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Science Grade 7: Internal & External Structures
Core Content Coaching
PurposeTo provide support for grade-level, unit content planning
Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)
• CRM 6: Adaptations
• Blank Pacing Calendar
• 7th Grade 4th Six Weeks Lessons: Internal & External Structures Pacing Guide & Lessons
• Computer with Internet Access
Teacher yearly resource document
Monday Tuesday Wednesday Thursday Friday
Jan. 5
Heredity & Reproduction
6 7 8 9
12
Internal & External Structures
13 14 15 16
19
Student/Staff Holiday
20
Dichotomous Keys
21 22 23
26
Natural Selection & Selective Breeding
27 28 29 30
Feb. 2
Plant Physiology & Adaptations
3 4 5
Plant Response to Stimuli
6
9
Plant Cell Review & Photosythesis
10 11 12
Energy Flow
13
16
Student Holiday
17
Energy Flow
18 19 20
4th Six Weeks Planner (33 days)
7.1A-B, 7.2A-E, 7.3B-C, 7.4A 7.11: Organisms & environments. The student knows that populations & species demonstrate variation & inherit many of their unique traits through gradual processes over many generations. The student is expected to:
•7.11B: explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb.
7.12: Organisms & environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure & function. The student is expected to:
•7.12A: investigate & explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants.
TEKS & Student expectations
Content TEKS Skills TEKS
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Explain: to make (something) clear or easy to understandInvestigate :to observe or study by close examination and systematic inquiry
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Explain: to make (something) clear or easy to understandInvestigate :to observe or study by close examination and systematic inquiry
CRM 6: TEKS & Acquisition section
Teacher Content support
BrainPop Videos: Camouflage, Birds, Penguins, Fish, Gills, Mammals, Dolphins, Giant Squid, Pandas, Insects, Sponges, Amphibians, Spiders, Ants, Horses, Bats, Invertebrates, Vertebrates, Mollusks, Cnidarians, Arachnids, Reptiles
Vertical alignment
5TH GRADE
5.10A: compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals.
7TH GRADE
7.11B: explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb.
7.12A: investigate & explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants.
• An adaptation is any structure or behavior that helps a living thing meet its needs and survive in its environment.
• Animal adaptations occur as environments change in order for organisms to meet their needs, including getting food or air, for protection, for reproduction, etc.
• Animals adapt to their environments both structurally and behaviorally.
• Structural adaptations may take many generations to occur.
PRIOR LEARNING
2013 MoY II Question: 7.11B
2013 MoY II Question: 7.11B
2013 MoY II Question: 7.12A
2013 MoY II Question: 7.12A
Based on the data and distractors, what key points should teachers emphasize during lessons?
• Expose students to as many examples as possible while making predictions and providing explanations for their purpose.
Activities to emphasize this point included
in the curriculum:
1.Living in the Desert Reading
2.Types of Adaptations Presentation
3.Salmon Migration Reading
4.Computer Interactive: Camouflage
5.Birds of Prey Reading
6.Internal & External Structures
Presentation
7.Beak vs. Food Activity
8.Darwin’s Fancy with Finches Reading
9.BrainPop Videos
Activities to emphasize this point included
in the curriculum:
1.Living in the Desert Reading
2.Types of Adaptations Presentation
3.Salmon Migration Reading
4.Computer Interactive: Camouflage
5.Birds of Prey Reading
6.Internal & External Structures
Presentation
7.Beak vs. Food Activity
8.Darwin’s Fancy with Finches Reading
9.BrainPop Videos
Components of a good lesson plan1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
4. Organize and Practice Vocabulary
5. Reading & Comprehension Strategies
6. Writing Opportunities & Scaffolds
7. Daily Listening & Speaking Opportunities
8. Differentiation
9. Formative Assessment & Reteach
Embedded in lessons: Engage Student Interest• Jigsaw Creatures
• Living in the Desert- Science News for Kids Article
Recommended in lessons:Review / Scaffold to TEKS• ScienceSaurus Reading: Plant
Physiology p. 107
