7 Grade Science Curriculum Guide 2015/2016 … · Grade Level Expectation Scientists test their explanations using observations, ... -2016 7th Grade Curriculum Guide CELL BIOLOGY

7th Grade Science

Curriculum Guide

2015/2016

Greeley-Evans School District 6 Page 2 of 21 2015-2016 7th Grade Curriculum Guide

EXPERIMENTAL DESIGN UNIT (4 Weeks)

Standard Life Science Standard 2

Graduate Competence Find answers to scientific questions/problems by formulating a hypothesis, identifying variables involved, and collecting and analyzing data to arrive at a conclusion.

Grade Level Expectation Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, and interpret data.

Big Idea Experimental Design

End of unit Performance Task

Unit one Pre and Post Assessment

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Analyze evidence and draw conclusions based on that evidence. b. Define problems and design studies to test the hypothesis. c. Justify and defend scientific explanations.

a. Analyze evidence and draw conclusions based on that evidence.

1. Ask testable questions and make a falsifiable hypothesis about scientific problems.

RST.6-8.2 Determine the central ideas or conclusions of the text.

WHST.6-8. Draw evidence from informational text to support analysis, reflection and research.

Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)


Greeley-Evans School District 6 Grade: 7th Curriculum Guide

Unit One: Experimental Design Timeline: August 19th - September 25th (suggested)

Standard: Life Science Standard 2

Grade Level Expectation: Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, and interpret

data.

Student Outcomes:

1. Analyze evidence and draw conclusions based on that evidence.

2. Define problems and design studies to test the hypothesis.

3. Justify and defend scientific explanations

Instruction: SEPUP Lessons 1 - 5 and 7 - 9 Supplemental Lesson on Independent Vs. Dependent Variables: Investigating Worms & Meet the Creatures

Inquiry Questions:

How do you solve problems?

How do scientists solve problems ethically?

Do all scientists solve problems the same way?

What kind of problems do scientists work to solve?

What type of evidence do scientists use to support a claim?

Vocabulary: Control Evidence Hypothesis Qualitative/Quantitative Data Trade-offs Variables (Independent/Dependent)

Assessments: Unit one Pre and Post Assessment: Experimental Design (Schoology/hard copy)

Science Resources: SEPUP Unit A: Studying People Scientifically Supplemental Lesson: Investigating Worms Supplemental Lesson: Meet the Creatures

Literacy Resources: Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)


ANATOMY UNIT (4 Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Grade Level Expectation 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th)

Big Idea Anatomy

End of unit Performance Task Common Unit Assessment





a. Develop and design a scientific investigation about human body systems. (DOK 2-4) b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body. (DOK 1-3) c. Gather, analyze, and interpret data and models on the functions and interactions of the human body. (DOK 1-3)

b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body. (DOK 1-3) 1. Critically evaluate models, and identify the strengths and weaknesses of the model in representing our understanding of the human body. (DOK 2-3)

1. Critically evaluate models, and identify the strengths and weaknesses of the model in representing our understanding of the human body. (DOK 2-3)

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and

research.

Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)



Unit Two: Body Works (Anatomy) Timeline: Sept. 28th - Oct. 30 (Suggested)


Grade Level Expectations: 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions. (7th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms. (7th)

Student Outcomes: 2.a. Develop and design a scientific investigation about human body systems (DOK 2-4) (7th) 2.b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body (DOK 1-3) (7th) 2.c. Gather, analyze, and interpret data and models on the functions and interactions of the human body (DOK 1-3) (7th) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) (7th)

Instruction: SEPUP Lessons: 12-15, 17, 19, 23, 24, 28,29 Optional Lessons: 11, 16, 18, 20, 21, 22, 25, 26 27 http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf

Inquiry Questions: · How do organs and organ systems in the human body interact to perform specific functions? How can you find out what is your relative risk of disease? How can models help you to understand the function of an organ system?

