vertebrates later in the era, including fish; development of insects, amphibians, and the beginnings of reptiles; development of simple plants, such as mosses and ferns) Mesozoic Era (Pangaea separates into continents; Age of Reptiles; dinosaurs, flowering plants, small mammals and birds) Cenozoic (Present) Era (Ice Age; mammoths; gradual development of mammals, birds and other animals recognizable today; humans; flowering plants, forests, grasslands)
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Maryland State Curriculum

FOSS Module FOSS Populations and Ecosystems

Content Readers Delta Science Readers DNA From Genes to Proteins

Life Science Core Knowledge Content

Maryland State Curriculum

A. Diversity of Life 1. Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them these include external and internal structures (features) and processes.

Plants in Our World

a. Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms Vascular non-vascular plants Closed open circulatory systems Asexual sexual reproduction Respiration (lungs-gills-skin) Digestion b. Identify general distinctions among organisms that support classifying some things as plants, some as animals, and some that do not fit neatly into either group. Animals consume food Plants make food c. Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive, and reproduce. B. Cells 1. Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions. a. Use microscopes or other magnifying instruments to observe, describe, and compare the cellular composition of different body tissues and organs in a variety of organisms (animals and plants). b. Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. Extracting energy from food Getting rid of wastes Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled organisms, such as yeast or algae to explain that a single cell carries out all the basic life functions of a multicellular organism. Reproducing Extracting energy from food Getting rid of wastes

e. Based on data compiled from a number of lessons completed, take and defend a position on the statement The way in which cells function is the same in all organisms. 2. Recognize and provide examples that human beings, like other organisms have complex body systems of cells, tissues and organs that interact to support an organisms growth and survival. a. Describe and explain that the complex set of systems found in multicellular organisms are made up of different kinds of tissues and organs which are themselves composed of differentiated cells. b. Select several body systems and explain the role of cells, tissues and organs that effectively carry out a vital function for the organism, such as Obtaining food and providing energy (digestive, circulatory, respiratory) Defense (nervous, endocrine, circulatory, muscular, skeletal, immune) Reproduction (reproductive, endocrine, circulatory) Waste removal (excretory, respiratory, circulatory). Breathing (respiratory, circulatory) c. Develop a response that explains the meaning of the statement, The specialization of cells serves the operation of the organs, and the organs serve the needs of the cells. d. Investigate ways in which the various organs and tissues function to serve the needs of cells for food, air, and waste removal. C. Genetics 1. Explain the ways that genetic information is passed from parent to offspring in different organisms. a. Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent. b. Investigate and explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent, that multiplies to form the complete organism composed of about a trillion cells, each of which contains the same

Delta Science Readers DNA From Genes to Proteins

III. Cell Division and Genetics Cell division, the basic process for growth and reproduction Two types of cell division: mitosis (growth and asexual reproduction), meiosis (sexual reproduction) Asexual reproduction: mitosis; diploid cells (as in amoeba) Sexual reproduction: meiosis: haploid cells; combinations of traits How change occurs from one generation to another: either mutation or mixing of traits through sexual reproduction Why acquired characteristics are not transmitted Gregor Mendels experiments with purebred and hybrid

peas Dominant and recessive genes Mendels statistical analysis led to understanding that inherited traits are controlled by genes (now known to be DNA). Modern understanding of chromosomes and genes Double helix (twisted ladder) of DNA coding; how DNA makes new DNA How DNA sequence makes proteins; one gene equals one protein Genetic engineering Modern researchers in genetics: Francis Crick, James Watson, Severo Ochoa, Barbara McClintock

genetic information.

c. Investigate organisms that reproduce asexually to

identify what traits they receive from the parent.

d. Use information about how the transfer of traits from

parent or parents to offspring occurs, to explain how selective breeding for particular traits has resulted in new varieties of cultivated plants and domestic animals. e. Identify evidence to support the idea that there is greater variation among offspring of organisms that reproduce sexually than among those that reproduce asexually.

Delta Science Readers Plants in Our World

E. Flow of Matter and Energy 1. Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. a. Cite evidence from research and observations that food provides molecules that serve as fuel and building materials for all organisms. b. Cite evidence from research and observations that organisms that eat plants or animals break down what they have consumed (food) to produce the materials and energy they need to survive or store for later use. c. Investigate and describe the processes that enable plants to use the energy from light to make sugars (food) from carbon dioxide and water. d. Provide evidence from research to explain how plants can use the food they make immediately for fuel or stored for later use. e. Ask and seek answers to questions about the fact that transfer of matter between organisms continues indefinitely because organisms are decomposed after death to return food materials to the environment. f. Provide evidence that supports the premise In the flow of matter system the total amount of matter remains constant even though its form and location change. Carbon cycle Nitrogen cycle Food chains and food webs V. Evolution A. EVOLUTION Evolution is the change in a population of organisms over time caused by both genetic change and environmental factors. Adaptation and mutation

FOSS Populations and Ecosystems

Delta Science Readers DNA From Genes to Proteins

(1859) B. NATURAL SELECTION Natural selection as the mechanism of evolution: Darwins theory that life forms better adapted to their current environment have a better chance of surviving and will pass on their traits to their offspring Trait variation and change from generation to generation Evidence for the theory of evolution includes comparative anatomy, geology, fossils, and DNA research. C. EXTINCTION AND SPECIATION Extinction occurs when an environment changes and a species is no longer adapted to it. New species can develop when part of the population becomes separated and evolves in isolation. Life forms have evolved from simple organisms in oceans through amphibians to higher forms such as primates.

