Monroe Township Schools€¦ · 3 MONROE TOWNSHIP SCHOOL DISTRICT ADMINISTRATION Dr. Kenneth R....

Curriculum Management System

Monroe Township Schools

Course Name: Life Science Grade 7

For adoption by all regular education programs Board Approved: August 2011 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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TABLE OF CONTENTS

Monroe Township Schools Administration and Board of Education Members Page ….3

Acknowledgments Page…..4

District Vision, Mission, and Goals Pages….5

Introduction/Philosophy/Educational Goals Page….6

Core Curriculum Content Standards Page….7

Scope and Sequence Pages….8-12

Science Core Content Overview Pages…13-14

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages….15-56

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MONROE TOWNSHIP SCHOOL DISTRICT ADMINISTRATION

Dr. Kenneth R. Hamilton, Superintendent Dr. Jeff C. Gorman, Assistant Superintendent

Ms. Sharon M. Biggs, Administrative Assistant to the District Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

Student Board Members Mr. Jonathan Kim

Mr. Eneri Patel

mailto:[email protected]






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ACKNOWLEDGEMENTS The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System:

Writers Name Autumn Dawson

CURRICULUM SUPERVISOR Bonnie J. Burke, District K-12 Supervisor of Sciences and Social Studies

Technology Staff Eliot Feldman Al Pulsinelli

Reggie Washington Secretarial Staff

Debby Gialanella Gail Nemeth

Karen Rucando

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Monroe Township Schools Vision, Mission, and Goals

Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well trained committed staff in a safe and orderly environment.

Goals Raise achievement for all students paying particular attention to disparities between subgroups. Systematically collect, analyze, and evaluate available data to inform all decisions. Improve business efficiencies where possible to reduce overall operating costs. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. Provide early interventions for all students who are at risk of not reaching their full potential.

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PHILOSOPHY Our philosophy is to provide students with a multitude of opportunities in which they can experience a quality education. While

our educational programs take into account the physical, social, and emotional needs of our students, the primary educational focus continues to be largely academic in nature. We believe that students learn best when they are able to actively construct meaning. Science is a process, a way of thinking about and investigating the world in which we live. Emphasis in science is placed on building inquiry skills and student engagement in real-life problem solving. We believe that learning is best experienced when it is student-centered and fosters the capacity to hypothesize, theorize and clearly articulate thought. We recognize that students come to school with prior knowledge and pre-existing assumptions about the world around them. We believe that the science curriculum should be problem and/or scenario based and allow students to interact with the content.

The curriculum represents the expression of educational ideas in practice. Our curriculum is guided by the use of Essential

Questions and Big Ideas that help facilitate student-thought and content integration. As our students continue to grow in an ever shrinking and changing world, it is our belief that they must become equipped to be global citizens by learning the skills of effective cooperation and collaboration for global problem solving. EDUCATIONAL GOALS Students will:

Appreciate that conducting science activities requires and awareness of potential hazards and the need for safe practices. Understand the utility of the scientific process as a tool for problem solving and critical thinking. Inquire about the relationship between science and technology. Respect the need to protect, conserve, and preserve the Earth’s natural resources. Communicate ideas by identifying a problem, developing a solution and sharing with others. Hypothesize about the physical universe by identifying questions and making predictions that can be investigated.

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NJDOE: Core Curriculum Content Standards A note about Science Standards and Cumulative Progress Indicators The New Jersey Core Curriculum Content Standards for Science were revised in 2009. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Science may also be found at: http://www.state.nj.us/education/cccs/2009/final.htm http://www.corestandards.org/the-standards/mathematics http://www.corestandards.org/the-standards

http://www.state.nj.us/education/cccs/2009/final.htm

http://www.corestandards.org/the-standards/mathematics

http://www.corestandards.org/the-standards

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Science Grade 7

Scope and Sequence

Quarter I

Big Idea I: Process/Interdependence Big Idea II: Process I. Participate Productively in Science The growth of scientific knowledge involves the critique and communication, which are social practices that are governed by a core set of values and norms.

A. Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences (observation vs. inference).

B. Engage in productive scientific discussions practices during conversations with peers, both face-to-face and virtually.

C. Demonstrate how to safely use tools, instrument and supplies. *This process/habit of mind should be embedded throughout the curriculum.

II. Understand Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

A. Create new, productive, and testable questions to demonstrate understanding and use of interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.

B. Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

Big Idea III: Process Big Idea IV: Change

III. Generate Scientific Evidence Through Active Investigations Students master the conceptual, mathematical. physical, and computational tools that need to be applied when constructing and evaluating claims.

A. Design investigation and use scientific instrumentation to collect, analyze, and evaluate evidence.

B. Gather, evaluate, and represent evidence using scientific tools, technologies and computational strategies.

C. Use qualitative and quantitative evidence to develop evidence based arguments.

D. Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanation.

IV. Reflect on Scientific Knowledge Scientific knowledge builds on itself over time.

A. Revise prediction or explanations on the basis of discovering new evidence, learning new information, or using tools.

B. Generate new, testable and productive questions to evaluate and refine core explanations.

C. Challenge experimental results through additional experimentation. D. Apply newly discovered information to develop solution to real world

problems. *This process/habit of mind should be embedded throughout the curriculum.

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Quarter II

Big Idea V: Organization Big Idea VI: Change V. Organization and Development Living organisms have similar characteristics and are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules which also carry out biological functions.

A. Describe the six characteristics that all living organisms possess. B. Explain why all living things, and require four basic needs to keep them

alive. C. Model and explain ways in which organelles work together to meet

the cell’s needs. D. Compare the limitations of existing as a single-celled organisms and as

a multicelluar organism E. Relate the structure of cells, tissues, organs, and systems to their

functions in supporting life.

VI. Matter and Energy Transformations Food is required energy and building cellular materials. Organisms in an ecosystem have different ways of obtain food, and some organisms obtain their food directly from other organisms.

A. Relate the energy and nutritional needs of organisms in a variety of life stages and real world situations.

B. Analyze the components of a consumer’s diet and trace them back to plants and the process of photosynthesis and respiration.

C. Compare and contrast the properties of reactants and products in photosynthesis and cellular respiration.

Big Idea VII: Interdependence

VII: Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. All organisms are grouped into kingdoms based upon structure and function.

A. Identify characteristics of each of the six kingdoms. B. Explain how classification schemes for kingdoms developed as greater

numbers of different organisms became known. C. Classify symbiotic interactions among organisms of different species. D. Model the effect of positive and negative changes in population size

on a symbiotic pairing.

