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Middle School

Life Science

Curriculum Essentials

Document

Boulder Valley School District

Department of Curriculum and Instruction

May 2 9

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MiddleSchoolLifeScienceCurriculumEssentials May2009 2

BoulderValleySchoolDistrict MiddleSchoolLifeScienceCurriculumEssentialsDocument

DistrictA

HelayneJones,Ed.D.

[email protected]

voicemail:303.245.5815

fax:303.545.6477

DistrictB VicePresident

LesleySmith,Ph.D.

[email protected]


DistrictC

LaurieAlbright,Ed.D.

[email protected]:303.245.5817

DistrictD President

KenRoberge

[email protected]:303.245.5813

DistrictE

PattiJ.Smith

[email protected]


DistrictF

JeanPaxton

[email protected]


fax:303.438.8572

DistrictG Treasurer

JimReed

[email protected]


BVSDSuperintendent

ChristopherKing,

Ph.D.

[email protected]

phone:303.447.5114

fax:303.447.5134

BoulderValleySchoolDistrict

BoardofEducation

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TableofContents

GeneralIntroduction

WhatisaCurriculumEssentialsDocument?..................................................Page5

CurriculumFramework: MacroandMicro.....................................................Page6

NewCenturyGraduate..............................................................................Pages78

Whatare

Enduring

Understandings

and

Essential

Questions?

.......................

Page

9

TeachingforUnderstanding..........................................................................Page10

WhatDoesitMeantoUnderstand?.............................................................Page11

InstructionalFramework...............................................................................Page14

CharacteristicsofaStandardsbasedCurriculum..................................Pages1516

MiddleSchoolScienceEssentialLearnings..Pages 1719

DesignTemplates................................................................................... Pages2030

CurriculumGlossary.................................................................................Page3133

MiddleSchoolLifeScienceCurriculumEssentials

ScienceBackground........................................................................................Page2

ScienceContentStandards.............................................................................Page3

ScienceEnduringUnderstandingsandEssentialQuestions............................Page4

MiddleSchoolLifeScienceEssentialLearnings.........................................Pages56

MiddleSchoolLifeScienceCourseOverview.................................................Page7

MiddleSchool

Life

Science

Curriculum

Essentials

...................................

Pages

822

SuggestedTimelines.....Page 23

ScienceScopeandSequence....Pages 2425

ScienceGlossaryofTerms......Pages2638

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General

Introduction

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Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedto

makechoicesandframepriorities. Ausefulframeworkforestablishingprioritiesisgraphically

depictedusing4nestedovals. The innermostoval,NewCenturyGraduate, represents the

goalsofschoolingthathavebeenidentifiedbytheBoulderValleySchoolDistrictcommunity.

Movingtothenextoval,ContentStandards,levelsofperformanceforeachprogramofstudy

areclearlyarticulated. Thethirdoval,EssentialLearnings,representstheviablecurriculum.

Acurriculumisviablewhenthenumberoflearningscanbeaccomplishedinthetimeprovided

(usuallyasemester,trimester,oryear). Thus, anEssentialsDocumentidentifiesthepriorities

forlearningthatarenecessaryforsuccessfullearningataparticulargradelevelorcourseand

beyond. Italsoidentifiestheessentialknowledge,skills,concepts,topics,andprocessesthat

supporttheattainmentoftheessentiallearning. Finally,thelargestovalrepresentsthefield

ofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse. Thisincludes

extendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsor

attendingtobackgroundknowledgeandskillsthatstudentsmayneedtorevieworlearnto

ensureachievementofgradelevelorcourseessentiallearnings.

WhatisaCurriculumEssentialsDocument?

HowDoesitRelatetoaGuaranteedandViableCurriculum?

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The New Century Graduate identifies the knowledge, skills and personal characteristics that our community has

identifiedas

the

goals

of

schooling.

Programs

of

study

and

curricular

content

are

identified

and

addressed

as

ameans

Sch

ool

District

CurriculumFramework: MacroandMicroLevels

AdaptedfromGrantWigginsandJayMcTighe(2007). SchoolingbyDesign. Alexandria,VA: AssociationforSupervisionandCurriculum

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New entury Graduate

KnowledgeandSkills

LifeCompetencies

Leadsabalanced

life:

exhibits

physical

fitness,

knows

good

nutrition

rules,

stays

safe

and

drug

free,

knows

how

to

havefunandrelax,managesangerandstress,exhibitsselfsufficiencyandselfconfidence,andfinishestasks.

Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping.

Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing,

driving,andmapreading.

Knowshowtosearchforajobandknowswheretogotofindanswers.

Communication: SpeakingandWritingWritesandspeaksthoughtfullyandarticulatelytoinform,toexpressonesthinkingandcreativity,andto

communicatetodiverseaudiences.

Usescorrect

grammar,

spelling,

and

mechanics;

organizes

for

effectiveness

Usestechnologyforeffectivecommunication

.

Multicultural/GlobalPerspectiveUnderstandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics.

Understandsthecontributionsofdifferentculturestooursociety

DemonstratesproficiencyinalanguageotherthanEnglish.

Literacy: ReadingReadscritically,fluently,andwithcomprehension.

Readsforinformationresearch,pleasureandknowledgeofliterature.

