Curriculum Unit Designers - Newark Public Schools...of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. As the last component

Newark Public Schools Next Generation Science Unit


Curriculum Unit Designers Shara Gilchrist-Hamilton

Monica Peart Ivory Williams

NPS Science Instructional Leadership Team (SILT) Monica Peart, Director of Science

Mridula Bajaj Science Park Department Chair (Science) Carl Cimiluca First Avenue Teacher Shara Gilchrest Hamilton Speedway Teacher Stacey Gruber MISE Partner Liaison Karen Harris District Special Assistant (ELA) Elizabeth Lozada Abington Teacher Caleb Perkins District Asst. to the Superintendent Tina Powell District Director of Mathematics Mimi Rosenbaum District Supervisor (Media) Ivory Williams District Master Teacher


TABLE OF CONTENTS

Overview

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Matrix

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Culminating Assessment

28

Framework

(Appendix A) A1

Next Generation Science Standards & Common Core Standards

(Appendix B) B1

Essential Questions & Enduring Understandings

(Appendix C) C1


OVERVIEW NPS NEXT GENERATION SCIENCE UNIT

The NPS science units require a contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further understanding of the world through the nexus of the three NGSS dimensions: (1) Science and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance expectations require that students demonstrate all three dimensions through contextual application of the three dimensions. Each unit includes goals (enduring understandings/essential questions/aligned standards), methods (varied instructional approaches, differentiated strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports - rubrics, teacher background information, common misconceptions, as well as multimedia materials), and assessment (a variety of methods and materials in order to determine learners’ level of knowledge, skills, and engagement.)

The Investigating Biodiversity and Interdependence unit begins with a summary followed by aligned standards, a culminating assessment overview, and the lesson pace and sequence. Each lesson constructs new ideas on top of old ideas and addresses science misconceptions. Activities naturally integrate math and/or literacy CCSS for every lesson. Next Generation Science and Common Core language is infused so that the shifts are clear. Each lesson ends with suggested modes of receiving qualitative feedback (formative assessments) to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

The unit ends with an effective performance task that places the student in an authentic learning experience. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It, at minimum, requires students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit or

obtained by student through independent research) • emphasize engineering design performance expectations of the grade band

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Newark Public Schools

Unit Summary AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

Unit: Investigating Biodiversity and Interdependence Content Area/Target Course: Life Science/Interdependent Relationships in Ecosystems

Grade Level: 6

Unit Summary: While Investigating Biodiversity and Interdependence, students formulate answers to the questions like, “How do the structures of organisms contribute to life’s functions?, How do organisms obtain and use matter and energy?, and How do matter and energy move through an ecosystem?” Investigations provide an opportunity for students to develop evidence that living organisms are made of cells and to determine the relationship of organisms to the environment. Ultimately, students understand that all organisms are made of cells, that special structures are responsible for particular functions in organisms, and that for many organisms the body is a system of multiple interacting subsystems that form a hierarchy from cells to the body. Matter and energy in organisms and ecosystems are also emphasized in this unit. Conceptual and physical models are used to explain the transfer of energy and cycling of matter as explanations are constructed for the role of photosynthesis in cycling matter in ecosystems. Focus is on the understanding that life requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. As the last component of this unit, students investigate interdependent relationships in ecosystems to formulate an answer to the question, “How do organisms interact with other organisms in the physical environment to obtain matter and energy? To answer the question, they construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based explanations, and use argumentation from evidence. Ultimately they gain an understanding that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors. NGSS:MS-LS1-1, MS-LS1-2, MS-LS1-4, MS-LS1-5, MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, MS-LS2-5 NJCCCS: 5.3.6.A.2, 5.3.6.D.1, 5.3.6.B.1, 5.3.6.B.2, 5.3.6.C.2, 5.3.6.C.3 Primary Literacy Connections: RST.6-8.1,RST.6-8.2, RST.6-8.7, RST.6-8.8, WHST.6-8.1, WHST.6-8.2, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9, SL.6.1, SL.6.4, SL.6.5 Primary Math Connections: 6.EE.2, 6.EE.9


Students are asked to assess the Greater Newark Conservancy land and its resources, living and non-living. They highlight recommendations for restoring biodiversity after damage caused by Sandy, create a new biodiversity and design plan for the land, inhabitants, and future Environmental Education Center that will be protected against impending hurricanes. Before creating their plans, they must take into consideration the environment and other relevant factors, such as the impact of Sandy on the land and biodiversity of the Conservancy, as well as the current architectural map. Research as well as connections to the investigations and readings from the unit, help to inform and justify their findings. The design plan must include the most cost effective selection of plants and gardening procedures, while addressing the ideal conditions in which the recommended organisms, plants and animals, can optimally survive.