Charles Darwin: voyages of the Beagle; Origin of Species

FOSS Module FOSS Chemical Interactions

Content Readers Delta Science Reader Matter and Change

Chemistry Core Knowledge Content

I. Atomic Structure Review (from grade 5): Structure of atoms: protons, neutron, electrons Molecules Compounds are formed by combining two or more elements and have properties different from the constituent elements. Early theories of matter The early Greek theory of four elements: earth, air, fire, and water Later theories of Democritus: everything is made of atoms and nothing else (atom in Greek means that which cant be cut or divided); atoms of the same kind form a pure element Alchemy in middle ages Start of modern chemistry Lavoisier and oxygen: the idea that matter is not gained or lost in chemical reactions John Dalton revives the theory of the atom. Mendeleev develops the Periodic Table, showing that the properties of atoms of elements come in repeating (periodic) groups. Niels Bohr develops a model of the atom in shells that

Maryland State Curriculum

A. Structure of Matter 1. Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope. a. Recognize and describe that the atoms of each element are alike but different from atoms of other elements. b. Recognize and describe that different arrangements of atoms into groups compose all substances. c. Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties. Highly reactive metals, such as magnesium and sodium Less-reactive metals, such as gold and silver Highly reactive non-metals, such as chlorine, fluorine, and oxygen Almost non-reactive gases, such as helium and neon d. Provide examples to illustrate that elements are substances that do not breakdown into smaller parts during normal investigations involving heating, exposure to electric current or reactions with acids e. Cite evidence to explain that all living and non-living things can be broken down into elements.

hold a certain number of electrons. Bohrs model, plus the discovery of neutrons, helped explain the Periodic Table: atomic number, atomic weight, and isotopes. II. Chemical Bonds and Reactions To get a stable outer shell of electrons, atoms either give away, take on, or share electrons. Chemical reactions rearrange the atoms and the electrons in elements and compounds to form chemical bonds. When single atoms combine with themselves or with other atoms, the result is a molecule. O2 is a molecule of oxygen. NaCl is a molecule of salt, and because it has more than one element is called a compound. Ionic bond Atoms like sodium that have just one or two extra electrons are very energetic in giving them away. Elements with the same number of extra or few electrons can join with each other to make an ionic bond. Example: NaCl, table salt. Metallic bond In the metallic bond, electrons are not given away between elements, but are arranged so that they are shared between atoms. Pure metals show this sharing, and the atoms can rearrange themselves in different ways, which explains why you can pound metals into different shapes. Covalent bond Some atoms share electrons in a definite way, making them very stable and unreactive. Examples are H2 and O2. Carbon, which can take up or give away 4 electrons in covalent bonds, can help make molecules that can adopt almost any shape. It is the basis of life. Kinds of reactions Oxidation: a chemical reaction that commonly involves oxygen. More generally, oxidation is a reaction in which an atom accepts electrons while combining with other elements. The atom that gives away electrons is said to be oxidized. Examples: rusting of iron, burning of paper. Heat is given off. Reduction: the opposite of oxidation. Reduction involves the gaining of electrons. An oxidized material gives them away and heat is taken up. Acids: for example, vinegar, HCl, H2SO4; sour; turn

litmus red Bases: for example, baking soda; bitter; turn litmus blue pH: ranges from 0-14; neutral = 7, acid = below 7, base = above 7 Reactions with acids and bases In water solution, an acid compound has an H ion (a proton lacking an electron), and the base compound has an OH ion (with an extra electron). When the two come together, they form HOH (water) plus a stable compound called a salt. How chemists describe reactions by equations, for example: HCl + NaOH = NaCl + H2O A catalyst helps a reaction, but is not used up.

Physics
FOSS Module Content Readers
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Core Knowledge Content

None

Maryland State Curriculum

FOSS Module See Ecoscenarios, Populations and Ecosystems Multimedia on www.FOSSWEB. com See Ecoscenarios, Populations and Ecosystems Multimedia on www.FOSSWEB. com

Content Readers

Environmental Core Knowledge Content

Maryland State Curriculum

A. Natural Resources and Human Needs 1. Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality. a. Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources b. Recognize and describe the decreasing dependence on local resources due to the impact of available transportation. B. Environmental Issues 1. Recognize and describe that environmental changes can have local, regional, and global consequences. a. Identify and describe a local, regional, or global environmental issue. b. Identify and describe that different individual people or groups of people are affected by an issue in different ways.