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Quarter III

Big Idea VIII: Adaptation/Change Big Idea IX: Interdependence/Adaptation/Survival VIII. Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on their offspring during reproduction. A. Distinguish inherited from acquired characteristics. B. Defend the principle that, through reproduction, genetics traits are passed

from one generation to the next, using evidence collected from observations of inherited traits

C. Explain the source of variation among siblings. D. Describe the environmental conditions or factors that may lead to a

change in a cells’ genetic information or to an organism’s development and how these changes are passes on.

E. Explain the value and potential applications of genome projects F. Predict the potential impact on an organism given a change in a specific

DNA code, caused by mutations. G. Demonstrate how the sorting and recombination of genes during sexual

reproduction has an effect on variation is offspring.

IX: Evolution and Diversity Sometimes differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.

A. Organize and present evidence to show how extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data

B. Compare anatomical structures of a living species with fossil records to derive a line of descent.

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Quarter III (Continued)

Big Idea X: Relationships X: Bacteria and Viruses Bacteria are simple, microscopic unicellular organisms that play both beneficial and harmful roles to both humans and the environment. Viruses are microscopic particles that invade host cells. Both viruses and bacteria can elicit both positive and negative affects in our world. A. Explore the characteristics of bacteria and their role in our world as

decomposers. B. Model the exponential growth of bacteria. C. Discuss how life on Earth is dependent on bacteria and how bacteria can

be both helpful and harmful to humans. D. Compare and contrast viruses and living organisms (parasite/host),

discussing the reliance of viruses on the host cell. E. Discuss the relationship between viruses, bacteria, and the kingdoms of

life.

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Quarter IV

Big Idea XI: Process Big Idea XII: Relationships/Organization XI: The Compound Microscope The study of science and technology, such as the use and development of the microscope, is interrelated and can assist in solving problems.

plore how microscopes have contributed to and changed our knowledge of life ence.

entify the functions, parts ,and the correct method for handling a microscope. epare dry and wet mount slides for viewing. actice focusing the compound microscope on various levels of magnification.

XII: Protists Protists are a diverse group of single-celled and many celled organisms that are grouped in their own kingdom because they differ from the other kingdoms in many ways.

A. Discuss the diversity of the protist kingdom and identify the key characteristics of the kingdom.

B. Describe the organization of protists based on similar traits and those different than other kingdoms.

C. Explore the relationships between protists and the other kingdoms of life.

D. Recognize that protists can be parasites and evaluate the effect of protists on the animal kingdom.

E. Observe live protists under the microscope analyzing structure, methods of locomotion, and interaction with their environment and other members of the kingdoms.

F. Apply information gained from observations to discuss variation among species within a kingdom.

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Science Core Content Overview Big Idea I: Process / Interdependence

5.1.8.D.1-3 – Science Practices – Participate Productively in Science

Big Idea II: Process

5.1.8.A.1-3 – Science Practices – Understand Scientific Explanations

Big Idea III: Process

5.1.8.B.1-4 – Science Practices – Generate Evidence Through Active Investigations

Big Idea IV: Change

5.1.8.C.1-3 – Science Practices – Reflect of Scientific Knowledge

Big Idea V: Organization

5.1.8.A-D – Science Practices 5.3.8.A.1-2 – Organization and Development

Big Idea VI: Change

5.1.8.A-D – Science Practices 5.3.8.B.1-2 – Matter and Energy Transformations 5.2.8.B.1-2 – Changes in Matter

Big Idea VII: Interdependence

5.1.8.A-D – Science Practices 5.3.8.C.1 - Interdependence

Big Idea VIII: Adaptation / Change

5.1.8.A-D – Science Practice 5.3.8.D.1 – 3 – Heredity and Reproduction 5.3.12.D.1- 3 – Heredity and Reproduction

Big Idea IX: Interdependence / Adaptation / Survival

5.1.8.A-D – Science Practices 5.3.8.E.1-2 – Evolution and Diversity

Big Idea X: Relationships

5.1.8.A-D – Science Practices 5.1.8.A.1 – Organization and Development 5.3.8.C.1 – Interdependence 5.3.8.D.1 – Heredity and Reproduction

Big Idea XI: Process

5.1.8.A-D – Science Practices 5.1.8.D.1-2 – Participate Productively in Science 5.1.8.B.2 – Generate Evidence through Active Investigation

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Science Core Content Overview

Big Idea XII: Relationships / Organization

5.1.8.A-D – Science Practices 5.3.8.D.1-2 – Heredity and Reproduction 5.3.8.B.1-2 – Matter and Energy Transformations 5.3.3.A.1 – Organization and Development 5.3.8.C.1 - Interdependence

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BIG IDEA I: Process / Interdependence Participate Productively in Science

Curriculum Management System Science Grade 7

Overarching Goals (1) All students will understand that science is both a body of knowledge and evidence based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. (2) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems can be modeled and predicted through the use of mathematics.

Essential Questions What is science? How do we know what to believe? To what extent are science and common sense related? How does opinion affect inquiry? How does scientific knowledge benefit from scientists sharing and debating ideas and information with peers? What does safety demand of us in a laboratory setting?

Suggested Blocks for Instruction: 6

KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to:

1.1

• Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work (5.1.8.D.1).

• The growth of scientific knowledge involves critique and communication - social practices that are governed by a core set of values and norms. Sample Conceptual Understandings

• Students will be provided with images and passages of various fictitious scenarios and will be asked to identify safe and appropriate science practices and to identify and correct dangerous and inappropriate

• Engage in productive conversations with their peers.

• Use partner talk, whole-group

discussions, and small group work in order to learn from other other’s ideas.

• Engage in multiple modes of

communication such as speech, print, and electronic.

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• In order to determine which

arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.) (5.1.8.D.2).

science practices. Students must be able to justify their answers with a detailed explanations

• Pose, refine, and evaluate questions, investigations, models, and theories collaboratively (e.g., argumentation, representation, visualization, etc.).

• Engage in evidence-based scientific

arguments. • Persuade peers of the validity of one’s

own ideas and the ideas of others.

• Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events (5.1.8.D.3).

• Demonstrate understanding of safe and accurate measurement in the context of an investigation.

• Take proactive measures to insure their personal safety and the safety of their peers.