Vocabulary: Absorption Nutrients Cardiovascular Respiration Cell System Digestion Tissue Organ

Assessments: Unit Two Assessment

Science Resources: SEPUP Unit B: Body Works The Human Body by Tinybop (App for iPad) The Human Body: Pushing the Limits DVD (YouTube Accessible)

http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf

Literacy Resources: Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)






CELL BIOLOGY UNIT (6 Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels and recognize living

systems’ dependence on natural selection

Grade Level Expectation 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7th)

Big Idea Cell Biology And Disease


Student Outcomes Priority Student

Outcomes

Nature of

Science

Literacy Standards

Focus

Writing Standard Focus Reading/writing

Focus Cross

Content

Connection

a. Gather, analyze, and interpret

data and models on the different

types of cells, their structures,

components and functions. (DOK 1-

2)

b. Develop, communicate, and

justify an evidence-based scientific

explanation regarding cell

structures, components, and their

specific functions. (DOK 1-3)

c. Compare and contrast the basic

structures and functions of plant

cells, animal cells, and single-celled

organisms. (DOK 2)

d. Employ tools to gather, view,

analyze, and report results for the

scientific investigations of cells.

(DOK 1-2)

b. Develop,

communicate,

and justify an

evidence-based

scientific

explanation

regarding cell

structures,

components,

and their specific

functions. (DOK

1-3)

c. Compare and

contrast the

basic structures

and functions of

plant cells,

animal cells, and

single-celled

organisms. (DOK

2)

1. Recognize

that our current

understanding of

cells has

developed over

centuries of

studies by many

scientists, and

that through

continued

scientific

investigations

and advances in

data collection,

we will continue

to refine our

understanding of

cells.

RST.6-8.4

Determine the

meaning of symbols,

key terms, and other

domain-specific words

and phrases as they

are used in a specific

scientific or technical

context relevant to

grades 6-8 texts and

topics.

RST.6-8.5

Analyze the structure

an author uses to

organize a text,

including how the

major sections

contribute to the

whole and to an

understanding of the

topic.

WHST.6-8.1

Write arguments focused on discipline-specific

content.

a. Introduce claim(s) about a topic or

issue, acknowledge and distinguish the claim(s)

from alternate or opposing claims, and

organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning

and relevant, accurate data and evidence that

demonstrate an understanding of the topic or

text, using credible sources.

c. Use words, phrases, and clauses to

create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and

evidence.

d. Establish and maintain a formal style.

Provide a concluding statement or section that

follows from and supports the argument

presented.

Literacy

Resources:

Lesson 31 (WHST

.6-8.6) (WHST .6-

8.7)


CELL BIOLOGY UNIT (6 - Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels and recognize living systems’ dependence on natural selection

Grade Level Expectation 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7th)

Big Idea Cell Biology And Disease






a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) b. Use direct and indirect evidence to describe the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2)

a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2) 1. Ask a testable question and make a falsifiable hypothesis about photosynthesis or respiration and design an inquiry based method to find an answer. (DOK 2-4)

1. Ask a testable question and make a falsifiable hypothesis about photosynthesis or respiration and design an inquiry based method to find an answer. (DOK 2-4) 2. Design an experiment to observe photosynthesis or respiration, and clearly define controls and variables. (DOK 2-4) 3. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3)

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Literacy Resources:

Lesson 31 (WHST .6-8.6) (WHST .6-8.7)



Unit Three: Cell Biology And Disease Timeline: Nov. 2nd - Dec. 17


Grade Level Expectation: 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life. (7th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms. (7th)

Student Outcomes: 3.a. Gather, analyze, and interpret data and models on the different types of cells, their structures, components and functions (DOK 1-2) 3.b. Develop, communicate, and justify an evidence-based scientific explanation regarding cell structures, components, and their specific functions (DOK 1-3) 3.c. Compare and contrast the basic structures and functions of plant cells, animal cells, and single-celled organisms (DOK 2) 3.d. Employ tools to gather, view, analyze, and report results for the scientific investigations of cells (DOK 1-2) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2)

Instruction: SEPUP Lessons: 30, 31, 33, 35, 36 (use pond water), 38, 39, 40, 42, 43 Optional Lessons: 32, 34, 37, 41, 44, 45, 46, 47, 48, 49, 50, 51, 52

Inquiry Questions: What are the similarities and differences between animal cells, plant cells, and single-celled organisms? How do the organelles help to comprise a functioning cell? What are your personal responsibilities to keep diseases from spreading?