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http://www.nextgenscience.org/msls-sfip-structure-function-information-processing



http://www.nextgenscience.org/msls-gdro-growth-development-reproduction-organisms

http://www.nextgenscience.org/msls-meoe-matter-energy-organisms-ecosystems







http://www.nextgenscience.org/msls-ire-interdependent-relationships-ecosystems

http://www.corestandards.org/ELA-Literacy/RST/6-8




http://www.corestandards.org/ELA-Literacy/WHST/6-8





http://www.corestandards.org/ELA-Literacy/SL/6



http://www.corestandards.org/Math/Content/6/EE





Lesson Pace & Sequence

PE/CPI Lessons

Suggested Teaching Periods

Pre-Assessment

5.3.6.A.1 5.3.6.A.2

Lesson 1: What Are Organisms? Students are given an opportunity to share what they already know about organisms as well as to demonstrate their skill at making observations. Students begin filling out their organism photo cards, which they will revisit and revise throughout the unit. After reading a selection about taxonomy, they use a list of Latin and Greek terms to assign genus and species names to the organisms on the photo cards. Major Scientific Concepts: A working definition is one that changes to accommodate new information. An organism is a complete living thing. Living things share certain characteristics. Organisms have unique scientific names. Scientists name and classify organisms. Literacy: STC Literacy Series™ Investigating Biodiversity and Interdependence: That’s Life, p. 7-9, What’s in an Organism’s Name?, p. 10-15, Taxonomy – Taken a Step Further, p. 16-19 Sample CCSS Tasks: That’s Life What is the significance of one of the criteria necessary to be considered a living organism is being composed of cells? Use details from the text to support your answer. RST.6-8.1, RST.6-8.2 What’s in an Organism’s Name? Why did Linnaeus think it was useful to classify organisms? How can taxonomy help us understand the relationships among organisms? Cite textual evidence to support your answer RST.6-8.1, RST.6-8.2 Taxonomy – Taken a Step Further What distinguishes Linnaeus’ system from cladograms? How has technology enabled scientists to create more accurate cladograms? What Do You Know About plants? Students will have an opportunity to reflect on how much they already know about plants and what they would like to learn. They are also asked to look closely at the outside of a bean seed, and discuss their observations. This exercise introduces skills that will be developed throughout the unit: observing, recording, and predicting. Students share what they know about plants and discuss what else they would like to know. SL.6.1 Suggested Formative Assessments

KWL Chart

Responses to reading materials

Appropriate use of introductory terms

Formal Assessments can be found in TG

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Teacher Notes :

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Newark Public Schools Unit Summary

AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

MS-LS1-1 MS-LS1-2

5.3.6.A.2

Lesson 2: The WOWBug: Getting a Closer Look Students are introduced to the compound light microscope and an interesting insect called the WOWBug™. Students learn and hone microscope skills while performing authentic scientific tasks—preparing slides of a live organism, observing the organism through the microscope under different magnifications, drawing the organism while following a set of guidelines, and peer-evaluating drawings of other group members. The “structure and function” theme, inherent throughout the unit, is introduced in this lesson. Major Scientific Concepts: A compound light microscope uses two convex lenses to produce a clear, magnified image that is upside down and backward. Different combinations of lenses provide a range of magnifications. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Intriguing Insects, p. 32-34, Dr. Matthews and the WOWBug, p. 35-36, Microscope Pioneers, p. 37-39 Sample CCSS Tasks: Intriguing Insects Why are insects described as “intriguing” in the title of this text? Based on the text, what type of relationships do insects have with humans? RST.6-8.1, RST.6-8.2 Dr. Matthews and the WOWBug According to the author, what about WOWBugs has made them an excellent subject for laboratory research? RST.6-8.1, RST.6-8.2 Microscope Pioneers Support the author’s claim that “You can’t study organisms thoroughly without a good microscope.” Create a Venn diagram comparing the characteristics and capabilities of Hooke’s microscope to that of Leeuwenhoek. RST.6-8.1, RST.6-8.2, RST.6-8.7 Mathematics: Students calculate total magnification and field of view using equations. 6.EE.2 Total magnification = magnification of eyepiece x magnification of objective lens

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Teacher Notes :

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Suggested Formative Assessments

Participation in investigation (preparation of dry mount slide of WOWBug, following the procedures of scientific drawing) and class discussion

Journals (measurements, scientific drawings)

Appropriate use of terms Responses to reading materials

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MS-LS1-2 MS-LS1-4 MS-LS1-5

5.3.6.D.1

Lesson 3: Investigating Lumbriculus Students work with an organism called Lumbriculus variegatus, a relative of the common earthworm. More commonly known as the California blackworm, Lumbriculus affords students a relatively large specimen to observe. While students can easily observe various blackworm behaviors without magnification, they continue to enhance their microscope skills as they determine the pulse rate of the blackworm. Students observe the most common method of reproduction of the blackworm—asexual reproduction by means offragmentation. Major Scientific Concepts: Organisms have structures that perform specific functions. Internal and external structures of organisms contribute to their survival in their habitat. Lumbriculus has a segmented body that is similar to that of the earthworm. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: More than Just Bait, p. 49-53 Sample CCSS Tasks: Guiding Question(s): How do earthworms contribute to their ecosystems? RST.6-8.1, RST.6-8.2 More than Just Bait How do the bodies and behaviors of blackworms and earthworms work together to help them survive in their habitats? RST.6-8.1, RST.6-8.2 Describe 5 qualitative and 5 quantitative observations of the blackworm such that it can be drawn accurately. WHST.6-8.1, WHST.6-8.2 Suggested Formative Assessments