• Demonstrate an individual sense of responsibility and good habits for safety

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21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities

http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities

https://postoffice.monroe.k12.nj.us/owa/redir.aspx?C=262ec9099d0e4615afd36ff4dcc18b39&URL=http%3a%2f%2fwww.p21.org%2findex.php%3foption%3dcom_content%26task%3dview%26id%3d57%26Itemid%3d120


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Apple Observation At the Scene of the Crime – Observation Activity Create jigsaw groups and provide students with various current articles regarding life science topics or current issues Students will engage

effectively in a range of collaborative discussions building on others’ ideas and expressing their own clearly.

Sample Challenge Based Activity/Project Science Processes RAFT (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

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NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Formative Assessment:

Homework is assigned daily, from the textbook or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of

topics.(Synthesis, Analysis, Evaluation) Science Process RAFT (See Sample Challenge Based Activity/Project)

Summative Assessment: Assessment questions should be open-ended and should follow the general format illustrated in the Essential Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Mystery Footprints: Observation vs. Inference : Students will assume the role of a private detective, and be given a mystery to solve

with various pieces of informative that will lead the students to infer the sequence of events and come to a conclusion. To challenge the students only provide students will one of two pieces of evidence at a time and have students write down their various predictions as they work to solve the mystery. (See Additional resources for PowerPoint and Materials)

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Holt Life Science Textbook 2005 Mystery Footprints: Observations vs. Inferences PowerPoint (See Shared Teacher Folder Titled 7th Grade Curriculum Documents) Mystery Footprints Image (See Shared Teacher Folder Titled 7th Grade Curriculum Documents) Mystery Footprints Student Sheet (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

http://www.middleschoolscience.com/apple.htm

http://www.msd3.org/rwd/faculty/g_deese/Law%20&%20Public%20Safety--Crime%20Scene%20Witness%5B1%5D.pdf

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BIG IDEA II: Process Understand Scientific Explanations

Curriculum Management System Science Grade 7


Essential Questions How do we build and refine models that explain the natural and designed world? How is scientific knowledge generated and validated?



• Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions (5.1.8.A.1).

• Scientific knowledge builds upon itself over time. Sample Conceptual Understandings

Three Hole Bottle Experiment

• Sketch the material that will be used during this lab demo– including labels for the important characteristics.

• HYPOTHESIS 1: o PREDICT what you think with happen when I

pull the tape off the top hole o Describe what ACTUALLY did happen o How would you explain what happened? List

1 or 2 possible explanations

• Learn fundamental concepts, principles, theories, and models.

• Then, use these relationships to revise

claims and to discuss alternative explanations.

• Cite specific textual evidence to support analysis

• Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

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• Results of observation and

measurement can be used to build conceptual-based models and to search for core explanations (5.1.8.A.2).

o Use your best explanation to create hypothesis number 2

• HYPOTHEIS 2 o PREDICT what will happen when the tape is

pulled down exposing the first and second holes

o Diagram and describe what ACTUALLY did happen

o What does this suggest about your possible hypothesis?

• HYPOTHESIS 3 o Predict what will happen when the tape is

fully removed from all three holes. o Diagram and describe what ACTUALLY did

happen o What does this suggest about your possible

hypothesis? • Reflection

o Summarize what this experience tells you about how science solves problems.

• Use various tools to observe, measure, and explain natural phenomena.

• Develop evidence-based models to

explain the relationships between fundamental concepts and principles.

• Construct and refine models and

propose revised theories as new evidence becomes available.

• Predictions and explanations are revised based on systematic observations, accurate measurements, and structured data/evidence (5.1.8.A.3).

Evaluate the strengths of arguments based on the evidence presented.

Critique scientific arguments by considering the quality of the experimental design and data.


Information Literacy Media Literacy ICT Literacy

Life and Career Skills Technology Based Activities


Learning Activities



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Discuss what a hypothesis is (an educated guess based upon observations)and model how to compose a proper hypothesis Practice writing hypothesis in proper format ( If…then )

Sample Challenge Based Activity/Project

Refine hypothesis after additional information, modeled above in Sample Conceptual Understandings : Three-Holed Bottle Demonstration

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NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended (Formative) Assessment:


topics.(Synthesis, Analysis, Evaluation) Summative Assessment: Assessment questions should be open-ended and should follow the general format illustrated in the Essential

Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation)

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Holt Life Science Textbook 2005

http://www.indiana.edu/~ensiweb/lessons/3hol.rep.pdf

http://www.indiana.edu/~ensiweb/lessons/3hol.rep.pdf

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BIG IDEA III: Process

Generate Evidence Through Active Investigations Curriculum Management System

Science: Grade 7 Overarching Goals (1) All students will understand that science is both a body of knowledge and evidence based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. (2) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems can be modeled and predicted through the use of mathematics.

Essential Questions What constitutes useful scientific evidence? If the unit of scientific process is a story, what’s the moral of the story? What couldn’t we do if we did not understand the Scientific Process?



2.1

• Evidence is generated and evaluated as part of building and refining models and explanations (5.1.8.B.1).

• The scientific process is the problem

solving method used in the scientific community (5.1.8.B.1).

• Evidence is used for building, refining, and/or critiquing scientific explanations.

Sample Conceptual Understandings • Collect data from students in your class on whether

or not they have a curfew on school nights and whether or not they have assigned chores at home.

o Is there evidence that those who have a curfew also tend to have chores?

o Do you see any other relationships/correlations?

o What additional types of data could be collected that would provide a more

• Ask scientific questions and determine what data to collect or measure in order to answer the questions.

• Develop strategies for accurately

measuring and collecting data. • Organize the data logically so that it

may be used to answer questions or validate predictions.

• Identify the components of the scientific process and be able to carry out an investigation following those steps.

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• Mathematics and technology are

used to gather, analyze, and communicate results (5.1.8.B.2).

information about curfew and chores? • Write a real life scenario in which you have used or

would use the scientific process. List each step and identify your corresponding actions.

• Design an investigation that uses scientific instruments to analyze and evaluate evidence as part of building an explanation for the determination of the properties of soil samples in order to determine which soil will allow water to pass through more easily and which soil will absorb the most water. Use partner talk and whole-group discussions in order to learn from other’s ideas. Evaluate created experiments for possible implementation.

• Use scientific tools with accuracy and confidence.

• Use mathematics in the collection,

organization and analysis of data. • Use tools of data analysis to organize

and represent data.