MathematicsDemonstratesbasicmathcomputationalskillsandunderstandhigherlevelmathematicalconceptsandreasoning.

Understandsconservationandresourcemanagement.

HistoryPossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture.

Employsliteratureasatoolforlearningabouthistoryacrosscultures.

ScienceDemonstratesbasicsciencesknowledgeandunderstandshighlevelscientificsystemsincluding

environmentalsystems.

Knowshowtoapplythescientificmethodtorealsituations.

ArtsExperiencesandappreciatesmusic,visualarts,danceandtheater.

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New entury Graduate

PersonalCharacteristics

RespectforOthers(ValuesOthers)Understandsandvaluesdifferencesincluding: cultural,religious,

ethnic,gender,age,andability.

InitiativeandCourageExhibitsselfmotivation,selfdiscipline,persistence,independence,confidence,curiosity,and

willingnesstotakerisks,withoutbeingafraidtofail.

CitizenshipUnderstandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.

ResponsibilityTakesresponsibilityforownthoughtsandactions,acceptingthe

consequences.

EthicalBehavior

Exhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.

FlexibilityandOpenMindednessDemonstratesflexibility,openmindedness,adaptability,resiliency,andopennesstochange.

Selfrespect

Possessesself

respect

and

confidence,

while

recognizing

ones

own

limitations.

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EnduringUnderstandingsarethebigideascentraltoacontentarea thathavelastingvaluebeyondtheclassroomand

aretransferabletonewsituations. Enduringunderstandingsdescribewhat,specifically,

studentsshouldunderstandaboutthetopic. Suchunderstandingsaregenerallyabstractin

natureandareoftennotobvious,thusrequiringuncoveringofatopicthroughsustained

inquiry.

Anunderstanding

can

be

overarching

or

topical.

Overarching

understandings

are

broad

(as

thenameimplies)andofferapossiblebridgetootherunitsandcourses. Overarching

understandingsatidentifiedatthedistrictlevel. Topicalunderstandingsareunitspecific,

identifiedbyteachersabouttheunderstandingstheunitwillcultivateaboutspecifictopics.

EssentialQuestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnewunderstandingsculminatinginmeaningfulperformances. Theyrequirestudentstoconsider

alternatives,weighevidence,supporttheirideas,andjustifyanswers. Essentialquestionsdo

notyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,about

whichthoughtfulandknowledgeablepeoplemaydisagree. Essentialquestionsspark

meaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreate

opportunitiesfortransfertoothersituationsandsubjects.

Anessentialquestionscanbeeitheroverarchingortopicalinscope. Overarchingessential

questionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasand

corecontent. Theycutacrossunitsand/orcourses. Topicalessentialquestionsfocusona

specifictopicandmeanttobeansweredifonlyprovisionallybyunitsend.

WhatareEnduringUnderstandingsandEssentialQuestions?

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Iflearningistoendureinaflexible,adaptablewayforfutureuse, thenteachersmustdesignunits

that inprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthat

knowledgebyusingitmindfully,and3)totransfertheirlearningto newsituationsor problems.

TeachingforUnderstanding

Teaching for

Understanding

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WhatDoesitMeantoUnderstand?

AdaptedfromWiggins,GrantandMcTighe,Jay. UnderstandingbyDesign. Alexandria,VA: AssociationforSupervisionand

CurriculumDevelopment,2006.

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WhatDoesitMeantoUnderstand?(continued)

AdaptedfromWiggins,GrantandMcTighe,Jay. UnderstandingbyDesign. Alexandria,VA: AssociationforSupervisionand

CurriculumDevelopment,2006.

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AdaptedfromWiggins,GrantandMcTighe,Jay. UnderstandingbyDesign. Alexandria,VA: AssociationforSupervision

andCurriculumDevelopment,2006.

LevelsofUnderstanding

EssentialQuestions

Topic

Perspective Application

Interpretation

Explan

ation

Empathy

Self

Knowledge

Knowledge Comprehension

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Arigorous

and

challenging

standards

based

instructional

program

ensures

maximum

academic

achievement

forallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthat

demonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethis

frameworkanditsquestionstoguideinstructionalplanninganddecisionmaking.

InstructionalFramework

MakingtheConnections

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CharacteristicsofaBoulderValleySchoolDistrict

StandardsbasedClassroom

CurriculumAllStudentsHaveAccesstotheGeneralEducationCurriculum

Standards/essentiallearningsareclearlyvisibleinwritinginageappropriatestudentfriendly

language

Continualcorrelationofcurriculumismadetothestandards/essentiallearnings

Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovided bythe

district

Studentsandparentsareinformedof expectations(coursesyllabuscourse,standards/essential

learnings,grading

policy,

homework

policy,

and

final

culminating

activity)

Allstudentsareguaranteedaccesstothe standards/essentiallearnings

Lessonsandunitsaredevelopedusingabackwardsdesignprocess

Suggestedtimelinesarefollowed

InstructionQualityInstructionDemandsStudentTeacherCollaborationintheLearningProcess

Instructionfocuseson standards/essentiallearnings/curriculum

Clearandhighexpectationforallstudents

Instructiondrivenbystandards/curriculum,notmaterialsorapublishedprogram

Frequent,timely,meaningfulfeedbackofstudentaccomplishment

Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding,

differentiation,andextension

Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams,

tables,graphs,wordwalls)