Vocabulary: Antibiotic Organelles Bacteria Protists Cell Respiration Cell Membrane Virus Cytoplasm Magnification Germ Multicellular Nuclear Membrane Nucleus Microbe Vaccine Mitochondria

Assessments: Unit Three Assessment

Science Resources: iCell for iPad Cells Alive (http://www.cellsalive.com/)

Literacy Resources: Lesson 31 (WHST .6-8.6) (WHST .6-8.7)

http://www.cellsalive.com/


GENETICS UNIT (5 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their

environment

Grade Level Expectation 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation

(8th)

Big Idea Genetics


Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards

Focus

Writing Standard Focus Reading/writing Focus Cross

Content Connection

a. Develop, communicate, and justify

an evidence-based scientific

explanation for how genetic

information is passed to the next

generation. (DOK 1-3)

b. Use direct and indirect observations,

evidence, and data to support claims

about genetic reproduction and traits

of individuals. (DOK 1-3)

c. Gather, analyze, and interpret data

on transmitting genetic information.

(DOK 1-2)

d. Use models and diagrams to predict

the phenotype and genotype of

offspring based on the genotype of the

parents. (DOK 1-2)

e. Use computer simulations to model

and predict phenotype and genotype of

offspring based on the genotype of the

parents. (DOK 1-2)

a. Develop, communicate, and

justify an evidence-based scientific

explanation for how genetic

information is passed to the next

generation (DOK 1-3)

c. Gather, analyze, and interpret

data on transmitting genetic

information (DOK 1-2)

d. Use models and diagrams to

predict the phenotype and

genotype of offspring based on the

genotype of the parents (DOK 1-2)

1. Understand the interconnected

nature of math and science by

utilizing math in the prediction of

future generations. (DOK 2)

2. Recognize that current

understanding of genetics has

developed over time and become

more sophisticated as new

technologies have led to new

evidence. (DOK 1)

1. Understand the

interconnected nature of

math and science by

utilizing math in the

prediction of future

generations. (DOK 2)

2. Recognize that current

understanding of genetics

has developed over time

and become more

sophisticated as new

technologies have led to

new evidence. (DOK 1)

3. Critically evaluate

models used to represent

deoxyribonucleic acid

(DNA) and genes; identify

strengths and weaknesses

of these models for

representing complex

natural phenomena. (DOK

2-3)

RST.6-8.3

Follow precisely a

multistep

procedure when

carrying out

experiments,

taking

measurements, or

performing

technical tasks.

RST.6-8.10

By the end of

grade 8, read and

comprehend

science/technical

texts in the grades

6-8 text

complexity band

independently and

proficiently.

WHST.6-8.2

Write informative/explanatory texts, including the

narration of historical events, scientific procedures/

experiments, or technical processes.

a. Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, and

information into broader categories as appropriate

to achieving purpose; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-

chosen facts, definitions, concrete details,

quotations, or other information and examples.

c. Use appropriate and varied transitions to

create cohesion and clarify the relationships

among ideas and concepts.

d. Use precise language and domain-specific

vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and

objective tone.

Provide a concluding statement or section that

follows from and supports the information or

explanation presented.

Lesson

65 (RST

.6-8.3)

Lesson

56 (RST

.6-8.8)

(WHST

.6-8.1)

Lesson

54,

57,60,

61,63

(WHST

.6-

8.2d)



Unit Four: Genetics Timeline: Jan. 5th - Feb. 5th (Suggested)


Grade Level Expectation: 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation (8th)

Student Outcomes: 2.a. Develop, communicate, and justify an evidence-based scientific explanation for how genetic information is passed to the next generation (DOK 1-3) (8th) 2.b. Use direct and indirect observations, evidence, and data to support claims about genetic reproduction and traits of individuals (DOK 1-3) (8th) 2.c. Gather, analyze, and interpret data on transmitting genetic information (DOK 1-2) (8th) 2.d. Use models and diagrams to predict the phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th) 2.e. Use computer simulations to model and predict phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th)

Instruction: SEPUP Lessons: 54, 55, 56, 57, 58, 59, 60, 61, 62, 63 Optional Lessons: 64, 65, 66, 67, 68, 69, 70 Supplementary Lessons on DNA Testing & GMOs (optional)

Inquiry Questions: How is genetic information passed from generation to generation? How can we use models and diagrams to predict the phenotype and genotype of offspring?