• Carefully collected evidence is used to construct and defend arguments (5.1.8.B.3).

• Make claims based on the available qualitative and quantitative evidence.

• Cite evidence and explain the reasoning

for a claim. • Use data representations to

communicate findings.

• Scientific reasoning is used to support scientific conclusions (5.1.8.B.4)

• Evaluate the quality of the available data.

• Justify claims with connections to

other fundamental concepts and principles.

• Use evidence and data to support

both a claim and the reasoning behind a scientific argument.

21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities


Learning Activities



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Practice the proper collection and organization of data using real world examples: Connect the scientific process to real world problem solving by having the students summarize a real life in scenario in which they used the

scientific process to solve a problem. Predict what would happen is the scientific process did not exist. (Think/Write/Pair/Report) Introduce “soil” scenario and have students work collaboratively to design and experiment to test their water absorption.


Conduct any small scale experiment and have students self-evaluate their performance in preparation for the summative

assessment lab.

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Conduct any small scale experiment and have students self-evaluate their performance in preparation for the summative assessment lab.

Predict what would happen is the scientific process did not exist. (Think/Write/Pair/Report) Homework is assigned daily, from the textbook, or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of

topics.(Synthesis, Analysis, Evaluation) Summative Assessment

Conduct Is Your Soil the Best or is Mine? Lab investigation and use scientific instruments to collect, analyze, and evaluate evidence as part of building an explanation for the determination of the properties of soil samples in order to create a “Perfect Soil” that will absorb 50% of the water poured through and will drain 50% of water. Use partner talk and whole-group discussions in order to learn from other’s ideas. (See Additional Resources for lab and rubric)

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Holt Life Science Textbook 2005 Is Your Soil the Best or Is Mine? (See Shared Teacher Folder Titled 7th Grade Curriculum Documents) Soil Experiment Rubric (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

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BIG IDEA IV: Change Reflect on Scientific Knowledge

Curriculum Management System Science: Grade 7


Essential Questions How is scientific knowledge constructed? How do we come to know the natural world and our place in it? How do we decide which scientific claims to believe? What’s the evidence?



• Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered (5.1.8.C.1)

• Measurement and observation tools are used to categorize, represent and interpret the natural world.

Sample Conceptual Understandings • Describe in written text or as part of classroom

discussion what other investigations can be developed as a result of “Is your Soil Better or is Mine?” lab results and conclusions? Explain your thinking about how these investigations would benefit the scientific community?

• Monitor and reflect on their ideas as those ideas change over time.

• Extend investigations beyond inquiry

and practice modeling, organizing observations, and historical reconstructions.

• Search for core explanations and

connections between fundamental concepts and principles as they develop their understandings.

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• Predictions and explanations are revised

to account more completely for available evidence (5.1.8.C.2).

• Compare and contrast the results of “Is your Soil Better or is Mine?” lab with the information gained from multimedia sources or from reading a text on the same topic.

• Engage in evidence-based arguments as they explore and refine predictions or explanations.

• Explore the reasoning for multiple

interpretations for the same phenomenon.

• Justify, citing evidence and reasoning,

the revision of explanations or predictions.

• Science is a practice in which an established body of knowledge is continually revised, refined, and extended (5.1.8.C.3).

• Collaborate with peers to generate new questions and investigations to explore cause-and-effect relationships.

• Create multiple representations of the

results of an investigation. • Move confidently between multiple

forms of representations (e.g., graph, chart, data table).



Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities



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Does 2+2=4 Lab – Pose the question: Does 2 +2 always equal 4? Allow students to respond and share answers. In a graduated cylinder measure out 2ml of water and in a second graduated cinder measure out 2ml of isopropyl alcohol. Pour the water in to the alcohol and have students predict the measurement of this new solution. Surprising it is not 4ml, it should be slightly below, due to the nature of the solution. The intermolecular spaces in between the water molecules will “hide” some of the molecules of alcohol, therefore resulting in a lesser volume. Before explanation ask students why they believe this phenomenon occurred.


You have been hired as lawyer to argue the case against the validity of your “Is your Soil Better or Is Mine? Lab experiment. You must defend your position on your experiment considering the quality of the experimental design and data you have collected. Cite specific evidence to support your analysis.

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Mod

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NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

Formative Assessment:

You have been hired as lawyer to argue the case against the validity of your “Is your Soil Better or Is Mine? Lab experiment. You must defend your position on your experiment considering the quality of the experimental design and data you have collected. Cite specific evidence to support your analysis.



Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Apply the information gained from the soil experiment to design and conduct a follow-up experiment testing the validity of the

“perfect soil” proportions and the ability for that soil to sustain plant growth. Scenario: You are a landscaper that has been asked to grow a specific type of grass to avoid soil erosion which has been an issue for various places in your neighborhood. Using the data from your “perfect soil” combination which type of grass would grow best or thrive under your soil type. Your challenge is to grow the species of grass that you feel would be the best match for your “perfect soil”.

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BIG IDEA V: Organization Organization and Development



Essential Questions

What is the basis of life? How can we prove cells make up living things? What do all living things have in common? How are form and function related in biology? Why do you think that organelles can be compared to machines in a factory?



• All living organisms possess similar characteristics and needs to keep them alive (5.3.8.A.1).

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

Sample Conceptual Understandings • How is a skin cell from a mouse similar to an amoeba?

a) Both need energy. b) Both have cell walls. c) Both move with pseudopodia. d) Both consume carbon dioxide.

• Describe the six characteristics of living organisms and the four basic needs of life.

A. All organisms are composed of cell(s) (5.3.8.A.1).

• All cell(s) are composed of organelles that perform a specific function (5.3.8.A.1).

• Identify and describe the structure and function of specific organelles within a cell.

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• In multicellular organisms,

specialized cells perform specialized functions (5.3.8.A.1).

• Tissues, organs and organ systems

are composed of cells and function to serve the needs of cells for food, air, and waste removal (5.3.8.A.1).

• Explain the division of labor among the levels of the

hierarchy in multicellular organisms that allow these organisms to carry out necessary life processes, and how that may differ from single-celled organisms.

• The numbered drawings below show the organization within a multicellular organism from simple to complex.

• Which of these numbered drawings represents a tissue? a) 1 b) 2 c) 3 d) 4

• Compare the benefits and limitations of

existing as a single or multicellular organism.

• During the early development of an organism, cells differentiate and multiply to form the many specialized cells, tissues, and organs that compose the final organism (5.3.8.A.2).