Studentsactively

engage

in

learning

Participateinclassroomtalk(listening,elaborating,clarifying,expanding)

Applyrigorous,strategicthinking(application,explanation,perspective,interpretation,

perspective,empathy,selfknowledge)

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CharacteristicsofaBoulderValleySchoolDistrict

StandardsbasedClassroom

AssessmentAssessmentsareTightlyAlignedtotheStandards

Studentsandparentsareprovidedwithcleardescriptionsofproficiency

Classroom gradingpracticesclearly showhowstudentsareprogressing towardessential

learnings/standards

Gradingisbasedonattainmentof thestandards

Studentunderstandingisassessedthroughmultipletypes offormativeand summativeassessments

Studentassessment

results

are

used

to

make

instructional

decisions

about

what

direction

to

take

Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto

studentsinatimelymanner

Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom

Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards

Studentscreateauthenticproductsand performancesforcriticalaudiences

LearningEnvironmentAHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof

AllMembers

Positiverespectfulrelationshipsareevidentwithintheclassroom

Studentsmonitorandmanagethequalityoftheirownlearning

Studentenrollmentshowsgenderandracial/ethnicdiversity

Verbalandnonverbalcuesindicatestudent engagement

Teachersplansothattimeisusedpurposefullyandefficiently

Studentsusetimeprovidedpurposefullyandefficiently

Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment

Teachershelp

students

make

connections

between

community,

nation,

world,

and

self

Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividual

differences

Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextend

skillsandhabitsofmind

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MiddleSchoolScienceEssentialLearnings

MiddleSchoolPhysicalScience

Createsandconductsplansforinvestigationsthatinclude:askingquestions,stating

hypotheses,identifyingvariables,identifyingconstants,andcollectingdataaccurately

Usesappropriatetoolsandtechnologyandmetricmeasurementunitstogatherand

organizedataandtoreportresults

Interpretsdataandrecognizesbiasinordertoformulatelogicalconclusions

Communicates

the

design

and

results

of

scientific

investigations

in

appropriate

ways

(written,oral,pictorial,digital)

Followslabandsafetyprocedureswhenconductingscientificinvestigations

Usestheparticulatemodelofmattertoexplainthephysicalpropertiesofsolids,liquids,

gases,andplasmastateandtheirchanges

Separatesmixturesbasedonproperties

Appliesanunderstandingoftheconservationofmasstophysicalandchemicalchanges

withinasystem

Distinguishesbetweenmassandweight

Explainsthatmatterismadeupofatomsthatarecomprisedofprotons,neutrons,and

electrons,andwhenasubstanceismadeupofonlyonetypeofatom,itisanelement

Describesthe

similarities

and

differences

among

elements,

molecules,

compounds,

and

mixtures

Describes,measures,andcalculatesinteractionsbetweenmovingobjectsinasystem

Explainsthatenergyappearsindifferentformsandcanbetransferred(moved)andbe

transformed(changed)

Explainsthatelectriccircuitsprovideameansoftransferringelectricalenergy

Explainsthatwhitelightismadeupofdifferentcolorsthatcorrespondtodifferent

wavelengths

Identifiesrenewableandnonrenewablesourcesofenergy

Explainsthatacontrolledexperimentmusthavecomparableresultswhenrepeated

Createsand

uses

physical

and

conceptual

models

for

explanations

and

predictions

Recognizesthatpeopleindifferentculturesandatdifferenttimesinhistoryhavemade

contributionstotheadvancementofscience

Recognizesthattheinterrelationshipofscienceandtechnologyhasimplicationsforthe

social,cultural,economic,andecologicalsystemswithinwhichwelive

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MiddleSchoolLifeScience

Createsandconductsplansforinvestigationsthatinclude:askingquestions,stating

hypotheses,identifyingvariables,identifyingconstants,andcollectingdataaccurately

Usesappropriatetoolsandtechnologyandmetricmeasurementunitstogatherand

organizedataandtoreportresults

Interpretsandanalyzesdataandrecognizesbiasinordertoformulatelogicalconclusions

Communicatesabout

scientific

investigations

in

appropriate

ways

(written,

oral,

pictorial,

digital)


Identifiescharacteristicscommontoalllivingthingsandclassifiesorganismsbasedon

differenceinphysicalcharacteristics

Describesthefunctionsandinteractionsofhumanbodysystems(forexample:circulatory,

respiratory,muscular,skeletal,digestive)andthelevelsoforganizationwithinthehuman

body

Comparesandcontrastavarietyofwaysinwhichmulticellularorganismstransport

materials

Explains

how

matter

cycles

and

energy

flows

through

ecosystems

and

describes

the

significanceofphotosynthesisandrespirationtotheseprocesses

Relatesstructureandfunctionindifferenttypesofcellsandcellularorganelles

Describestheroleofgeneticmaterialinthetransferofbiologicalcharacteristicsfromone

generationtoanother

Analyzesimplicationsofinteractionsamongorganisms,populations,andtheirenvironment

Givesexamplesofadaptationsandofevidencethatorganismshaveevolvedovertime

Explainswhyitisimportanttorepeatscientificinvestigations

Createsandusesphysicalandconceptualmodelsforexplanationandprediction



Explainsthat

scientific

knowledge

changes

as

new

knowledge

is

acquired

and

previous

ideas

aremodified


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MiddleSchoolEarthandSpaceScience