Vocabulary: Allele Asexual Reproduction Chromosome DNA Dominant/Recessive Egg Cell Gene Genetics Genotype Heterozygous

Homozygous Inherited Mutation Offspring Pedigree Phenotype Probability Punnett Square Sexual Reproduction Sperm Cell Trait

Assessments: Unit 4 Assessment


Science Resources: Snurfle Meiosis for iPad (Simulation: Creating a DNA Fingerprint): http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html

Literacy Resources: Lesson 65 (RST .6-8.3) Lesson 56 (RST .6-8.8) (WHST .6-8.1) Lesson 54, 57,60, 61,63 (WHST .6-8.2d)

http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html


ECOLOGY UNIT (7 Weeks)


Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire

species (6th)

Big Idea Ecology


Student Outcomes Priority Student Outcomes Nature of Science Literacy

Standards Focus

Writing

Standard

Focus

Reading/

writing

Focus

Cross

Content

Connecti

on

a. Interpret and analyze data about changes in

environmental conditions – such as climate change – and

populations that support a claim describing why a specific

population might be increasing or decreasing.

b. Develop, communicate, and justify an evidence-based

explanation about how ecosystems interact with and

impact the global environment. (DOK 1-3)

c. Model equilibrium in an ecosystem, including basic

inputs and outputs, to predict how a change to that

ecosystem such as climate change might impact the

organisms, populations, and species within it such as the

removal of a top predator or introduction of a new species.

d. Examine, evaluate, question, and ethically use

information from a variety of sources and media to

investigate how environmental conditions affect the

survival of individual organisms (DOK 1-2)

c. Model equilibrium in an

ecosystem, including basic

inputs and outputs, to predict

how a change to that ecosystem

such as climate change might

impact the organisms,

populations, and species within

it such as the removal of a top

predator or introduction of a

new species.

2. Recognize and describe the

ethical traditions of science:

value peer review; truthful

reporting of methods and

outcomes; making work public;

and sharing a lens of

professional skepticism when

reviewing the work of others.

1. Ask testable questions and make a

falsifiable hypothesis about how

environmental conditions affect

organisms, populations, or entire

species and design a method to find

the answer. (DOK 2-4)

2. Recognize and describe the ethical

traditions of science: value peer

review; truthful reporting of methods

and outcomes; making work public;

and sharing a lens of professional

skepticism when reviewing the work

of others.

3. Use models and technology tools

to show what might happen to

individuals, populations, and species

as environmental conditions change.

(DOK 1-2)

RST.6-8.2

Determine the

central ideas or

conclusions of a

text; provide an

accurate summary

of the text distinct

from prior

knowledge or

opinions.

RST.6-8.8

Distinguish among

facts, reasoned

judgment based

on research

findings, and

speculation in a

text.

WHST.6-8.7

Conduct short

research

projects to

answer a

question

(including a self-

generated

question),

drawing on

several sources

and generating

additional

related, focused

questions that

allow for

multiple

avenues of

exploration.

Lesson 72

(RST .6-8.7)

Lesson 73

(WHST .6-

8.7)

Lesson 77

(RST .6-8.7)

Lesson 85

(RST .6-

8.10)





Grade Level Expectation 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter

in an ecosystem (6th)

Big Idea Ecology


Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards

Focus

Writing

Standard Focus

Reading/writing Focus

Cross Content

Connection


justify an evidence-based

explanation about why there

generally are more producers than

consumers in an ecosystem.

(DOK 1-3)

b. Design a food web diagram to

show the flow of energy through

an ecosystem. (DOK 1-2)

c. Compare and contrast the flow

of energy with the cycling of

matter in ecosystems. (DOK 2)


justify an evidence-based

explanation about why there

generally are more producers

than consumers in an

ecosystem. (DOK 1-3)

b. Design a food web diagram

to show the flow of energy

through an ecosystem.

(DOK 1-2)

c. Compare and contrast the

flow of energy with the cycling

of matter in ecosystems.

(DOK 2)

3. Create and evaluate models

that show how interactions

create a flow of energy and a

cycling of matter in an

ecosystem. (DOK 2-3)

1. Scientists work from the

assumption that the universe

is a single system in which the

basic rules are the same

everywhere – that energy

follows the same rules in an

ecosystem as it does in

physics experiments. (DOK 1)

2. Generate solutions to help

mitigate environmental

problems based on an

understanding of the cycling

of matter and energy. (DOK 2-

4)

3. Create and evaluate

models that show how

interactions create a flow of

energy and a cycling of

matter in an ecosystem. (DOK

2-3)

RST.6-8.7

Integrate

quantitative or

technical information

expressed in words in

a text with a version

of that information

expressed visually

(e.g., in a flowchart,

diagram, model,

graph, or table).