• Tissues grow through cell division

(5.3.8.A.2).

• Explain how the shape and structure of

each cell type is related to the function of the cell. Describe the differences with respect to cell functioning.

• Compare and contrast mitosis and meiosis.


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Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities “Cell” Quickwrite – Begin accessing prior knowledge through a timed writing task Discover that cells are complex an dynamic in Amazing Cells Teach the structure of a cell, how the organelles work together as a factory, and how the structure of organelle relates to its function. Discuss the levels of organization, and have students write a letter to their friend about what they learned. Compare live or digital video images of a variety of single-celled organisms to multicellular organisms. Consider factors such as behavior, growth,

development, movement, etc. to describe the differences. Explain mitosis and meiosis – Use the students as chromosomes to interactively model these two processes

Sample Challenge Based

Activities/Projects

Students answer the question how does structure relate to function? by creating a pictorial essay using cell images. There will be no words accompanying the essay, just images. Students select the appropriate images (and sequence the images) to demonstrate to the viewer how cellular and tissue structures determine the function of these elements.

Students imagine that they are slime molds, which are capable of living as singular or multi-cellular organisms. They write a persuasive essay to the rest of the slime molds, asking them to either unite or separate, using the benefits and drawbacks living as a singular or multi-celled organism to guide their argument. Students make a claim about the preferred lifestyle, and support it with evidence and reasoning.

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NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

• Formative Assessments: Homework is assigned daily, from the textbook, or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of

topics.(Synthesis, Analysis, Evaluation) Students answer the question how does structure relate to function? by creating a pictorial essay using cell images. There will be no

words accompanying the essay, just images. Students select the appropriate images (and sequence the images) to demonstrate to the viewer how cellular and tissue structures determine the function of these elements.

Summative Assessments: Assessment questions should be open-ended and should follow the general format illustrated in the Essential Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Students imagine that they are slime molds, which are capable of living as singular or multi-cellular organisms. They write a persuasive



http://learn.genetics.utah.edu/content/begin/cells/

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essay to the rest of the slime molds, asking them to either unite or separate, using the benefits and drawbacks living as a singular or multi-celled organism to guide their argument. Students make a claim about the preferred lifestyle, and support it with evidence and reasoning.

Students will assume the role of an architect and create a “factory”. The functions of the cell organelles must be represented by various

areas, things, people found in their created factory. The following organelles must be represented: cell membrane, nucleus, mitochondria, lysosome, endoplasmic reticulum, vacuole, golgi body, ribosome, cytoplasm. (See Additional Resources for assignment, template, and rubric)

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Holt Life Science Textbook 2005 Cell Factory (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

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BIG IDEA VI: Change Matter and Energy Transformations



• Essential Questions What is a system? How do living things obtain and use energy? How does energy move? Where does it go? How is matter transformed, and energy transferred/transformed in living systems?



• Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled (5.3.8.B.1).

• All organisms transfer matter and convert energy from one form to another.

Sample Conceptual Understandings 1. Choose a model species (darkling beetle,

butterfly, fruit fly, etc.) to study its life cycle course. Research and discuss the changes in nutritional needs throughout an organism’s life cycle. Answer the following questions:

o Why would growth patterns differ over the course of an insect’s lifetime?

• Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.

• All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products (5.3.8.B.2).

• Analyze the components of a consumer’s diet and trace them back to plants and plant products.

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• When substances undergo a chemical

change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of reactant is the same as the mass of the products (5.2.8.B.1)

o Are there different nutritional needs for different life cycles?

• Analyze the processes of photosynthesis and cellular respiration.

• Explain the importance of coefficients in chemical equations.

• Demonstrate knowledge of the

conservation of mass to balance simple chemical equations.

• Chemical changes can occur when two substances. Elements or compounds react and produce on or more different substances. The physical and chemical properties are different from those of the reacting substances (5.2.8.B.2)

• Compare and contrast the properties of reactants and products in photosynthesis and cellular respiration.

21st Century Skills Critical Thinking and Problem Solving Critical Thinking and Problem Solving Communication and Collaboration

Media Literacy Media Literacy ICT Literacy

Technology Based Activities Technology Based Activities


Learning Activities Propose the following question to the class: A cell is a unit of life which requires energy for survival, where does this energy come from? Review the concept of a food web with this Ecology Review Model or simulate the flow of energy through relationships between organisms expressed in food webs, and explain how energy and matter are both

acquired and used by each organism in a food web. Discuss the cellular processes of photosynthesis and cellular respiration, including chemical equations. Review the conservation of mass and discuss the importance of coefficients in chemical equations. Provide students with practice problems balancing

simple chemical equations. This can also be modeled using manipulates or students acting as molecules of various elements in an equation.


Create a graphic organizer, mind map, or model to trace the flow of energy through an ecosystem, beginning at photosynthesis and ending at cellular respiration.



http://www.nclark.net/Ecology

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Create a graphic organizer, mind map, or model to trace the flow of energy through an ecosystem, beginning at photosynthesis and ending at cellular respiration.

Homework is assigned daily, from the textbook, or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of


Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Your class has been invited to compete in a school science-fiction film festival. The theme of this year’s festival is “A World Without

Light.” Using concepts related to photosynthesis and food webs, create a short film (2-8 minutes) depicting the consequences of a world without solar energy. Focus first on the effects on the plant and non-human animal world, and then explore how humans might respond. Present your film for review.

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BIG IDEA VII: Interdependence Overarching Goals (1) All students will understand that science is both a body of knowledge and evidence based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. (2) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems can be modeled and predicted through the use of mathematics.

Essential Questions How do systems interact? In what ways do organisms interact within ecosystems?



• All things organisms can be classified in 6 kingdoms of life (5.3.8.C.1)

• All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Sample Conceptual Understandings

• Invent a new kingdom of life using the characteristics of all the other 6 kingdoms, at least one characteristic from each. You must list the characteristics of your new species and what specific kingdom of life they are from. You must also create a new name for your kingdom based upon the characteristics.

• Identify the characteristics of each of the six kingdoms of life.

• Symbiotic interactions among organisms of different species can be classified as (5.3.8.C.1)

o Producer/consumer o Predator/prey o Parasite/host o Scavenger/prey o Decomposer/prey

• Explain how classification

schemes for kingdoms developed as a greater number of organisms become known.

• Classify symbiotic interactions among organisms.

• Model the effect of positive and negative changes in population size on a symbiotic pairing.