Creates,evaluates, andconductsplansforinvestigationsthatinclude:askingquestions,

statingtestablehypotheses,identifyingvariablesandconstants,collectingdataaccurately,

andidentifyingdifferentmethodsforinvestigatingscientificquestions

Accuratelyusesappropriatetoolsandtechnologyandmetricmeasurementunitstogather,

organize,andanalyzedataandtoreportresults

Interprets,analyzes,andevaluatesdataandrecognizesbiasinordertoformulatelogical

conclusions

Communicatesaboutscientificinvestigationsinappropriateways(written,oral,pictorial,

digital)


Identifiesandexplainstheprocessesthatcreateminerals,rocks,andsoils

DescribeshowavarietyofconstructiveanddestructivenaturalprocessesshapeEarthssurface

Usesevidencetoexplainhownaturaleventsfollowpatternsofdistributionthatreflect

geologicalcauseandeffect

Infersgeologic,environmental,andbiologicalchangesthroughtimebasedonfossilevidence

Relatesthestructureandfunctionoftheatmospheretoitspropertiesandcomposition

DescribesorillustratestheprocessesbywhichenergyfromtheSundrivesatmospheric

circulation

Predictsweatherandclimatepatternsbyobserving,measuring,andrecordingweather

conditionacrosstimeandspace

DescribeshowwaterchangesphysicalstatesasitcirculatesthroughandwithintheEarths

crust,oceansandatmosphere

Connectsthecharacteristicsandcompositionofwaterbodiestothebehaviorandeffectof

wateronEarth

DescribesthemaincomponentsoftheSolarSystemandexplainhowtheSun,Moon,andEarth

interactstocauseday,year,seasons,phasesoftheMoonandeclipses

ComparesandcontrastsEarthwithotherplanetsintheSolarSystem,andexplainswhy

technologyisnecessarytostudyotherplanetsandtheuniversebeyondourSolarSystem

Explainswhy

it

is

important

to

repeat

scientific

investigations

Createsandusesphysicalandconceptualmodelsforexplanationandprediction



Explainsthatscientificknowledgechangesasnewknowledgeisacquiredandpreviousideasare

modified


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Design Templates

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DesiredResults

BVSDStandard(s)/EssentialLearnings

UnitEnduring

Understandings

Unit

Essential

Questions

Studentswillknow Studentswillbeableto

Performance/TransferTasks OtherEvidence

Rubric StudentSelfAssessmentandReflection

AssessmentEvidence

UnitDesignTemplate

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LearningPlans

LearningActivities

Materials Accommodations

TechnologyIntegration

UnitDesignTemplate(continued)

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UnitDesignTemplate

EssentialLearning:

Assessment:

TeachingforUnderstanding

AcquireKnowledge MakeMeaning Transfer

EssentialQuestions

LearningActivities

Materials

Accommodations

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Month Assessment Knowledge

Skills

Learning

Activities

Standards/Essential

Learnings

Accommodations Materials

CurriculumMap

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August September October November

Standards/

Essential

Learnings

December

Assessment

Knowledge

Skills

Learning

Activities

Materials

Accommodations

CurriculumMap

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Standards Assessment Knowledgeand

Skills

LearningActivities Accommodations Materials

Science

Math

Reading

Writing

Month

Theme:

UnitGuidingQuestion(s):

Speaking

Listening

SocialStudies

Health

CurriculumMap

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January February March April

Standards/

Essential

Learnings

May

Assessment

Knowledge

Skills

Learning

Activities

Materials

Accommodations

CurriculumMap

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Reading Writing Math ScienceSocial

StudiesHealth

Speaking/

Listening

August

September

October

November

December

January

February

March

April

May

YearAtAGlance

CurriculumMap

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Unit: Timing:

EssentialQuestions

Standards/EssentialLearnings

Notes Assessments Knowledgeand

Skills

LearningActivities Accommodations Materials

CurriculumMap

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Unit: Timing:

Standards/EssentialLearnings

EnduringUnderstandings

EssentialQuestions

Assessment

KnowledgeandSkills

LearningActivities

Accommodations

Materials

CurriculumMap

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CurriculumGlossaryofTerms

Anchor

Ananchor

is

asample

of

work

or

performance

used

to

set

the

specific

performancestandardforeachlevelofproficiency. Anchorscontributeto

scoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofquality

work.

Assessment Assessmentreferstotheactofdeterminingavalueordegree.

Authenticassessment Anauthenticassessmentisonecomposedoftasksandactivitiesdesignto

simulateorreplicateimportant,realworldchallenges. Itasksastudenttouse

knowledgeinrealworldways,withgenuinepurposes,audiences,and

situationalvariables. Authenticassessmentsaremeanttodomorethantest;

theyshouldteachstudentswhatthedoingofasubjectlookslikeandwhat

kindsof

performance

challenges

are

actually

considered

most

important

in

a

fieldorprofession.

BackwardDesign Anapproachtodesigningacurriculumorunitthatbeginswiththeendinmind

anddesignstowardthatend. ThistermisusedbyGrantWigginsandJay

McTigheinUnderstandingbyDesign.