Participation in investigation (following the procedures of the lab and scientific drawing) and class discussion

Journals (measurements, scientific drawings, comparison of the structure of the blackworm to the earthworm)

Responses to lesson activities (Student Sheet 3.3)


Appropriate use of terms Formal Assessments can be found in TG

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Teacher Notes :

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MS-LS1-5 MS-LS1-6 MS-LS2-1 MS-LS2-2 MS-LS2-3

5.3.6.B.1 5.3.6.B.2 5.3.6.C.2 5.3.6.C.3

Lesson 4: Creating Your Own Pond Students set up a pond in a 16-oz plastic cup. They make macro- and microscopic observations of both the solid and liquid parts of the pond. They place five Lemna (duckweed) fronds in their ponds. (In Lesson 8, when they revisit their ponds to observe any changes that have occurred, they determine the average daily increase in the number of Lemna fronds when they perform a final count.) Major Scientific Concepts: Microorganisms and macroorganisms live within an ecosystem. A pond is an example of an ecosystem. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Even a Habitat Has to Live Somewhere, p.60-63 Sample CCSS Tasks: Guiding Question(s): How do living things and their physical and chemical environment function together as a unit within an ecosystem? Even a Habitat Has to Live Somewhere Why are nonliving things included in the definition of “ecosystem”? Create a table identifying the living and non-living components of a pond ecosystem. RST.6-8.1, RST.6-8.2, RST.6-8.7 Suggested Formative Assessments

Participation in investigation (following the procedures of the lab, construction of pond) and class discussion

Journals (predictions of changes in pond over time, observations of pond, list of six things in and around a pond)


Appropriate use of terms Formal Assessments can be found in TG

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Teacher Notes :

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MS-LS1-2 MS-LS1-5

5.3.6.A.2

Lesson 5: Exploring Cells Students get acquainted with several types of cells—algal, plant, and animal—and their components. Students hypothesize about how the structures of the various cells and their organelles are suited to their functions. Major Scientific Concepts: Different cells serve different functions. The cells of animals differ from those of plants. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Who Eats Whom?, p. 76-79 Sample CCSS Tasks: Guiding Question(s): What is the significance of the relationship between plants and animals? Who Eats Whom? Create a Venn diagram comparing the characteristics of autotrophs and heterotrophs. Create a table of the different types of heterotrophs and what they consume. Support the author’s claim that “Without autotrophs, we’d be history ourselves!” RST.6-8.1, RST.6-8.2, RST.6-8.7 Suggested Formative Assessments


Journals (measurements, scientific drawings, comparison of the structure of the blackworm to the earthworm)

Responses to lesson activities (Student Sheet)


Appropriate use of terms


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Teacher Notes :

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MS-LS1-2

5.3.6.A.2

Lesson 6: Exploring Microorganisms Students observe and draw four protists—Amoeba, Euglena, Paramecium, and Volvox. They identify and label the protists’ organelles and their methods of movement. Major Scientific Concepts: Some organisms are composed of a single cell. Internal and external structures contribute to their survival in their habitat. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Bacteria: Friends or Foes?, p.90-92, Mighty Microbes, p. 93-95 Sample CCSS Tasks: Guiding Question(s): Are bacteria a necessary component to a thriving ecosystem? Bacteria: Friends or Foes? Answer the following using details from the text: What would Earth be like without any bacteria? Compile a list of the ways that humans and other living organisms are helped by or benefit from bacteria. RST.6-8.1, RST.6-8.2 Mighty Microbes Answer the following using details from the text: Why were early microbes on Earth important to life forms that evolved later? Support Dr. Leleng Isaacs’s claim that “microbes have shaped the history of Earth and of human beings.” What would you say to convince a friend to buy a bar of regular soap instead of a liquid antibacterial soap? RST.6-8.1, RST.6-8.2 Suggested Formative Assessments


Journals (measurements, scientific drawings, comparison of structure of organisms)

Responses to lesson activities (Student Sheet)




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Teacher Notes :

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MS-LS1-5

5.3.6.A.2 Lesson 7: Exploration Activity: Vertebrates and Their Habitats Students are introduced to an Exploration Activity, a group research project on which students will continue to work for the remainder of the unit. In this activity, students research the structure and function of various parts of a vertebrate and identify and describe the components of its habitat. They present their findings to the class using a method approved by the teacher. Major Scientific Concept: An organism’s habitat influences its structure. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Daphnia’s Change of Appetite, p. 106-108, Habitats as Homes, p. 109-113 Sample CCSS Tasks: Guiding Question(s): Why must species adapt to changes in their habitat and/or find suitable habitats in order to survive and reproduce? Daphnia’s Change of Appetite Answer the following using details from the text: Why is Daphnia described as a “shrimp’s shrimp?” How long did it take Daphnia to adapt to its new diet? Explain how this adaptation occurred and how it was discovered. RST.6-8.1, RST.6-8.2, Habitats as Homes Using the text, answer the following: What is the difference between evolution and adaptation? What characteristics make an organism more vulnerable to changes in their habitat? What sorts of change in a habitat could force a population to evolve or go extinct? RST.6-8.1, RST.6-8.2, Suggested Formative Assessments