• ScienceSaurus Reading: Behavior p. 109, Animal Behavior & Migration p. 110, Plant Behavior p. 111
• BrainPop Videos: Camouflage, Birds, Penguins, Fish, Gills, Mammals, Dolphins, Giant Squid, Pandas, Insects, Sponges, Amphibians, Spiders, Ants, Horses, Bats, Invertebrates, Vertebrates, Mollusks, Cnidarians, Arachnids, Reptiles
• Computer Interactive: • Nightjar
Gamehttp://nightjar.exeter.ac.uk/story/nightjar_game
• Nest Gamehttp://nightjar.exeter.ac.uk/story/nest_game
• Egglabhttp://nightjar.exeter.ac.uk/story/egglab
• Beak vs. Food Adaptation Activity
Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Investigations, Activities, Videos)
Embedded in lessons:Organize and Practice Vocabulary
• Types of Adaptations Presentation
• Frayer Model: Adaptation
• Internal & External Structures Presentation & Notes
Embedded in lessons:Reading & Comprehension Strategies• ScienceSaurus Reading: Plant Physiology p. 107
• ScienceSaurus Reading: Behavior p. 109, Animal Behavior & Migration p. 110, Plant Behavior p. 111
• Living in the Desert
• Salmon Migration
• Birds of Prey
• Darwin’s Fancy with Finches
• Comprehension Strategies
• Shared Reading Recommendation: Have each student in a pair read a paragraph at a time and then have the non-reader summarize the section.
• Active Reading Strategies embedded in ScienceFusion Reading
Embedded in lessons:Writing Opportunities & Scaffolds• Journal Entries
• What are some of the different types of shelter local animals use? List one or more examples and explain why you think each one is an adaptation to the habitat in which they live.
• What does it mean, “the species is adapted to its habitat”? Summarize an explanation in your own words.
• Exit Tickets
• Three species of birds live in the same, forested habitat. Species A can hover, Species B can climb along the trunks of the trees, and Species C is usually found walking on the forest floor. For each species, describe at least one possible type of food resource and what external and internal features (at least one each) the species would need to collect and consume it.
• Some plant seeds, like dandelions, are attached to stems with light, fluffy threads. This is an adaptation for what likely purpose?
• Scaffolds: Sentence Frames, Word Bank, Talk then Write, Write/Share/Revise, Think/Share/Write
Embedded in lessons:Daily Listening & Speaking Opportunities
• Jigsaw Creatures
• Shared Reading
• Beak vs. Food Activity
• Performance Assessment: I am Not the Squirrel I Used to Be
The first creature would live in an
environment similar to…
The sand gazelle has adaptations such as…
• Special Education:
1. Mixed-Ability Partners2. Science Glossary3. Word Bank4. Sentence Frames5. Shared Reading6. Environmental Accommodation
• English Language Learners:
1. Mixed-Ability Partners2. Dual Language Science Glossary3. Word Bank4. Shared Reading5. Sentence Frames6. Closed Captioning
Embedded in lessons:Differentiation
• Reading Questions
• Journal Entries
• Exit Ticket
• Performance Assessment: I am Not the Squirrel I Used to Be
Embedded in lessons:Formative AssessmentFormative Assessment
Reteach Options
• Preteach/Reteach 5.10A Options
• Clozing in on Science Passages
• Guided Practice Plant & Animal Adaptations
Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.
Lower Levels of questions
Higher Levels of questions
Knowledge Comprehension Application Analysis Synthesis Evaluate
What are some examples of
external features and behavioral
adaptations that enhance the survival of
organisms?
What are some examples of
internal structures within organisms that
have adaptations for specific functions?
Describe some of the external
adaptations of the organism seen
below.
Provide examples of adaptations that the stingray’s prey might have in their
shared environment.
How do variations within a population or
species enhance the survival of
the population or species?
Design a fictional organism that would have
adaptations suited to a desert
environment.
How would you evaluate the
adaptations of a newly discovered
species?
Bullseye Round Stingray
Recommended Anchors of Support
• Living in the Desert Journal Entry
• Types of Adaptations Journal Entry
• Frayer Model: Adaptation
• Internal & External Structures Notes
Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”
• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries
Academic vocabularyLESSON COMPONENTS PAGE
CURRICULUM ROAD MAP