Benchmark Clearlydemarcatedprogresspointsthatserveasconcreteindicatorsfora

standard.

BigIdea InUnderstandingbyDesign(WigginsandMcTighe,2005),thecore

concepts,principles,

theories,

and

processes

that

should

serve

as

the

focalpointofthecurriculum,instruction,andassessment. Bigideasare

enduringandimportantandtransferablebeyondthescopeofaparticularunit.

Concept Aconceptisamentalconstructorcategoryrepresentedbyawordorphrase.

Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas

(bravery,anarchy).

ContentStandard Acontentstandardanswersthequestion,Whatastudentshouldknow,door

understand?

Curriculum Thecurriculumrepresentswhatshouldbetaught. Itisanexplicitand

comprehensiveplanthatisbasedoncontentandprocessstandards.

CurriculumImplementation Curriculumimplementationisputtingthecurriculumintoplace.

CurriculumMapping Curriculummappingandwebbingareapproachesthatrequireteacherstoalign

thecurriculum,standards,andlearningactivitiesacrossgradelevels,withina

gradeleveltoensureacontinuumoflearningthatmakessenseforallstudents.

EnduringUnderstanding Enduringunderstandingsarespecificinferences,basedonbigideasthathave

lastingvaluebeyondtheclassroom. Theyarefullsentencestatementsthat

describespecificallywhatstudentswillunderstandaboutthetopic.

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CurriculumGlossaryofTerms(continued)

EssentialLearnings EssentialLearningsarethebackboneofaguaranteedviablecurriculum.EssentialLearningsarealignedwithstandardsandarticulatetheskills,content,and

conceptsdeterminedtobenonnegotiableareasofproficiencyattainmentbyall

studentssothattheyarepreparedforthenextyear/levelofeducation. The

EssentialLearningsarethemandatedcurriculumoftheBoulderValleySchool

Districtandformthebasisuponwhichsummativeassessmentsarecreated.

GuaranteedViableCurriculum In researching what works in schools, Robert Marzano (2003), found five

schoollevel factors that promote student achievement. Using the process of

statisticaleffect

size

analysis,

Marzano

concluded

that

aguaranteed

and

viable

curriculumisthemostpowerfulschoollevelfactorindeterminingoverallstudent

achievement. Marzano defines a guaranteed and viable curriculum as a

combination of opportunity to learn (guaranteed) and time to learn (viable).

AccordingtoMarzano,studentshavetheopportunitytolearnwhentheystudya

curriculumthatclearlyarticulatesrequiredstandardstobeaddressedatspecific

grade levelsand inspecificcourses. Acurriculum isviablewhen thenumberof

requiredstandards ismanageable forastudent to learn toa levelofmastery in

thetimeprovided(usuallyasemester,trimester,oryear).

LearningActivities Theserepresenttheexperiencesandinstructionthatwillenablestudentsto

achievethedesiredresultssuchasmaterials,projects,lectures,videos,

homework,assignments,

presentations,

accommodations,

and

vocabulary.

EssentialQuestion AnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedto

beingeithertrivialorleading)andpromotesinquiryanduncoverageofasubject.

Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausible

responses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree. An

essential

question

can

be

overarching,

grade

level

specific,

or

unit

specific

in

scope.

EssentialTopics,Skills,Processes,

Concepts

Thetopics,skills,processes,andconceptsclarifytheEssentialLearnings,describe

indicatorsofachievement,andinformtheselectionofformativeandsummative

assessments.

Formativeassessment Anassessmentisconsideredformativewhenthefeedbackfromlearningactivities

isactuallyusedtoadapttheteachingtomeetthelearner'sneeds.

PerformanceTask Aperformancetaskusesonesknowledgetoeffectivelyactorbringtofruitiona

complexproductthatrevealsonesknowledgeandexpertise.

Prerequisiteknowledgeandskill Theknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksor

achieveanunderstanding. Thesetypicallyidentifydiscreteknowledgeand

knowhowrequiredtoputeverythingtogetherinameaningful,final

performance.

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Processes Processesincludeallthestrategies,decisions,andsubskillsastudentusesinmeetingthecontentstandard.

Product Thetangibleandstableresultofaperformanceandtheprocessesthatledto

it. Theproductisvalidforassessingthestudentsknowledgetotheextent

thatsuccessorfailureinproducingtheproductreflectstheknowledgetaught

andbeingassessed.

Rubric Ascoringtoolthatratesperformanceaccordingtoclearlystatedlevelsof

criteriaandenablesstudentstoselfassess. Arubricanswersthequestion,

Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike? The

scalescanbenumericordescriptive.

ScopeandSequence Scopereferstothebreadthanddepthofcontenttobecoveredina

curriculumatanyonetime(e.g.week,term,year,overastudentsschoollife).

Sequencereferstotheorderinwhichcontentispresentedtolearnersover

time.Theorderinwhichyoudoit.Togetherascopeandsequenceoflearning

bringordertothedeliveryofcontent,supportingthemaximizingofstudent

learningandofferingsustainedopportunitiesforlearning.Withouta

consideredscopeandsequencethereistheriskofadhoccontentdeliveryand

themissingofsignificantlearning.