Research check points




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Teacher Notes :

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5.3.6.B.1 5.3.6.B.2 5.3.6.C.2 5.3.6.C.3

Lesson 8: Revisiting Your Pond Students revisit the ponds they constructed in Lesson 4 and document changes they observe, including the average daily increase in the number of Lemna fronds. Major Scientific Concept: The structure of an organism’s parts is related to their function. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: The Changing Pond, p.121-122 Sample CCSS Tasks: Guiding Question(s): Why is succession essential to the sustainability of an ecosystem? The Changing Pond Using the text, create a flowchart of the succession of a natural pond. Do all ponds eventually fill in? Use details from the text to explain why or why not? RST.6-8.1 , RST.6-8.7 , RST.6-8.8. Mathematics: Calculate the average daily increase in the number of Lemna fronds. 6.EE.2 Suggested Formative Assessments

Journals (observations, calculation of average daily increase)




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MS-LS1-5

5.3.6.B.2

Lesson 9: Introducing Daphnia Students work with a tiny freshwater organism—Daphnia. They explore the effects of cola and alcohol solutions on Daphnia. Major Scientific Concepts: Crustaceans have an external rather than an internal skeleton. An organisms habitat influences its structure. Additional Science Resources and Activities: Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: The Transparent Water Flea, p. 132-133 Sample CCSS Tasks: Guiding Question(s): How can small organisms play a big part in the preservation of food chains within an ecosystem? The Transparent Water Flea, p. 132-133 Why are Daphnia easy to study and what has it allowed us to learn about them? Why is the reproduction process of Dahpnia described as “unusual?” RST.6-8.1 , RST.6-8.2 RST.6-8.8 Mathematics: Have students check the prices of lobster meat at a local supermarket and calculate the cost of a lobster dinner for five. Ask them to assume that each person would require 6 ounces of lobster meat for the main course. Have them list the lobster and side dishes in menu form with prices to the right of each item. The total cost should be at the bottom of the price column. 6.EE.9 Suggested Formative Assessments


Journals (observations, claims and evidence, conclusion)

Lab Report




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Teacher Notes :

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MS-LS2-3

5.3.6.B.2

Lesson 10: Exploring the Hydra Students work with another tiny freshwater organism—Hydra. The observe Hydra’s feeding habits using Daphnia and blackworm fragments that remain from previous lessons. Major Scientific Concept: Like some plants, Hydra can reproduce asexually by budding. Scientists communicate through scientific drawings that incorporate clear labels, magnification scale, and perspective. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Hydra: Up Close and Personal, p. 140-143, Jellyfish Get a Bad Rap, p. 144-147 Sample CCSS Tasks: Hydra: Up Close and Personal, p. 140-143 A Hydra is likely to be found rooted to a particular spot, looking more like a statue or plant than an animal. What characteristics prove that it is in fact alive, and an animal? Cite evidence from text to support your conclusion. RST.6-8.1 , RST.6-8.2 Create a flowchart of the feeding and digestion process of the Hydra. RST.6-8.1 , RST.6-8.7 Describe the different ways can Hydra reproduce and discuss the significance of having several methods of reproduction? RST.6-8.1 , RST.6-8.2 WHST.6-8.1 , SL.6.1 Jellyfish Get a Bad Rap, p. 144-147 What are some characteristics of jellyfish that have allowed them to persist since before the time of the dinosaurs? How have jellyfish been impacted by human activity? Cite evidence from the text. RST.6-8.1 , RST.6-8.2 Suggested Formative Assessments


Journals (scientific drawings)


Writing assignment



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Teacher Notes :

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MS-LS1-2 MS-LS1-4 MS-LS1-6 MS-LS1-7 MS-LS2-2 MS-LS2-3

5.3.6.A.2 5.3.6.B.2 5.3.6.C.3 5.3.6.D.1

Lesson 12: Investigating Fungi II—Yeast Students continue to investigate the Fungi kingdom. They design an inquiry in which they explore substances that affect yeast activity. Major Scientific Concept: Unlike most fungi, yeasts are single-celled. Most yeasts reproduce by budding. Like other fungi, many types of yeast break down and recycle plant and animal matter. Some species of yeasts are beneficial to humans; others are harmful. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Yeast: Rising to the Occasion, p. 163-165 Sample CCSS Tasks: Yeast: Rising to the Occasion How is it correct to say that making bread means making alcohol? What happens to the alcohol? Support the author’s claim that “yeast cells are extremely busy, often useful, and occasionally irritating, organisms.” RST.6-8.1, RST.6-8.2, WHST.6-8.1, WHST.6-8.2 Suggested Formative Assessments