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• Understand that each organism fills a

specific role or niche in a community (5.3.8.C.1).

• Discuss the limitations to population growth.

• Illustrate patterns of how populations in

a given area depend on each other for their basic needs.

• Explain how energy resources of a community are shared through the interactions of producer, consumers, and decomposers.

• Use interrelationships between systems and equilibrium to explain the idea that each organism fills a specific role or niche in its community.

21st Century Skills

Critical Thinking and Problem Solving Critical Thinking and Problem Solving Communication and Collaboration

Media Literacy Media Literacy ICT Literacy

Technology Based Activities Technology Based Activities


Learning Activities



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• Why classify – introduce concept by asking students to group various school supplies, candies, or even types of shoes the students are wearing in class that day? Discuss your conclusions on why classification is important.

• List the 6 kingdoms of life: Students use resources to research a kingdom their choice and become an expert in that kingdom, working with classmates who chose the same kingdom of life, will create a learning station (poster) that communicates their knowledge of the kingdom to others. Jigsaw to create groups, students will then travel through the stations with one expert present to answer any questions that may arise as other students gather information compiled by their classmates.

• This activity can be done to check for understanding of the 6 kingdoms of life and taxonomy (the science of classification): GRASPS Classification (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

• Review symbiosis and the various type of interactions through this activity: Lean on Me (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

• Population growth has limitation…what are they? Use this popcorn activity to model limitations of non-renewable resources in: Greed vs. Need (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

• To introduce “niche”, ask students what their niche is? • Show a clip of the ecosystem of your choice from the series Planet Earth:

Discuss animal and plant adaptations to their environments. Have students first review the different organisms that were in the program and then do additional research to find out more about the kinds of organisms that live in the ecosystem you choose to view

Once students have completed their research, have them consider the kind of organism they would like to introduce into the environment. Have them consider what niche they want to introduce their organism into, what occupies each niche already, and what their organism would need to survive in that niche.

Have students develop answers to questions about their organisms based on characteristics of living things. Make sure students consider both structure and function when creating their plant or animal.

Have students draw the organism and describe how each of its parts and behaviors help it to survive in the new habitat. Finally, have students predict the impact of this new resident on the other island communities.

Sample Challenge

Based Activity/Project Kingdom Matrix (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

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Kingdom Matrix (see Sample Challenge Based Activity/Project) Homework is assigned daily, from the textbook or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of


Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) You are a cargo inspection agent working in Guam to prevent the introduction of non-native species to your island. People coming

into your territory often do not understand why you must spend so much time checking their cargo. Working in small groups, develop a public service announcement and media campaign to explain to the public how devastating the introduction of non-native species can be to an island ecosystem. Research how the region has been affected by invasive species. Connect with experts in the field to further your understandings. Use video clips, podcasts, and other authentic media to help explain the impact. Focus your message on how non-native species can become invasive and affect the biodiversity of the island.

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Planet Earth Series National Geographic National Geographic Kids Invasive Species Information

http://www.nationalgeographic.com/

http://kids.nationalgeographic.com/kids/

http://www.invasivespeciesinfo.gov/

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BIG IDEA VII: Adaptation / Change Heredity and Reproduction


Overarching Goals (1) All students will understand that science is both a body of knowledge and evidence based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. (2) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems can be modeled and predicted through the use of mathematics. Essential Questions

How are characteristics of living things passed on through generations? How do organisms change as they go through their life cycle. Do all things depend on heredity? How do species change over time?



• Some organisms reproduce asexually. In these organisms all genetic information comes from a single parent. Some organisms reproduce sexually through which half of the genetic information comes from each parent (5.3.8.D.1).

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


• The figures below represent two chromosomes from an animal.

• Defend the principle that, through reproduction, genetic traits are passed from generations to the next, using evidence collected from observations of inherited traits.

• Compare and contrast the process and results of meiosis and mitosis.

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• The unique combination of genetic

material from each parent in sexually reproducing organisms results is the potential for variation (5.3.8.D.2).

Using the table below that describes the traits carried on Chromosome #6, which trait can the animal inherit only from its mother?

Genes on Chromosome #6

Trait

H long hair

h short hair

B black hair

b white hair

• Idenitify that an indiviudal combination of traits makes then unique.

• Explain the source of variation among siblings.

• Perform crosses using a Punnett square.

• Explain how probability can be used to predict possible genotypes and phenotypes in offspring.

•

• Characteristics of organisms are influenced by heredity and/or their environment (5.3.8.D.3).

• Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information or to an organisms development and how these changes are passed on.

• Genes are segments of DNA molecules located in the chromosome of each cell. (5.3.12.D.1).

• Explain the value and potential applications of genome projects.

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• Inserting, deleting, or substituting DNA

segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s success in its environment (5.3.12.D.2).

• Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations (5.3.12.D.3).

a) short hair b) long hair c) white hair d) black hair

• The pictures below represent forms of

reproduction. In which form of reproduction will the offspring differ most from the parent?

A. B. C. D.

• Widespread use of chemical pesticides has been

linked to harmful mutations in many wild frog populations. For a mutation to affect the next generation of frogs, it must have altered the genetic code in the frog’s:

a) skin cells b) cardiac cells c) muscle cells d) reproductive cells

• Provide real world examples caused by mutations.

• Predict the potential impact of an organism (no impact, significant impact) given a change in specific DNA code.

• Demonstrate how the sorting and

recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization)

21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities



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• Use the A Tree of Genetic Traits, activity to hook the students.

• We all have inherited traits that we share in common with others. Yet, every person has a combination of traits that is unique to them. Create a list of at least 10 traits that are unique to you in your family. List the people in your family – immediate and list at all traits that you have in common with each person in your family. Make sure that you have at least five for the person you interviewed, or other person of choice.

• Define dominant and recessive traits, genes, alleles, inheritance, probability, chromosome, and heredity through various vocabulary building activities • Model the use of Punnett squares first through the experiments of Mendel then using traits unique to us. • Practice Punnett Squares with Practice Problems (See Shared Teacher Folder Titled 7th Grade Curriculum Documents) • Allow students to discover the structure of DNA with: Discovering DNA (See Shared Teacher Folder Titled 7th Grade Curriculum Documents) • Genetic recombination occurs during meiosis ,revisit this concept and have make a flipbook to illustrate this phenomenon. • How does variation occur? Review various types of mutations in a DNA sequence to better understand additional differences in populations.