Strategies Strategiesareprocedures,methods,ortechniquestoaccomplishanessential

learning.

Summativeassessment Anassessmentisconsideredsummativewhenthefeedbackisusedasa

summaryofthelearninguptoagivenpointintime.

CurriculumGlossaryofTerms(continued)

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.

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MiddleLevelLifeScienceCurriculumEssentials May2009

BoulderValleySchoolDistrict MiddleLevelLifeScienceCurriculumEssentialsDocumen

MiddleLevel

LifeScience

CurriculumEssentials

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.

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MiddleLevelLifeScienceCurriculumEssentials May2009 2


BoulderValleySchoolDistrictScienceBackground

Contentand

Goals

SincethepublicationsoftheNationalScience

EducationStandardsbytheNationalResearch

Councilin1996,theteachingofscienceingrades

K12hasundergoneagradualrevolution.Insteadof

presentingscienceasacollectionofisolatedfacts,

teachersstrivetohelpeachstudentdevelopthe

abilitytoconductscientificinquiry,astrong

understandingofscientificconceptsandhowthey

areconnected,andanunderstandingofthenature

andhistoryofscience.In2007,theColoradoDepartmentofEducationpublishedthemostrecent

versionoftheColoradoModelContentStandards

forScienceandColoradoAssessmentFrameworks

forScience.

ThisrevisionoftheBoulderValleySchoolDistrict

ScienceCurriculumhadthreekeygoals:

Clearlyarticulatewhateverystudentshould

know,understand,andbeabletodowith

regardstoscienceateverygradelevel

AlignwiththerevisedColoradoStandardsandFrameworks

Reducethebreadthofsciencecontentateach

gradelevelsothatconceptscanbeexploredin

greaterdepth.

ScientificInquiryAcentralfocusoftherevisedBVSDscience

curriculumisscientificinquiry.Thefollowing

definitionfromtheNationalScienceEducation

Standardsservesasthebasisforourcommon

understandingofhowscientificinquiryisdefined.

Scientificinquiryreferstothe

diversewaysinwhichscientists

studythenaturalworldand

proposeexplanationsbasedonthe

evidencederivedfromtheirwork.

Inquiryalso

refers

to

the

activities

ofstudentsinwhichtheydevelop

knowledgeandunderstandingof

scientificideas,aswellasan

understandingofhowscientists

studythenaturalworld.

Thefollowingpointsservetoclarifythevisionof

whatinquirymeansinBVSD.

Inquiryinvolvesfiveessentialfeatures.Students

engagedinscientificinquiryshouldaskor

respondtoscientificallyorientedquestions,giveprioritytoevidence,formulateexplanations

basedonevidence,connectexplanationsto

scientificknowledge,andcommunicateand

justifyexplanations(InquiryandtheNational

ScienceEducationStandards).

Inquirybasedscienceinstructioninvolvesa

continuumoflearningexperiencesfrom

teacherledtolearnerselfdirectedactivities,

includingbutnotlimitedtohandsonlabs.

Hence,bothastructuredassignmentinvolvingreadingandwrittenreflectionandan

openended,handsoninvestigationcouldbe

consideredinquiryaslongastheyinvolvethe

fiveessentialfeaturesidentifiedabove.

Theultimategoalsofinquirybasedinstruction

aretoengagelearners,developtheirconceptual

understandingofthenaturalworldaround

them,andtoovercomemisconceptionsin

science.

Inquirybasedactivitiesshouldbalancestudents

applicationofcontentknowledge,creativity,

andcriticalthinkinginordertoanalyzedata,

solveaproblem,oraddressauniquequestion.

LiteratureCited

NationalResearchCouncil.1996.NationalScience

EducationStandards. Washington,DC:NationalAcademyPress.

NationalResearchCouncil.2000. InquiryandtheNationalScienceEducation

Standards.Washington,DC:NationalAcademyPress.

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ScienceStandard1

Studentsapplytheprocessesofscientific

investigationanddesign,safelyconduct,

communicateaboutandevaluatesuch

investigations.

ScienceStandard2

Studentsknowandunderstandcommonproperties,

forms,andchangesinmatterandenergy.

ScienceStandard4

Students

know

and

understand

the

processes

and

interactionsofEarthssystemsandthestructureand

dynamicsofEarthandotherobjectsinspace.

BoulderValleySchoolDistrict ScienceContentStandards

ScienceStandard5

Students

understand

that

the

nature

of

science

involves

a

particular

way

of

building

knowledge

and

making

meaningofthenaturalworld.

ScienceStandard3

Students

know

and

understand

the

characteristics

andstructureoflivingthings,theprocessesoflife,

andhowlivingthingsinteractwitheachotherand

theirenvironment.

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ScienceOverarchingEnduringUnderstandingsandEssentialQuestions

OverarchingEnduringUnderstanding

Scienceinvolvesaparticularwayofknowingthat

includesrelyingonempiricalevidence,logical

arguments,skepticism,andpeerreview. Scientific

ideasarerevisedovertimeasnewevidence

becomesavailable.

Benefitsandcostsofscientificresearchandtechnologicalinnovationincludeconsequencesthat

arelongtermaswellasshortterm,andindirectas

wellasdirect.