RST.6-8.10

By the end of grade

8, read and

comprehend

science/technical

texts in the grades 6-

8 text complexity

band independently

and proficiently.

WHST.6-8.6

Use technology,

including the

Internet, to

produce and

publish writing

and present the

relationships

between

information and

ideas clearly and

efficiently.

Lesson 72 (RST .6-8.7)

Lesson 73 (WHST .6-8.7)


Lesson 85 (RST .6-8.10)





Grade Level Expectation 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)

Big Idea Ecology


Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus



a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems. (DOK 1-3) b. Analyze and interpret data about human impact on local ecosystems. (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an environmental issue. (DOK 1-3) d. Use technology resources such as online encyclopedias, online databases, and credible websites to locate, organize, analyze, evaluate, and synthesize information about human impact on local ecosystems. (DOK 1-2) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue. (DOK 1-2)

b. Analyze and interpret data about human impact on local ecosystems. (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an environmental issue. (DOK 1-3)

1. Critically evaluate scientific claims in popular media and peer generated explanations regarding interactions in ecosystems, and determine if the evidence presented is appropriate and sufficient to support the claims.

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.


Lesson 73 (WHST .6-8.7)


Lesson 85 (RST .6-8.10)



Unit Five: Ecology Timeline: Feb. 8th - March 25th. (Suggested)


Grade Level Expectation: 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6th) 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem (6th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms (7th) 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)

Student Outcomes: 1.a. Interpret and analyze data about changes in environmental conditions, such as climate change, and populations that support a claim describing why a specific population might be increasing or decreasing (6th) 2.b. Develop, communicate, and justify an evidence-based explanation about how ecosystems interact with and impact the global environment (DOK 1-3) (6th) 2.c. Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it, such as the removal of a top predator or introduction of a new species (6th) 2.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1-2) (6th) 2.a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1-3) (6th) 2.b. Design a food web diagram to show the flow of energy through an ecosystem (DOK 1-2) (6th) 2.c. Compare and contrast the flow of energy with the cycling of matter in ecosystems (DOK 2) (6th)

Instruction: SEPUP Lessons: 72, 73, 77, 78, 79, 81, 83, 85, 87. Optional Lessons: 74, 75, 76, 80, 82, 84, 86 Suggested Lesson Topics:

● Climate Change ● Impact of ecosystems on global environment ● Farming Impact on Ecosystems ● Fracking ● Green Energies ● Carbon Footprint ● Water/air pollution ● Deforestation ● Sustainability/Recycling

Supplemental: (Predator/Prey Graphing Activity) http://www.biologycorner.com/worksheets/predator_prey_graphing.html (Personal Responsibility in Ecosystem Activity) http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/

(Environmental Issues Articles) http://msms.ehe.osu.edu/category/environmental-issues/

http://www.biologycorner.com/worksheets/predator_prey_graphing.html

http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/

http://msms.ehe.osu.edu/category/environmental-issues/


4.b. Use direct and indirect evidence to describe the relationship between

photosynthesis and cellular respiration within plants – and between plants and animals

(DOK 1-2) (7th)

4.c. Use computer simulations to model the relationship between photosynthesis and

cellular respiration within plants and between plants and animals (DOK 1-2) (7th)

1.a. Develop, communicate, and justify an evidence-based scientific example of how

humans can alter ecosystems (DOK 1-3) (8th)

1.b. Analyze and interpret data about human impact on local ecosystems (DOK 1-3)

(8th)

1.c. Recognize and infer bias in print and digital resources while researching an

environmental issue (DOK 1-3) (8th)

1.d. Use technology resources such as online encyclopedias, online databases, and

credible websites to locate, organize, analyze, evaluate, and synthesize information

about human impact on local ecosystems (DOK 1-2) (8th)

1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue (DOK 1-2) (8th)

(Photosynthesis and Respiration Simulations) http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html (Cellular Respiration Virtual Lab) http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf

Inquiry Questions: What is the role of energy in an ecosystem? How do producers, consumers, and decomposers affect each other in an ecosystem? What is the impact of humans on local and global ecosystems? What is the relationship between cellular respiration and photosynthesis?