George’s Mystery: Students will apply knowledge of Punnett squares to determine possible parents of a specific offspring. (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)

Explain why DDT (dichlorodiphenyltrichloroethane) was banned from use in the United Stated, and how it affected certain wildlife species.

http://teach.genetics.utah.edu/content/begin/traits/tree.html

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George’s Mystery : Students will apply knowledge of Punnett squares to determine possible parents of a specific offspring. Explain why DDT (dichlorodiphenyltrichloroethane) was banned from use in the United Stated, and how it affected certain wildlife

species. Homework is assigned daily, from the textbook or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of


Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Determine which individuals are parents, which are siblings, etc. from a group of related individuals (plants, animals, etc.) with images

provided. Present their ideas of relatedness, justifying their claim with reasoning based on the physical evidence. In cats there are two types of ears: normal and curly. A curly-eared cat mated with a normal-eared cat, and all of the kittens had curly

ears. • Are curly ears a dominant or recessive trait? Explain how you came to this conclusion.

• Predict the genotypes of the parent cats?

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http://learn.genetics.utah.edu/content/begin/traits/

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BIG IDEA VIII: Interdependence / Adaptation / Survival Evolution and Diversity



A. How do species change over time? B. How are new populations developed? C. How do organisms survive in harsh or changing environments? D. How do structure and behavior



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• Individual organisms with certain

traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival (5.3.8.E.1).

• Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments.

Sample Conceptual Understandings • A fisherman in coastal New Jersey found the

carcass of a whale. The man reported that the stomach contained the bones of a mermaid. He described the bones for the tabloid news artist, who drew the picture below. The artist left out the skull because the fisherman was unable to find it.

Based on the image above, the fisherman probably found bones of a large

• mollusk, like a giant squid • mammal, like a sea lion • fish, like a sea bass • crustacean, like a king crab

• Use current news and journal articles to locate scientific evidence to explain current extinctions due to changing environmental conditions.

• Organize and present evidence to

show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.

• Explain why the species is at risk,

clarifying the concept that evolution occurs at the level of the species, not at the level of the individual.

• Anatomical evidence supports evolution and provides additional detail about the sequence of branching of various lines of descent (5.3.8.E.2).

• Compare the anatomical structures of a living species with fossil records to derive a line of descent.

• Explain to peers the evolution of a

species based on anatomical evidence in a digital or video representation.

21st Century Skills

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities


Learning Activities



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Explore the how the differences in individuals arise: Sources of Variation Examine fossils evidence and DNA to discover the unity of life: All Living Things are Related Watch the features in a population of fish evolve in response to pressure from a predator STICKLEBACK EVOLUTION Simulate natural selection with beads: Natural Selection


Debate / Philosophical Chairs: During the past several hundred years a rapidly expanding human population has caused some species to become extinct

from habitat destruction or overhunting. Debate the following issue: If people are as much part of the environment as trees and birds, are people’s actions just another natural process?

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Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) You are a US Fish and Wildlife officer in a Midwestern state. Conservation biologists Josh Donlan and Harry Greene have asked to

speak to you regarding their “Pleistocene Re-wilding Project” which proposes to reintroduce giant tortoises, wild horses, lions and elephants to the Midwest, where their distant relatives once roamed. They argue that these introductions would contribute biological, economic, and cultural benefits to North America. Before you decide to speak with Donlan and Green, research the proposed reasons for the ancestral extinction of the megafauna. As a class, use scientific evidence found in journal articles and primary sources to debate if the plan will have any ecological or cultural benefit, and decide if your state should consider their reintroduction plan.

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Holt Life Science Textbook 2005 Variation, Selection, and Time

http://learn.genetics.utah.edu/content/variation/sources/

http://learn.genetics.utah.edu/content/variation/related/

http://learn.genetics.utah.edu/content/variation/stickleback

http://www.microbeworld.org/images/stories/resources/PDFs/Experiments/naturalselection.pdf

http://learn.genetics.utah.edu/content/variation/

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BIG IDEA IX: Relationships Bacteria and Viruses



Bacteria: friend or foe? What would out world be like with viruses or bacteria? How can we turn harmful to helpful?



• Bacteria are composed on a single, prokaryotic cell (5.3.8.A.1).

• Bacteria are simple, microscopic unicellular organisms that play both beneficial and harmful roles to both humans and the environment. Viruses are microscopic particles that invade host cells. Both viruses and bacteria can elicit both positive and negative effects in our world.

Sample Conceptual Understandings Use the graph below to answer the following

questions.

• Explore and describe the characteristics of bacteria.

• Bacteria are essential to life on earth, and fill a specific niche in our ecosystem (5.3.8.C.1).

• Research the beneficial and harmful effects of bacteria on a population.

• Bacteria reproduce both sexually and asexually and grow exponentially(5.3.8.D.1).

• Model and explain the effect of the exponential growth of bacteria on a population.

• Viruses are a non-living parasite that require a host cell for replication. (5.3.8.C.1).

• The relationship between viruses, bacteria, and the kingdoms of life (5.3.8.C.1).

• Apply knowledge of characteristics of life to compare and contrast viruses and living organisms.

• Discuss the effects of relationships between viruses , bacteria, and the kingdoms of life.

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• Hypothesize what this graph is showing you about the bacterial growth.

• Predict the population in the 13th generation. • True or false: The population of bacteria will

continue to exponential rise. • Will there ever be a point in time where the

population will reach a maximum number? Apply your previous knowledge to explain your answer.

21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities


Learning Activities Discuss the role of bacteria in our world? Have students research where bacteria can be found. Students can report out to classmates. This is a group activity that allows all member s to be active participants. This activity can be used as a learning activity or a formative assessment. Each

student is assigned a “hat” each color “hat” has 2 questions using Blooms and Costas level question words. Each student will have a minute to think about their question, and one full minute to respond. Once all students have responded then a group discussion can occur :6 Thinking Hats (See shared teacher folder titled 7th Grade Curriculum Documents)

Model the exponential growth of bacteria using buttons or beans, to show the number of bacterial cells in each generation. Assuming they reproduce every 20 minutes. Calculate number of cells after 8 hours or even 24 hours.

Pose the question are viruses living? Ask student to support and defend their answer. How is a viral particle different from a bacterial cell? Discuss Have students recreate how a virus reproduces through images and words.