Scientificinquiryinvolvesaskingscientifically

orientedquestions,collectingevidence,forming

explanations,connectingexplanationstoscientific

knowledgeand theory,andcommunicatingand

justifyingexplanations.

Matterhaspropertiesrelatedtoitsstructurethat

canbemeasuredandusedtoidentify,classifyand

describe substancesorobjects.

Energyoccursindifferentformsandisnecessaryto

doworkortocausechange.

Allorganismssharesimilarcharacteristicsandbasic

needs,buttheyalsohavedifferencesthatallow

peopletoidentify,describeandclassifythem.

TheEarthSystemiscomposedofandpartofa

multitudeofsystems,whichcycleandinteract

resultingindynamicequilibrium.

OverarchingEssentialQuestions

Howissciencedifferentfromotherdisciplinesinthe

wayitapproachesquestions?

Howhavescienceandtechnologyaffectedthequalityoflife?

Howdopeopleusetheprocessofscienceto

investigatequestionsaboutthenaturalworld?

Whatismatter?

Whatisenergy?

Howdoesenergyinteractwithmattertocause

changeanddowork?

Howarealllivingthingsthesame,andhowarethey

different?

HowdoEarthssystemsinteract?

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ScienceStandard3:Studentsknowandunderstand

thecharacteristicsandstructureoflivingthings,the

processesoflife,andhowlivingthingsinteractwith

each

other

and

their

environment.

Tomeetthisstandard,aMiddleLevelLifeScience

student:

Identifiescharacteristicscommontoallliving

thingsandclassifiesorganismsbasedon

differenceinphysicalcharacteristics.

Describesthefunctionsandinteractionsof

humanbodysystems(forexample:circulatory,

respiratory,muscular,skeletal,digestive)and

thelevelsoforganizationwithinthehuman

body. Comparesandcontrastavarietyofwaysin

whichmulticellularorganismstransport

materials.

Explainshowmattercyclesandenergyflows

throughecosystemsanddescribesthe

significanceofphotosynthesisandrespirationto

theseprocesses.

Relatesstructureandfunctionindifferenttypes

ofcellsandcellularorganelles.

Describestheroleofgeneticmaterialinthetransferofbiologicalcharacteristicsfromone

generationtoanother.

Analyzesimplicationsofinteractionsamong

organisms,populations,andtheirenvironment.

Givesexamplesofadaptationsandofevidence

thatorganismshaveevolvedovertime.

ScienceStandard1:Studentsapplytheprocessesof

scientificinvestigationanddesign,safelyconduct,

communicateaboutandevaluatesuch

investigations.


student:

Createsandconductsplansforinvestigations

thatinclude:askingquestions,stating

hypotheses,identifyingvariables,identifying

constants,andcollectingdataaccurately. Usesappropriatetoolsandtechnologyand

metricmeasurementunitstogatherand

organizedataandtoreportresults.

Interpretsandanalyzesdataandrecognizesbias

inordertoformulatelogicalconclusions.

Communicatesaboutscientificinvestigationsin

appropriateways(written,oral,pictorial,

digital).

Followslabandsafetyprocedureswhen

conductingscientificinvestigations.

BoulderValleySchoolDistrictScienceContentStandardsand

MiddleLevelLifeScienceEssentialLearnings

Continuedonnextpage


commonproperties,forms,andchangesinmatter

andenergy.

NoessentiallearninginMiddleLevelLifeScience.

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theprocessesandinteractionsofEarthssystems

andthestructureanddynamicsofEarthandother

objectsinspace.

NoessentiallearninginMiddleLevelLifeScience.

ScienceStandard5:Studentsunderstandthatthe

natureofscienceinvolvesaparticularwayof

buildingknowledgeandmakingmeaningofthe

naturalworld.


student:

Explainswhyitisimportanttorepeatscientific

investigations.

Createsandusesphysicalandconceptual

modelsforexplanationandprediction. Recognizesthatpeopleindifferentculturesand

atdifferenttimesinhistoryhavemade

contributionstotheadvancementofscience.

Explainsthatscientificknowledgechangesas

newknowledgeisacquiredandpreviousideas

aremodified.

BoulderValleySchoolDistrictScienceContentStandardsand

MiddleLevelLifeScienceEssentialLearnings(continued)

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EffectiveComponentsofa

LifeScienceProgram

Maintainsaninquirybasedlearning

environment

Providesstudentswithmultiple

opportunitiestolearnandtimely

feedbacktohelpstudentsknow

whattheyneedtoimproveupon

Usesassessmenttoguide

instruction

Differentiatesinstructiontomeet

studentneeds

Drawsoutandactivelyengagesthe

preexistingunderstandingsabout

thenaturalworldthatstudents

bringwiththem

Assistsstudentsindeveloping

metacognitiveskillswithinthe

contextoflearningaboutscience

Integrateswriting,reading,and

mathematicswithinquirybased

science

Providesasafe,equitableand

engaginglearningenvironmentfor

allstudents

Assessment

8thgradeScienceCSAP

ScienceNotebooks

Teachercreated

assessments

BVSDLifeScience

Overview

CourseDescription

InmiddlelevelLifeScience,students

willbedesigningandconducting

scientificinvestigationsand

constructingscientificexplanations

basedonevidence. Studentswill

makemeasurementsusingmetric

unitsandwillorganizetheirdata

usingbarandlinegraphs. Students

willlearnaboutfundamental

conceptsinlifesciencesuchasthe

characteristicsoflivingthings,cells,

humanbody,basicpatternsof

inheritance,transportandlevelsof

organizationwithinorganisms,

ecosysteminteractionsand

evolution. Studentswillalsolearn

aboutthenatureofscienceasa

humanendeavor.