Journals (inquiry design)


Writing assignment


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5.3.6.A.2 5.3.6.B.2 5.3.6.C.3 5.3.6.D.1

Lesson 11: Investigating Fungi I—The Molds Students investigate the Fungi kingdom. They compare the rate of mold formation on freshly baked or homemade bread and brand-name bread and follow the progress of a fungal garden over several weeks. Major Scientific Concept: Fungi comprise a kingdom of organisms that includes mushrooms, yeasts, and molds. Fungi are decomposers, obtaining their food by breaking down living or dead organic matter. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: There’s a Fungus Among Us, p. 154-157 Sample CCSS Tasks: Guiding Question(s): What are the various roles that fungi play in nature? There’s a Fungus Among Us Based on textual evidence, explain why fungi is not included in the Plant or Animal kingdoms? Use the text to describe and explain what you are eating if you eat a piece of moldy bread. Support the author’s claim “they’re mighty important to our lives—and to our world.” RST.6-8.1, RST.6-8.2, RST.6-8.8, SL.8.1 Suggested Formative Assessments




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MS-LS1-1 MS-LS1-2 MS-LS1-4 MS-LS1-6 MS-LS2-2 MS-LS2-3 MS-LS2-4

5.3.6.A.2 5.3.6.D.1 5.3.6.B.1 5.3.6.B.2 5.3.6.C.2 5.3.6.C.3

Lesson 13: Organizing Living Things— An Assessment Students use the information on their organism photo cards, which they have revised and updated during the unit, to construct Venn diagrams. Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Tropical Rain Forests: What’s All the Hype?, p. 172-177 Sample CCSS Tasks: Guiding Question(s): What is the significance of biodiversity to an ecosystem? Tropical Rain Forests: What’s All the Hype? What are some of the adaptations of plants and animals that thrive in the rainforest? Why have tropical rainforests not provided high-quality farmland, despite the millions of acres that have been cleared? Using the information provided in the text, create an informational “Save the Rainforest” poster. RST.6-8.1, RST.6-8.2, RST.6-8.7

4

5.3.6.A.2 5.3.6.D.1 5.3.6.B.1 5.3.6.B.2 5.3.6.C.2 5.3.6.C.3

Culminating Assessment: Urban Utopia Students conduct independent research to gather information to support their design solution.

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Bolded lessons identify areas of important relevance for the culminating assessment.

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Curriculum Resources: Background information can be found at http://carolinascienceonline.com, Investigating Biodiversity and Interdependence, Module, Teacher Guide (TG), Student Investigation book (SI), Content Reader: Investigating Biodiversity and Interdependence, Next Generation Science Standards www.nextgenscience.org, Internet Spanish versions of text as well as auditory text (ebooks) are available online at http://carolinascienceonline.com Teacher Notes: Guiding Questions: Guiding questions are intended to provide students with a focus as they read the selected pieces of complex text and complete the corresponding CCSS Literacy in Science Tasks. Science Misconceptions: In middle school, the following misconceptions may persist among students:

Humans are not animals.

Animals breathe, but plants do not.

Plants do not undergo sexual reproduction.

Reproduction requires participation of both sexes.

Organisms viewed through the microscope are two-dimensional.

Insects are not as microscopic as the WOWBug™.

Ponds do not contain both microscopic organisms and macroscopic organisms, such as plants.

Larger organisms have larger cells than smaller organisms.

When species have specific needs due to changes in the environment, their bodies will adapt to fulfill those needs.

Cyclical processes (i.e. recycling of matter) are not significant to the maintenance of an ecosystem.

Pond succession involves only changes that take place in its microenvironment.

Daphnia’s appendage movement is its heartbeat.

Substances from decomposing organisms are just waste, they do not get reused by other organisms.

Spores are simply little seeds.

Fungi, such as mushrooms, have roots similar to those of plants.

Dried yeast granules do not contain living yeast cells that can be activated, in other words organisms that are dormant will remain dormant.

Dehydration destroys yeast cells.

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http://carolinascienceonline.com/

http://www.nextgenscience.org/

http://carolinascienceonline.com/




Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language AFTER the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Lesson 1: What Are Organisms?

