MInd Map

To tie all of the standards together, I give you a mind map of all of the Life Science Standards.
Mine:https://drive.google.com/file/d/0B5QDJdnKXbBDQVpUbzM4cGZMYkk/edit?usp=sharing
Example of a mind map: Mind  Map

 

Classification

In this standard we basically found out how organisms are different and how they can be compared. An example of this is comparing a Leopard and a Jaguar.  You know that the Leopard's stops are smaller and a Jaguars are much larger. Second, Jaguars live in the rainforest while Leopards live in the savanna.

 From Google Images

Elements:
A: Element a was like the base of  standard because I had to develop a dichotomous key. First you have to generate similarities between the organisms then give a direction where to go next. When a dichotomous key is finished the key it should look like a lot of steps.

From Google Images


B: Now I can't really explain this element that well, but we were supposed to classify organisms form the six kingdoms using a dichotomous key. Here is a video for further info.

Evolution

           

This standard was all about how organisms change over millions of years, just to live long enough to reproduce. Now you just can't change into anything, you have to have the trait in your DNA. This means that an with four legs can't suddenly have one leg, it has to be in your DNA.
 This picture is from Google Images

This is the theory of how man evolved, but this theory is not commonly accepted because of religion.

Elements:
A: This element just furthers explains evolution and how organisms change over time. A perfect example of this is the peppered moths of Manchester. The story behind these moths is amazing. The story tells like this, there was two moths,one black and one light colored, During the industrial age the trees developed black spots. These black spots allowed the black moths to blend in with the trees therefore decreasing the amount of light colored moths. As time continued and methods improved the black spot disappeared. This made the black moths easy to spot and kill. This later increase the number of light colored moths. 
 From Google Images

 

  B: In this element I had to describe how organism change because of natural selection. Organisms change to be the "fittest" and have almost no competition. Essentially the "fittest" will out live the other organisms long enough to reproduce leading to a successive generation.
Here in my EVOLUTION OF WHALES and a video:

 C: And finally in element c I had to trace take fossils found in sedimentary rock provide evidence for evolution.

For example take this horse fossil record. As you can see the size of the horse was essential for their survival and as time passed they eat better and grow. 

 













 

Genetics

In Genetics(S7L3) the overall standard was to recognize how biological traits are pass on to successive generations. This was easy because I knew that you inherit your traits from your parents. These traits can be later predicted by using a punnet square.  

I got this picture from Google Images

Elements:
A: This was probably the easiest element in the genetics standards because I just had to explain the role genes and chromosomes play in inheriting a trait. Basically genes carry the instructions for your appearance and those genes are carried by chromosomes.Also to determine your appearance, if the dominant allele is present then it masks the recessive allele. 
Here is a survey that I did in class to compare the traits of others: 
 https://drive.google.com/file/d/0B5QDJdnKXbBDWUt0Qll3d043MXc/edit?usp=sharing  

 

B: This element required me to compare the two different types of reproduction, asexual and sexual. I had to compare them and which organism use them. For example, bacteria reproduces asexually because they are unicellular and don't require another organism. 

The Picture is from: Google Images
   

C: I have to say that in element I found out the messed up things that selective breeding and Genetic Engineering can do to animals. The main reason for GE is that it can provide food and stop famine all over the world, but what good is that when all the animals die from GE. To go further into detail I give you a story that I wrote why we,as a whole, should stop Genetic Engineering. 

STOP THE SPREAD OF DOOM

Cells

S7L2.b was the next big standard we hit. This unit began with cell structure and the functions of the organelles. The organelles that we had to recognize was the Cell Wall, Cell Membrane,Nucleus, Cytoplasm, Mitochondion, Endoplasmic Reticulum,Golgi Bodies, Vacuoles, Lysosomes, and Choloroplasts.
This unit was specially fun for me because we had to relate the functions of the organelles to ordinary day-to-day objects.