Vocabulary: Carrying Capacity Chloroplast Consumer Decomposer Ecology Ecosystem Food Web/Chain

Habitat Introduced Species Photosynthesis Population Predator Prey Producer Respiration

Assessments: Unit Assessment Five

Science Resources: Go Wild for iPad App http://www.biologycorner.com/worksheets/predator_prey_graphing.html

Literacy Resources: Lesson 72 (RST .6-8.7) Lesson 73 (WHST .6-8.7)

http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html


http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf

http://www.biologycorner.com/worksheets/predator_prey_graphing.html


http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/ http://msms.ehe.osu.edu/category/environmental-issues/ http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html Pangaea Safari App

Lesson 77 (RST .6-8.7) Lesson 85 (RST .6-8.10)

http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/

http://msms.ehe.osu.edu/category/environmental-issues/



EVOLUTION UNIT (5 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th)

Big Idea Evolution





a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment. (DOK 1-3) b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success. (DOK 1-3) c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and justify an evidence-based scientific explanation. (DOK 1-2) d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment. (DOK 1-2)

b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success. (DOK 1-3) 2. Describe several ways in which scientists would study genetics, and suggest ways that this has contributed to our understanding of survival and populations. (DOK 1-2)

1. Create and use sound experimental designs to collect data around survival and genetic traits. (DOK 2-3) 2. Describe several ways in which scientists would study genetics, and suggest ways that this has contributed to our understanding of survival and populations. (DOK 1-2)

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


EVOLUTION UNIT (5 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)

Big Idea Evolution





a. Interpret and analyze data from the fossil record to support a claim that organisms and environments have evolved over time. (DOK 1-2) b. Analyze and critique the evidence regarding the causes and effects of a mass extinction event. (DOK 2-3) c. Analyze and interpret data that show human evolution. (DOK 1-3) d. Use technology to share research findings about the evidence regarding the causes and effects of a mass extinction event. (DOK 1-2)

a. Interpret and analyze data from the fossil record to support a claim that organisms and environments have evolved over time. (DOK 1-2) c. Analyze and interpret data that show human evolution. (DOK 1-3) 1. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3)

1. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) 2. Cite various scientific arguments regarding the causes and effects of mass extinctions. (DOK 1)

RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



Unit Six: Evolution Timeline: April 4th. - May 20th.


Grade Level Expectation: 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th) 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment (DOK 1-3) (7th) 1.b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success (DOK 1-3) (7th) 1.c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and justify an evidence-based scientific explanation (DOK 1-2) (7th) 1.d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment (DOK 1-2) (7th) 5.a. Interpret and analyze data from the fossil record to support a claim that

organisms and environments have evolved over time (DOK 1-2) (7th)

5.b. Analyze and critique the evidence regarding the causes and effects of a mass

extinction event (DOK 2-3) (7th)

5.c. Analyze and interpret data that show human evolution (DOK 1-3) (7th)

5.d. Use technology to share research findings about the evidence regarding the causes and effects of a mass extinction event (DOK 1-2) (7th)

Instruction: SEPUP Lessons: 89, 90, 92, 93, 94, 97, 99, 101 Optional Lessons: 91, 95, 96, 98, 100 Recommended: (HHMI Rock Pocket Mouse Lesson) http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Inquiry Questions: What information can we collect from our fossil record?

Vocabulary:

Adaptation

Ancestor

Fossil

Geologic time

Assessments: Evolution Unit Assessment

http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations

http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations

http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html


How do inherited traits help or hinder an organism’s chances of reproductive success and survival?

Camouflage

Endangered Species

Evolution

Extinction

Law of Superposition

Migration

Mutation

Natural selection

Science Resources: Cenozoic Era App for iPad HHMI App: Click and Learn (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Literacy Resources: Lesson 89 (RST .6-8.8) Lesson 94 (RST .6-8.5) Lesson 99 (RST .6-8.9) Lesson 101 (RST .6-8.2)

http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Documents

7 Grade Science Curriculum Guide 2015/2016 … · Grade Level Expectation Scientists test their explanations using observations, ... -2016 7th Grade Curriculum Guide CELL BIOLOGY