Unit 1

In this unit students will investigate the origin of life. Students will learn about cell structures and how they are related to their functions. Students will also investigate how cells take in nutrients through the cell membrane and into the cytoplasm in order to carry our cells processes which include growth, reproduction, making needed materials, and processing wastes.  Students will then develop and use models to evaluate the organization of cells into tissues, tissues into organs, organs into systems, and systems into organisms.  Finally, students will use the information about organ systems to construct an argument that systems of the body work together to carry out life processes.ssessment. 

​

George Life Science Standards

Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology will  be infused into the curriculum and the safety of the student should always be foremost in instruction.

​

S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically.

1. Develop and defend a model that categorizes organisms based on common characteristics.

2. Evaluate historical models of how organisms were classified based on physical

   characteristics and how that led to the six kingdom system (currently archaea, bacteria, protists, fungi, plants, and animals).
   (Clarification statement: This includes common examples and characteristics such as, but not limited to, prokaryotic, eukaryotic, unicellular, multicellular, asexual reproduction, sexual reproduction, autotroph, heterotroph, and unique cell structures. Modern classification will be addressed in high school.)

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

1. Develop a model and construct an explanation of how cell structures (specifically the

   nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
   (Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

2. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

3. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.
   (Clarification statement: The emphasis is not on learning individual structures and functions associated with each system, but on how systems interact to support life processes.)

S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.
a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait.

​

Science Georgia Standards of Excellence

1. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. (Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)

2. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding.
   (Clarification statement: The element specifically addresses artificial selection and the ways in which it is fundamentally different from natural selection.)

​

 

Homework

Students will be expected to complete Stemscope assignments and study current vocabulary at home.  Homework will be collected and graded.

​

Sylvan Hills Grading Scale

The school-wide assignment tasks and assigned weights include...

 

Classwork/Participation

30%

 

Tests

25%

 

Projects

20%

 

Quizzes

15%

 

Homework

10%

​

Grading Policy

​

A:  90 – 100%    B:  80 – 89%        C:  70 -79%         F: 69% and below

​

Parent Portal

Parent Portal (ic.apsk12.org/portal) is an excellent way to stay abreast of your child’s grades.  It will show missing assignments and their current class average. If you do not already have access to this excellent resource, please bring your state ID to the front office and someone will assist you.

​

Behavioral Expectations

 

Students are expected to comply with all Sylvan Hills’ Discipline Guidelines and Expectations. Consequences will be issued for violating school and classroom procedures and expectations. Behavior incentices are reinforced with the use of Class Dojo.  Please use your code to login and track your scholar's incentives.