Here is what I related the Cell Organelles to:
https://drive.google.com/file/d/0B5QDJdnKXbBDYnFfSkNTenZvTG8/edit?usp=sharing

 This picture is from:
https://www.google.com/search?q=Cell+organelles&safe=active&es_sm=122&source=lnms&tbm=isch&sa=X&ei=Bv5PU5KbOdPt0QHYjYHwBQ&ved=0CAgQ_AUoAQ&biw=1280&bih=923#facrc=_&imgdii=_&imgrc=Faun9DS5miYdwM%253A%3BRMNVaRbsWlBcFM%3Bhttp%253A%252F%252Fpulpbits.com%252Fwp-content%252Fuploads%252F2013%252F11%252FOrganelles-of-the-Plant-Cell-pic-1.jpg%3Bhttp%253A%252F%252Fpulpbits.com%252F5-pictures-of-plant-cell-organelles%252F%3B1500%3B1125


In standard S7L2.e we talked about the human body system and how they function. To me this was the hardest standard because we had to memorize all of the different organs and their functions. Then we made a Human Body book.
Here is mine:
https://drive.google.com/file/d/0B5QDJdnKXbBDUmxZY2szOTNzcUE/edit?usp=sharing  

Here Are the rest of the standards:
A: In this element we discussed how cell take in nutrients to grow and divide. Most of the nutrients would go into something called the protein channel. This was where osmosis and diffusion also occurred. 

https://www.google.com/search?client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&site=imghp&tbm=isch&source=hp&biw=1400&bih=711&q=protein+channel&oq=protein+cha&gs_l=img.3.2.0l10.1507.14796.0.16689.13.12.1.0.0.0.99.706.12.12.0.ehm_loc%2Chmss2%3Dfalse%2Chmnts%3D50000...0...1.1.41.img..0.13.698.nxzxE-JbzSc#facrc=_&imgdii=_&imgrc=tAduZaB6vGvHcM%253A%3ByqYh-OGEzzjE4M%3Bhttp%253A%252F%252Fbio1151b.nicerweb.com%252FLocked%252Fmedia%252Fch07%252F07_15FacilitatedDiffusionA.jpg%3Bhttp%253A%252F%252Fbio1151b.nicerweb.com%252FLocked%252Fmedia%252Fch07%252Ffacilitated_diffusion-channel.html%3B960%3B416




C: Element c was pretty easy because we knew that the level of organization was cells, tissues, organs, organ systems, and finally an organism.

https://www.google.com/search?client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&site=imghp&tbm=isch&source=hp&biw=1400&bih=711&q=levels+of+organization&oq=levels+o&gs_l=img.3.0.0l10.2971.5452.0.8363.8.8.0.0.0.0.104.544.7j1.8.0.ehm_loc%2Chmss2%3Dfalse%2Chmnts%3D50000...0...1.1.41.img..0.8.530.XHZK6q6HWqs#facrc=_&imgdii=_&imgrc=Ermg4gyJ2whk2M%253A%3BF2QzduJgyogN-M%3Bhttp%253A%252F%252Fedtech2.boisestate.edu%252Fsheffielda%252Fimages%252Fconceptmap.gif%3Bhttp%253A%252F%252Fedtech2.boisestate.edu%252Fsheffielda%252F573%252Fimagemap.html%3B400%3B400




D: This last element was related to e and therefor was somewhat easy. I had to explain how organs and organ systems serve the needs of cells. For example, to taking  in food cells have to be around the stomach and small intestine. The food first get broken up by you teeth and travel down the throat. From there there the cells around the stomach work for a while, then the food is turned into liquid and is absorbed by the small intestine.  Now the cells around the small intestine get the food, which goes through the protein channel.

Ecology

                                                                                                                                                              S7L4(e) was the first standard in Life Science that we 7th graders hit. The main topic was biomes and their features. This standard was somewhat challenging because I had to remember so many Biomes. I have for you my Amazing Race biome project to help you with biomes.

