Core Content Coaching Grade 7 Internal & External Structures 14-15

Science Grade 7: Internal & External Structures

Core Content Coaching

PurposeTo provide support for grade-level, unit content planning

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 6: Adaptations

• Blank Pacing Calendar

• 7th Grade 4th Six Weeks Lessons: Internal & External Structures Pacing Guide & Lessons

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Jan. 5

Heredity & Reproduction

6 7 8 9

12

Internal & External Structures

13 14 15 16

19

Student/Staff Holiday

20

Dichotomous Keys

21 22 23

26

Natural Selection & Selective Breeding

27 28 29 30

Feb. 2

Plant Physiology & Adaptations

3 4 5

Plant Response to Stimuli

6

9

Plant Cell Review & Photosythesis

10 11 12

Energy Flow

13

16

Student Holiday

17

Energy Flow

18 19 20

4th Six Weeks Planner (33 days)

7.1A-B, 7.2A-E, 7.3B-C, 7.4A 7.11: Organisms & environments. The student knows that populations & species demonstrate variation & inherit many of their unique traits through gradual processes over many generations. The student is expected to:

•7.11B: explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb.

7.12: Organisms & environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure & function. The student is expected to:

•7.12A: investigate & explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants.

TEKS & Student expectations

Content TEKS Skills TEKS

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Explain: to make (something) clear or easy to understandInvestigate :to observe or study by close examination and systematic inquiry

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Explain: to make (something) clear or easy to understandInvestigate :to observe or study by close examination and systematic inquiry

CRM 6: TEKS & Acquisition section

Teacher Content support

BrainPop Videos: Camouflage, Birds, Penguins, Fish, Gills, Mammals, Dolphins, Giant Squid, Pandas, Insects, Sponges, Amphibians, Spiders, Ants, Horses, Bats, Invertebrates, Vertebrates, Mollusks, Cnidarians, Arachnids, Reptiles

Vertical alignment

5TH GRADE

5.10A: compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals.

7TH GRADE

7.11B: explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb.

7.12A: investigate & explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants.

• An adaptation is any structure or behavior that helps a living thing meet its needs and survive in its environment.

• Animal adaptations occur as environments change in order for organisms to meet their needs, including getting food or air, for protection, for reproduction, etc.

• Animals adapt to their environments both structurally and behaviorally.

• Structural adaptations may take many generations to occur.

PRIOR LEARNING

2013 MoY II Question: 7.11B

2013 MoY II Question: 7.11B

2013 MoY II Question: 7.12A

2013 MoY II Question: 7.12A

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Expose students to as many examples as possible while making predictions and providing explanations for their purpose.

Activities to emphasize this point included

in the curriculum:

1.Living in the Desert Reading

2.Types of Adaptations Presentation

3.Salmon Migration Reading

4.Computer Interactive: Camouflage

5.Birds of Prey Reading

6.Internal & External Structures

Presentation

7.Beak vs. Food Activity

8.Darwin’s Fancy with Finches Reading

9.BrainPop Videos

Activities to emphasize this point included

in the curriculum:

1.Living in the Desert Reading

2.Types of Adaptations Presentation

3.Salmon Migration Reading

4.Computer Interactive: Camouflage

5.Birds of Prey Reading

6.Internal & External Structures

Presentation

7.Beak vs. Food Activity

8.Darwin’s Fancy with Finches Reading

9.BrainPop Videos

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest• Jigsaw Creatures

• Living in the Desert- Science News for Kids Article

Recommended in lessons:Review / Scaffold to TEKS• ScienceSaurus Reading: Plant

Physiology p. 107

• ScienceSaurus Reading: Behavior p. 109, Animal Behavior & Migration p. 110, Plant Behavior p. 111

• BrainPop Videos: Camouflage, Birds, Penguins, Fish, Gills, Mammals, Dolphins, Giant Squid, Pandas, Insects, Sponges, Amphibians, Spiders, Ants, Horses, Bats, Invertebrates, Vertebrates, Mollusks, Cnidarians, Arachnids, Reptiles