organism genus

species

cellular respiration

digestion excretion taxonomy

Lesson 2: The WOWBug: Getting a Closer Look

compound microscope exoskeleton dry-mount slide

field of view

dorsal lateral ventral

compound thorax

Lesson 3: Investigating Lumbriculus

anterior posterior

blood vessel digestive tract

pulse rate regeneration

chaeta clitellum

fragmentation seta

Lesson 4: Creating Your Own Pond

ecosystem frond

Lemna macroorganism microorganism

community habitat

niche population

Lesson 5: Exploring Cells

cell membrane cytoplasm

nucleus

cell wall chlorophyll chloroplast organelle

plasmolysis

epithelial tissue mammal

mammalian nerve tissue

autotroph consumer

decomposer heterotroph

producer Lesson 6: Exploring Microorganisms

eyespot protist

Amoeba Euglena

Paramecium Volvox

contractile vacuole oral groove

pellicle

cilia flagella

pseudopod

antibiotic bacteria

microbiologist

rod spherical

spiral

Lesson 7: Exploration Activity: Vertebrates and Their Habitats

adaptation vertebrate abiotic biotic

evolution

natural selection variation

class Amphibia class Aves

class Mammalia class Pisces

class Reptilia cold-blooded

genes warm-blooded

Lesson 8: Revisiting Your Pond

asexual reproduction carnivore

climax community herbivore succession

Lesson 9: Introducing Daphnia

antenna

intestine heart rate

arthropod

crustacean

Lesson 10: Exploring the Hydra

tentacle budding diffusion invertebrate

Lesson 11: Investigating Fungi I—The Molds

spore organic matter fungal inhibitor

parasitic rhizoid

Lesson 12: Investigating Fungi II—Yeast

Ascomycetes fermentation Baker’s yeast Brewer’s yeast

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http://www.project2061.org/publications/designs/ch7intro.htm




Sample Culminating Assessment

Urban Utopia

Background: Greater Newark Conservancy continues to expand and enhance its Urban Environmental Center in downtown Newark, NJ. What will become the Environmental Education Building of the Center, is an historic 1884 former synagogue/church on Prince Street, near Springfield Avenue. This 15,800-square-foot building will be transformed into a large lecture hall/community space, environmental classrooms, a demonstration kitchen/laboratory, environmental exhibit galleries and meeting rooms. Next to the former synagogue, the Conservancy has created the Prudential Outdoor Learning Center, featuring outdoor "classroom" thematic gardens, a greenhouse for raising nursery plants and for demonstration purposes, and operational composters for fertilizer production. The Outdoor Learning Center features ten garden galleries, pathways leading past flowering trees and shrubs, an analemmatic sundial, a pond with a cascading stream and demonstration gardens where community residents can learn how to raise vegetables and flowers in their own yards. Problem: The land and biodiversity of the Conservancy, particularly that of the pond in the Riparian Habitat Area, were severely impacted by Hurricane Sandy. The ground was left completely saturated, which led to runoff. The composters, which were full at the time of the storm, were upended and all their contents were dumped out. Piles of plant debris blanketed gardens and the pond. In addition, since Sandy, the gardens have become overgrown, with some plants monopolizing space and nutrients. A new biodiversity and design plan must be developed and implemented prior to proceeding with the transformation of the former synagogue/church into the much anticipated Environmental Education Building. Prompt: Greater Newark Conservancy has hired your company to assess their land and its resources, living and non-living. You are also asked to create a new biodiversity and design plan for its land, inhabitants, and future Environmental Education Center that will be protected against impending hurricanes. Before creating your plans, you must take into consideration the environment and other relevant factors, such as the impact of Sandy on the land and biodiversity of the Conservancy, as well as the current architectural map. Task: Present the findings from your assessment and your biodiversity and design plan in the form of a multimedia presentation, highlighting your recommendations for restoring biodiversity, including acceptable forms of seeds and plants that would flourish on the designated land, as well as the types of animals that could be safely introduced; and landscaping, including grading and space allocation. Directions: Reference and make connections to the investigations and readings from the unit to inform and justify your findings and your biodiversity and design plan to the Education Director on the most cost effective selection of plants and gardening procedures, as well as animals and their care. Be sure to support your findings by addressing the ideal conditions in which the recommended organisms, plants and animals, can optimally survive; justify your plan for grading the land and allocating space. Use the scientific terms from this unit accurately and appropriately in the discussion of your findings and in the presentation of your biodiversity and design plan. Utilize diagrams, graphs, data charts, pictures and/or models to strengthen your ideas and conclusions. Make use of the provided rubric to

28


guide you as you complete and assess your plan and multimedia presentation to be sure that all requirements are met.

Considerations: Make full use of the architectural map provided on the next page. Note, the greenhouse and its adjacent composters, which were returned to their original location after Sandy, are located at the highest point of the land.

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New

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Urban Utopia Scoring Rubric

4 3 2 1

Ass

essm

en

t &

Fin

din

gs

Provides an accurate assessment of the needs of the Conservancy using all relevant background information and scientific knowledge (e.g., interaction, dependency, correlation, causation).

Expresses findings that are accurately linked to the assessment and clearly stated so as to suggest specific details of biodiversity and design plan.

Provides an appropriate assessment of the needs of the Conservancy using relevant background information and scientific knowledge (e.g., interaction, dependency, correlation, causation) but is missing a few details.

Expresses findings that are appropriately linked to the assessment and stated so as to suggest some specific details biodiversity and design plan.

Provides a partially accurate assessment of the needs of the Conservancy using minimal background information and scientific knowledge.

Expresses findings that are inaccurately linked to the assessment and vaguely stated so as to suggest few details of biodiversity and design plan.