Amazing Race Project:
https://drive.google.com/file/d/0B5QDJdnKXbBDWFhUUHNfdURnanc/edit?usp=sharing

Here are the rest  of the Elements:

A: In element a we had to show how matter is transferred in a food web. We also talked about the 10% rule and how energy moves between organisms. This rule shows that the producer(plant) has 100% energy then the next organism gets 10% and the next 1% and so on. Here is a representation:

Link for picture:
Google Images


B: In this element I had to explain how the the sun is the source of energy in every food web. The sun is the source because plants(producers) use the sunlight to make food for themselves. From there other organisms eat the plant and each other to get the necessary nutrients.

https://www.google.com/search?client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&site=imghp&tbm=isch&source=hp&biw=1400&bih=711&q=levels+of+organization&oq=levels+o&gs_l=img.3.0.0l10.2971.5452.0.8363.8.8.0.0.0.0.104.544.7j1.8.0.ehm_loc%2Chmss2%3Dfalse%2Chmnts%3D50000...0...1.1.41.img..0.8.530.XHZK6q6HWqs#hl=en&q=sun%27s+role+in+a+food+web&rls=org.mozilla:en-US:official&spell=1&tbm=isch&facrc=_&imgdii=_&imgrc=jwLhmMufP5mbnM%253A%3BZrFN7goANB8UQM%3Bhttp%253A%252F%252Fwww.sciencelearn.org.nz%252Fvar%252Fsciencelearn%252Fstorage%252Fimages%252Fscience-stories%252Fharnessing-the-sun%252Fsci-media%252Fimages%252Fa-food-energy-chain%252F255554-1-eng-NZ%252FA-food-energy-chain.jpg%3Bhttp%253A%252F%252Fwww.sciencelearn.org.nz%252FScience-Stories%252FHarnessing-the-Sun%252FSci-Media%252FImages%252FA-food-energy-chain%3B750%3B500


C: Now this element was a combination of interesting and tough for many reasons. I had to explain that environmental changes can either increase an organism's survival or decrease their chances. For example, Global warming and create bigger oceans, leaving the polar bears homeless and a threat to humans.

D: Element d has hands down my absolute favorite thing in standard S7L4. This element made me categorize the different types of relationships between organisms. They are mutualism, commensalism, and parasitism. Mutualism is were both organisms benefit and none are harmed, commensalism is were one organism benefits and the other is neither helped or harmed, and finally parasitism is were one organism benefits and the other is harmed.


Mutualism

 https://www.google.com/search?client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&site=imghp&tbm=isch&source=hp&biw=1400&bih=711&q=levels+of+organization&oq=levels+o&gs_l=img.3.0.0l10.2971.5452.0.8363.8.8.0.0.0.0.104.544.7j1.8.0.ehm_loc%2Chmss2%3Dfalse%2Chmnts%3D50000...0...1.1.41.img..0.8.530.XHZK6q6HWqs#hl=en&q=mutualism,+commensalism,+and+parasitism&rls=org.mozilla:en-US:official&spell=1&tbm=isch&facrc=_&imgdii=_&imgrc=ungE_cL-SIg18M%253A%3BiweDQ_k1PojO-M%3Bhttp%253A%252F%252Fapbio2-chs-09.wikispaces.com%252Ffile%252Fview%252Ftclown1.jpg%252F85222549%252F420x279%252Ftclown1.jpg%3Bhttp%253A%252F%252Fapbio2-chs-09.wikispaces.com%252FMutualism%252C%252BParasitism%252C%252Band%252BCommensalism%3B420%3B279


Here is a link to a story I made about the three relationships:
Squirt's Adventure

Life Science Standards

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.
b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals).
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.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.
d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal.
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 for protection from disease).
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals).
c. Recognize that selective breeding can produce plants or animals with desired traits.
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.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive or mutually beneficial.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring.
a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin’s finches and peppered moths of Manchester).
b. Describe ways in which species on earth have evolved due to natural selection.
c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of changing life forms.


 Georgia Department of Education
Kathy Cox, State Superintendent of Schools
8/29/2006 2:52 PM Page 7 of 8