• Computer Interactive: • Nightjar

Gamehttp://nightjar.exeter.ac.uk/story/nightjar_game

• Nest Gamehttp://nightjar.exeter.ac.uk/story/nest_game

• Egglabhttp://nightjar.exeter.ac.uk/story/egglab

• Beak vs. Food Adaptation Activity

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Investigations, Activities, Videos)

Embedded in lessons:Organize and Practice Vocabulary

• Types of Adaptations Presentation

• Frayer Model: Adaptation

• Internal & External Structures Presentation & Notes

Embedded in lessons:Reading & Comprehension Strategies• ScienceSaurus Reading: Plant Physiology p. 107

• ScienceSaurus Reading: Behavior p. 109, Animal Behavior & Migration p. 110, Plant Behavior p. 111

• Living in the Desert

• Salmon Migration

• Birds of Prey

• Darwin’s Fancy with Finches

• Comprehension Strategies

• Shared Reading Recommendation: Have each student in a pair read a paragraph at a time and then have the non-reader summarize the section.

• Active Reading Strategies embedded in ScienceFusion Reading

Embedded in lessons:Writing Opportunities & Scaffolds• Journal Entries

• What are some of the different types of shelter local animals use? List one or more examples and explain why you think each one is an adaptation to the habitat in which they live.

• What does it mean, “the species is adapted to its habitat”? Summarize an explanation in your own words.

• Exit Tickets

• Three species of birds live in the same, forested habitat. Species A can hover, Species B can climb along the trunks of the trees, and Species C is usually found walking on the forest floor. For each species, describe at least one possible type of food resource and what external and internal features (at least one each) the species would need to collect and consume it.

• Some plant seeds, like dandelions, are attached to stems with light, fluffy threads. This is an adaptation for what likely purpose?

• Scaffolds: Sentence Frames, Word Bank, Talk then Write, Write/Share/Revise, Think/Share/Write

Embedded in lessons:Daily Listening & Speaking Opportunities

• Jigsaw Creatures

• Shared Reading

• Beak vs. Food Activity

• Performance Assessment: I am Not the Squirrel I Used to Be

The first creature would live in an

environment similar to…

The sand gazelle has adaptations such as…

• Special Education:

1. Mixed-Ability Partners2. Science Glossary3. Word Bank4. Sentence Frames5. Shared Reading6. Environmental Accommodation

• English Language Learners:

1. Mixed-Ability Partners2. Dual Language Science Glossary3. Word Bank4. Shared Reading5. Sentence Frames6. Closed Captioning

Embedded in lessons:Differentiation

• Reading Questions

• Journal Entries

• Exit Ticket

• Performance Assessment: I am Not the Squirrel I Used to Be

Embedded in lessons:Formative AssessmentFormative Assessment

Reteach Options

• Preteach/Reteach 5.10A Options

• Clozing in on Science Passages

• Guided Practice Plant & Animal Adaptations

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Knowledge Comprehension Application Analysis Synthesis Evaluate

What are some examples of

external features and behavioral

adaptations that enhance the survival of

organisms?

What are some examples of

internal structures within organisms that

have adaptations for specific functions?

Describe some of the external

adaptations of the organism seen

below.

Provide examples of adaptations that the stingray’s prey might have in their

shared environment.

How do variations within a population or

species enhance the survival of

the population or species?

Design a fictional organism that would have

adaptations suited to a desert

environment.

How would you evaluate the

adaptations of a newly discovered

species?

Bullseye Round Stingray

Recommended Anchors of Support

• Living in the Desert Journal Entry

• Types of Adaptations Journal Entry

• Frayer Model: Adaptation

• Internal & External Structures Notes

Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science

Glossaries

Academic vocabularyLESSON COMPONENTS PAGE

CURRICULUM ROAD MAP