Marta Valle Living Environment Curriculum Map
Essential
Question

Semester 1: Units 1, 2, 3, and 4 Semester 2: Units 5, 6, and 7
Content/Skills
New York Common
Resources Labs
Assessment
(with suggested State
Core
(**)
(Appendix A) days instruction for Standards Standards each unit)
(Appendix (Appendix
B)
C)

Modifications to instruction
(*see footnote)

Unit 1: Scientific Inquiry & Skill
Why are scientific inquiry skills necessary? How do scientists make observations and inferences and how do they lead to the development of a hypothesis? Scientific Inquiry:
● The role of scientific inquiry in studying biology
● Scientific
Method
Problem­based learning Skills
● Draw, read, extrapolate, interpret, make inferences on graphs
● Proper use of laboratory equipment Standard 1:
Key Idea 1:
1.1a, 1.1b,
1.1c, 1.2a,
1.2b, 1.3a,
1.3b, 1.4a Key Idea 2:
2.1, 2.2a, 2.3a,
2.3b, 2.3c Key Idea 3:
3.1a, 3.2, 3.3,
3.4a, 3.4b,
3.4c, 3.5a,
3.5b

Reading
: 1­10,
3*

Writing:
1, 2, 9* Math:
NQ1,
NQ3,
F­IF4,
F­IF5,
F­IF 7a,
F­IF 7b,
S1D1,
S1C6

Prentice
Hall, The
Living
Environme nt iLearn
Discovery
Videos
Reviewing
the Living
Environme
nt(Workbo ok) ● Lab
Safety

● Graphin g ● Microsc ope Labs
Introductio
n to the microsc ope parts Onion
Labs(St
aining)
● Letter
“e”
● Measur ement Labs

● Evaluation of
Lab activities ● Lab Report ● Quizzes ● Evaluation of class activities ● Test ● Individual
Projects

● Group Projects

Delayed
Learners
Have students gather information for a controlled experiment Advance
Learners
Design a controlled experiment that they could carry out in the classroom. ELL’s
Should construct science glossaries in
English and use
1

● Proper use of metric measuremen ts
● Creating, developing and analyzing charts
● Problem solving using the scientific method
● Working with the scientific method
Making
Observations
Identifying a
Problem
Posing a hypothesis
Designing an experiment Collecting data
Analyzing and publishing them during class and on homework assignments.

Unit 2: Organization and Patterns of Life

2

How are living Organization and things Patterns in Life: different from
● Cell non­living structure(pa things? rts) ● Cell
How do living
Physiology
things differ
● Cell from one
Chemistry
another?
● Diffusion and
How do
Osmosis
molecules
Skills
move across a
● Classifying membrane? of living things
● Comparing and contrasting
● Analyzing relationship s
● Making predictions ● Understandi ng Cause and Effect
Relationship
s

Standard 4:
Key Idea 1:
1.2a ­ j, 1.3a

Reading
: 2­ 5, 3*
Writing:
4, 9*, 10

Prentice
Hall, The
Living
Environme nt iLearn
Discovery
Videos
Reviewing
the Living
Environme
nt(Workbo ok) Plant and animal cells
*(Observing
and staining plant cells)
Elodea and cork *(Identifyin g animal cells) *Comparing
Animal and plant cells)

Diffusion
State Lab Osmosis
Lab(Grape
vs. Raisin)

● Diagram processing ● Evaluation of
Lab activities, task performance
● Evaluation of class activities
● Quizzes
● Test
● Project(Cells)

Delayed
Learners
Have students illustrate and label an animal cell structure and a plant cell structure Advance
Learners
Have students write a lab report on the diffusion of water in an onion cell ELL’s
Should construct science glossaries in
English and use them during class and on homework Unit 3: Homeostasis
3

How do enzymes regulate metabolic processes? How do organisms maintain homeostasis? Homeostasis: ● Photosynthe sis ● Respiration
● Enzymes
● Feedback
Mechanisms

Skills:
● Analyzing data in tables and graphs ● Making inferences ●