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Sample Challenge Based Activity/Project Virus RAFT (See shared teacher folder titled 7th Grade Curriculum Documents)

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Bacteria – 6 Thinking Hats Formative Assessment (See Learning Activities) Virus RAFT (see Sample Challenge Based Activity/Project) Homework is assigned daily, from the textbook, Chapter Resource Practice Workbook, or other sources. (Synthesis, Analysis,

Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of


Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Your job is to write a persuasive letter defending and justifying your choice of whether your research has lead you to believe that

bacteria to be more beneficial or detrimental to living organisms. You MUST use specific examples from your labs, Holt Life Science textbook (252-256) and possibly some outside research and resources to defend your choice. It is helpful to create a T-chart for helpful and harmful bacteria as a pre-write activity.

Students will be asked to apply knowledge of viruses to create their own virus using a series of guided questions. (See Additional Resources)

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BIG IDEA X: Process / Change The Compound Microscope



How can one invention change the way we view the world? Does small always mean simple?



• Various scientists have contributed to the evolution of the microscope, which has tremendously enhanced our knowledge of life science (5.1.8.D.1).

• Microscopes continue to change the way we view the world, gather evidence, and make scientific discoveries.

Sample Conceptual Understandings • Students will prepare an object (the letter “e”)to be

viewed under the microscope, and examine the how the microscopes magnify and observe an object. Using compound microscpes, slides, clippings, medicine dropper, and forceps students will prepare slides and analyze the orientation of an object under a microscope compared to what is actually viewed through the eye piece.

Identify various parts and corresponding functions of a compound light microscope.

Microscope technology is used are used to gather evidence in scientific investigations (5.1.8.B.2).

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• Instruments can be used to safely

gather information for making scientific comparisons of objects and events (5.1.8.D.2)

Ask the Questions: How does the letter “e” as seen through the microscope

differ from the way an “e” normally appears? When you move the slide to the left, in what direction does

the letter “e” appear to move? When you move it to the right? Up? Down?

How does the ink appear under the microscope compared to normal view?

Why does a specimen placed under the microscope have to be thin?

• View various prepared specimens under the microscope and properly focus under all magnifications.

• To prepare and view “wet” and “dry” mount slides.

21st Century Skills Critica Creativity and Innovation Media Literacy Communication and Collaboration Information Literacy Technology Based Activities ICT Literacy Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities

Examine the evolution of the microscope and the various scientists that helped to refine the technology: History of Microscopy Explore the parts and corresponding functions of the compound light microscope: The Microscope: The Tool of the Life Scientist Practice viewing prepared slides under various magnifications. Prepare “wet” mount and “dry” mount slides for viewing.

Micro

Tiered Activity Example See Summative Assessment “All Mixed Up”



http://micro.magnet.fsu.edu/primer/anatomy/introduction.html

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topics.(Synthesis, Analysis, Evaluation) Prior to class post this question:

• Do objects always appear exactly the same under the microscope as it does if you were to view it with the unaided eye? Explain the reasoning behind your prediction.

After class post this reflection: • Was your prediction correct? Explain using what you learned so far about how what you view under the microscope

is different than viewing an object with the unaided eye. Summative Assessment: Assessment questions should be open-ended and should follow the general format illustrated in the Essential

Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) “All Mixed Up!” You were trying to help out your teacher re-organizing the slide trays that had become a little out of order after class

unfortunately some of the slides are not properly labeled. You must use your microscopes skills to check all the misplaced and unlabeled slides to make sure they are in their proper place. When viewing each slide you must you proper focusing technique and use both the course and fine adjustment to sharply focus each specimen on all magnification powers. Be sure to take your time your teacher will be checking you results.

Teacher created rubric / checklist that reflects how you modeled and explained proper focusing of the compound microscope. Use this application rubric to assess each students individually as they work to properly identify and organize the mixed-up slides.

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Holt Life Science Textbook

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BIG IDEA XI: Relationships / Organization Protists


Overarching Goals (1) All students will understand that science is both a body of knowledge and evidence based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. (2) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems can be modeled and predicted through the use of mathematics. Essential Questions How can an organism be so small in a kingdom that is so diverse? Does small always mean simple?



• The Kingdom protista is a very diverse kingdom as a result recombination of genetic material through asexual and sexual reproduction (5.3.8.D.1-2).

• Protists are a diverse group of single-celled and many-celled organisms that are grouped in their own kingdom because they differ from the other kingdoms in many ways.


• Students will observe how organisms obtain food, move, and react to obstacles in their path through a microscope laboratory activity. Students will preapre wet mount slides of protozoa using droppers, glass slides, cotton fibers, and cover slips.

Ask the questions: a. List the three methods of movement we

will observe in protozoa?

• Identify member of the kingdom Protista through description of general cellular characteristics.

• Protists require energy as a basic need of life, in order to function and provide energy to the cell(s) (5.3.8.B.1 -2).

• Compare and contrast protists to member of the other kingdoms of life.

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• Protists are composed of cell(s) that

perform specialized functions (5.3.3.A.1).

b. Compare and contrast the protists that are visible under the microscope.

c. Describe how protozoa maneuver around obstacles? When might this be necessary?

d. Evaluate: How does the use of a scientific microscope help us to problem solve and learn more about the world around us?

• Observe various slides of protists under the compound light microscope.

• Identify various subcellular structures.

• Member of this kingdom interact with other living organisms and are both harmful and helpful to other kingdoms of life(5.3.8.C.1).

• Record observations of live protists.



Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Learning Activities Describe the general characteristic of the Kingdom Protista Challenge students to create their own concept map/graphic organizer. Optional to have students leave some spaces blank and see if another classmate

can fill in the blank. Observe prepared slides of amoeba, eugleua, and paramecium. Locating subcellular structures that allow them to live as one cell. Check out live video images of various protists: Pond Life Video Gallery Create slides of mixed protozoa lab samples to observe and identify protists. Use this chart as a guide for student observations and research (more

protists may be included if needed) Protist Chart (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)


Design your own Protist – Apply you knowledge of the kingdom to create a new protist species. (See Shared Teacher Folder Titled 7th Grade Curriculum Documents)



http://www.microscopyu.com/moviegallery/pondscum/index.html

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Homework is assigned daily, from the textbook, Chapter Resource Practice Workbook, or other sources. (Synthesis, Analysis, Evaluation) Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of


Questions/Sample Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Design your own Protist – Apply you knowledge of the kingdom to create a new protist species (See Sample Challenge Based

Activity/Project)

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