Provides an inaccurate assessment of the needs of the Conservancy using irrelevant background information and scientific knowledge.

Expresses findings that are unlinked to the assessment and unclearly stated so as to suggest no specific details biodiversity and design plan.

Bio

div

ers

ity

& D

esi

gn P

lan

Proposes a plan that is scientifically logical, well-organized, precise, safe, ethical, and consistent with accepted environmental and scientific practices.

Communicates a coherent plan and logical, detailed procedures which can be fully replicated anticipating the need for adjustment.

Plan includes all required elements.

Proposes a plan that is scientifically appropriate, organized, safe, ethical, and consistent with most accepted environmental and scientific practices.

Communicates a plan and logical procedures which can be replicated anticipating some need for adjustment.

Plan includes most required elements.

Proposes a plan that is scientifically inaccurate, disorganized and consistent with only a few accepted environmental and scientific practices.

Communicates a plan and procedures which cannot be readily replicated.

Plan includes few required elements.

Proposes a plan that is scientifically illogical, unorganized, unsafe, unethical, and inconsistent with accepted environmental and scientific practices.

Communicates an incoherent plan and illogical procedures which cannot be replicated.

Plan is missing most required elements.

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Pre

sen

tati

on

The combination of multimedia elements and content takes communication to a superior level. There is clear attention given to balance, proportion, harmony, and restraint. The synergy reaches the intended audience and accentuates main ideas or themes.

Enhancements, such as graphics, video, audio, 3-D images, contribute significantly to convey the intended meaning.

The sequence of information is logical and intuitive.

All sources are properly cited.

Multimedia elements and content combine to adequately deliver a high impact message with the elements and words reinforcing each other while accentuating main ideas or themes.

Enhancements, such as graphics, video, audio, 3-D images, are used appropriately to convey meaning.

The sequence of information is logical.

Most sources are properly cited.

Multimedia elements accompany content but there is little sign of mutual reinforcement. There is little attention to visual design criteria such as balance, proportion, harmony and restraint. There is some tendency toward random use of graphical elements that do not reinforce message and/or does not accentuate main ideas or themes.

Enhancements, if used, are inappropriate and/or do not convey meaning.

The sequence of information is somewhat logical.

Few sources are properly cited.

Multimedia elements accompany content but there is no mutual reinforcement. There is no attention to visual design criteria such as balance, proportion, harmony and restraint. Exaggerated emphasis on graphics and special effects weakens the message and interferes with the communication of content, main ideas, or themes.

Enhancements are not used.

The sequence of information is not logical.

No sources are properly cited.

Teac

he

r C

om

me

nts

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APPENDIX A –Unit Framework

Unit: Title of Unit

Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit; primary unit content

Grade Level: Grade band by which the unit is aligned

Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific context through engagement in authentic work of the science disciplines and the practices of science and engineering of the unit. Next Generation Science Standards alignment is evident.

NGSS: Primary alignment to Next Generation Science Standards NJCCCS: Primary alignment to 2009 NJ State Standards for Science Primary Literacy Connections: Primary alignment to ELA Common Core State Standards Primary Math Connections: Primary alignment to Math Common Core State Standards


An effective performance task places the student in authentic learning experiences. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It should, at minimum, require students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit or obtained by

student through independent research) • emphasize engineering design performance expectations of the grade band

Lesson Pace & Sequence

PE/CPI Lessons Suggested Teaching Periods

Performance Expectations/Cumulative

Progress Indicator

• Construct new ideas on top of old ideas (provide sequence) and addresses science misconceptions.

• Naturally integrate math and/or literacy CCSS for every lesson. • Infuse NGSS and common core language so that the shifts are

clear. • Suggested modes of receiving qualitative feedback (formative

assessments) used to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

Suggested pacing based on a 40 minute class period

Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language after the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Appendix A Page 1 of 1

http://www.project2061.org/publications/designs/ch7intro.htm




APPENDIX B –Unit Next Generation Science Standards & Common Core Standards

Performance Expectations (PE)

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.] MS-LS1-1 (5.3.8.A.1) Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] MS-LS1-2 (5.3.6.A.2) Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds; and, creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] MS-LS1-4 (5.3.6.D.1) Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] MS-LS1-5 (5.3.6.C.2) Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] MS-LS1-6 (5.3.6.B.1) Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] MS-LS1-7 (5.3.12.B.5) Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] MS-LS2-1 (5.3.6.C.2) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] MS-LS2-2 (5.3.6.C.3) Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] MS-LS2-3 (5.3.6.B.2) Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted

Page 1 of 8 Appendix B














inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-LS2-4 (5.3.6.C.2) Evaluate competing design solutions for maintaining biodiversity and ecosystem services. [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] MS-LS2-5

NGSS Disciplinary Core Ideas

LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one

single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that

controls what enters and leaves the cell. (MS-LS1-2) LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4) Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

(MS-LS1-4) LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from

carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7)

PS3.D: Energy in Chemical Processes and Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from

sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)

Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7)

LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things

and with nonliving factors. (MS-LS2-1) In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may

compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)

Growth of organisms and population increases are limited by access to resources. (MS-LS2-1) Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.

Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and

decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological

component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

Appendix B Page 2 of 8






















Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem

services that humans rely on—for example, water purification and recycling. (MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a

problem. (secondary to MS-LS2-5)

NGSS Science and Engineering Practices (SEPs)

Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

o Develop and use a model to describe phenomena. (MS-LS1-2) o Develop a model to describe unobservable mechanisms. (MS-LS1-7)

Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (MS-LS1-1)

Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1) Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-LS1-6)

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)

NGSS Cross Cutting Concepts (CCCs)

Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4),(MS-LS1-5) Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1) Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7)






















APPENDIX B –Unit Next Generation Science Standards & Common Core Standard

Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6) The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3) Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural and designed structures/systems can be analyzed to determine how they function. (MS-LS1-2) Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-LS1-1) The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-LS2-5) Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-LS2-3) Patterns Patterns can be used to identify cause and affect relationships. (MS-LS2-2) Stability and Change Small changes in one part of a system might cause large changes in another part. (MS-LS2-4),(MS-LS2-5) Science Addresses Questions About the Natural and Material World Science knowledge can describe consequences of actions but does not make the decisions that society takes. (MS-LS2-5) NJCCCS Content Statements

5.3.6.A.2 5.3.6.D.1 5.3.6.B.1 5.3.6.B.2 5.3.6.C.2 5.3.6.C.3

Essential functions of plant and animal cells are carried out by organelles. Reproduction is essential to the continuation of every species. Plants are producers: They use the energy from light to make food (sugar) from carbon

dioxide and water. Plants are used as a source of food (energy) for other organisms. All animals, including humans, are consumers that meet their energy needs by eating other

organisms or their products. The number of organisms and populations an ecosystem can support depends on the biotic

resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition.

All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die.

Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.

Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment.

Plants and animals have life cycles (begin life, develop into adults, reproduce, and eventually die).The characteristics of each stage of life vary by species.

Individuals of the same species may differ in their characteristics, and sometimes these differences give individuals an advantage in surviving and reproducing in different environments.

CPI# Cumulative Progress Indicator (CPI) 5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.













5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction. 5.3.6.B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products. 5.3.6.B.2 Illustrate the flow of energy (food) through a community. 5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem. 5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem.





APPENDIX B –Unit Next Generation Science Standards & Common Core Standards CCSS Common Core Literacy Standards

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

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.6-8.7 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.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. WHST.6-8.1 Write arguments focused on discipline-specific content.

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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.

WHST.6-8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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

SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

CCSS Common Core Math Standards 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one

another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.




















Performance Expectations (PE) Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band. Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application as opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)

NGSS Disciplinary Core Ideas (DCIs) Specifically, a core ideas for K-12 science instruction should: 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.

2. Provide a key tool for understanding or investigating more complex ideas and solving problems.

3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or

technological knowledge.

4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)

NGSS Science and Engineering Practices (SEPs) Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview. The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)

NGSS Cross Cutting Concepts (CCCs) Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p. 233) 1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. (NGSS Appendix G, p. 1)

NJCCCS Content Statements Standard/Strand New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a variety of

grades and in different subjects. They are the road map that guides the development of each district’s curriculum and the State’s standards-based assessments.

CPI# Cumulative Progress Indicator (CPI) Standard/Strand/ Indicator

The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations and judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s progress in the general education curriculum and identify academic strengths and weaknesses.






CCSS Common Core ELA Standards

Anchor Standard and Strand

Unit primary literacy options that: • give students the lens of language with which to focus and clarify their thinking. • allow students to extend their learning beyond the classroom, presenting them with relevant, challenging,

age-appropriate reading selections and research activities with which they can enhance literacy skills.

CCSS Common Core Math Standards

Anchor Standard and Strand

Unit primary math options that: • provide a focus and coherence of math standards stressing conceptual understanding of key ideas that

naturally integrate within the unit.





APPENDIX C –Unit Essential Questions & Enduring Understandings

Unit Essential Questions Unit Enduring Understandings

What do all living things have in common?

In what ways do organisms interact within

ecosystems?

How do organisms change as they go through their

life cycle?

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

All animals and most plants depend on both other organisms and their environments for their basic needs.

Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring.

Unit Essential Questions Unit Enduring Understandings

Designed to engage student interest, promote and guide inquiry into the important ideas of the unit. Essential questions:

Have no simple “right” answer.

Address conceptual or philosophical foundations.

Can be differentiated to meet student needs.

Raise other important questions.

Naturally and appropriately recur.

Stimulate vital, ongoing discussion and rethinking.

Frame the big ideas that give meaning and importance to the unit elements. Enduring understandings:

Summarize the core processes and relevant ideas that are central to the unit.

Have lasting value beyond the classroom.

Unpack areas of the unit where students may struggle to gain understanding or demonstrate misunderstandings and misconceptions.

Page 1 of 1 Appendix C


Documents

Curriculum Unit Designers - Newark Public Schools...of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. As the last component