EssentialQuestions

What

makes

aquestion

scientific?

HowdopeopleusetheprocessofsciencetoInvestigatequestionsaboutthenaturalworld?

Howdopeopleensurethatscientificdataareaccurate?

Howdopeopleensurethattheresultsofscientificinvestigationsarevalid?

Howcanpeoplemakescientificinvestigationsassafeaspossibleforthemselvesandforotherlivingthings?

Howdodifferencesamongorganismsaffectthewaysinwhichweclassifythem?

Howdoorgansandorgansystemsinthehumanbodyinteracttoperformspecificfunctions?

Howdomulticellularorganismstransportmaterialstoalloftheircells?

Whatmighthappenifanorganismstransportationsystemsbreakdown?

HowdoesenergymakeitswayfromtheSuntothemusclecellsinapersonsbody? Whatwouldhappenifallphotosynthesisontheplanetstopped?

Whydopeoplesaythatenergyflowsbutmattercyclesthroughlivingsystems?

Howarestructureandfunctionrelatedatthecellularlevel?

Howisinformationpassedfromonegenerationtothenextsothatoffspringresembletheirparentsbutarenotexactlythesameastheirparents?

Howdoorganismsandabioticfactorsinteractwithinanecosystemandwhataretheimplicationsforpopulations?

Howdoweknowthatorganismshaveevolvedovertime?

Howdoadaptationsaffectanorganismspotentialtosurviveandreproduce?

Whydopeoplerepeatscientificinvestigations? Whydopeopleusemodelsinscience? Whyarediverseperspectivesandateamapproachimportanttoscientificresearch?

Howhasscientificknowledgechangedinthefieldoflifescienceandwhy?

Technology

Integration&Information

Literacy

Usestechnologyresponsiblyfor

communicationandtransferof

ideas

Usestechnologytogather,

organize,analyze,and

communicateaboutdata

Collaborateswithothersto

identifyinformationproblemsand

toseektheirsolutions

Createsalabeleddiagramthat

supportsinformationbeingshared

Organizesandreportsinformation

inavarietyofcomplexways

includingtables,graphs,charts,reports

Identifiesvariousinformation

sources(people,materials,

equipment)

Presentsinformationinavariety

offormatsincludingwritten

paragraphs,posters,illustrations,

etc.

Life

Science

Characteristics

of

organisms

Safety

Organizesandrecordsdata

Communicatesresults

Genetics

Transportwithin

multicellularorganisms

Designs&conductsinvestigations

Usestoolsandtechnology

Repeatability

Photosynthesis&

respiration

Matter&energyinecosystemsNatureofscience

CellsEvolution

ModelsHumanBody

Interactionswithin

ecosystems

Technology&impacts Scienceasahumanendeavor

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LS1

Creates,evaluates,andconductsplansforinvestigationsthatinclude:asking

questions,statingtestablehypotheses,identifyingvariablesandconstants,

collectingdataaccurately,andidentifyingdifferentmethodsforinvestigating

scientificquestions

a Developsatestablequestion

b Statesatestablehypothesis

c Usestheappropriateobservation/measurementtechniquefordatacollection

dIdentifiestheindependentanddependentvariableandthevariablesheldconstant

inanexperiment

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyorientedquestions,collecting

evidence,formingexplanations,connecting

explanationstoscientificknowledgeandtheory,andcommunicatingandjustifying

explanations.

EssentialQuestions

Whatmakesaquestionscientific?

Howdopeopleusetheprocessofscienceto

investigatequestionsaboutthenaturalworld?

Howdopeopleensurethatscientificdataareaccurate?

Howdopeopleensurethattheresultsofscientific

investigationsarevalid?

Howcanpeoplemakescientificinvestigationsas

safeaspossibleforthemselvesandforother

livingthings?

Continuedonnextpage

EssentialLearnings

EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts

ScienceStandard1

Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand

evaluatesuchinvestigations.

EssentialKnowledge,

Skills,

Topics,

Processes,andConcepts

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e Developsanappropriateprocedureforaninvestigation/experiment

f

Predictsmultiple

possible

outcomes

ofan

investigation

LS2Accuratelyusesappropriatetoolsandtechnologyandmetricmeasurement

unitstogather,organize,andanalyzedataandtoreportresults

a

Records,reportsandanalyzesdatainavarietyofforms(sketches,tables,charts,

graphicorganizers,digitalmedia,etc.)fromascientificinvestigationusingthe

appropriatetoolandmetricunits

b

Measuresaccuratelyusingavarietyoftoolsandtechnologies(forexample:

microscope,triplebeambalance,graduatedcylinder,meterstick,thermometer,

springscale,digitaldevices)

c Collects,organizes,andinterpretsdataintablesandgraphs

d Describespossiblewaystominimizeerrorinmeasurements

LS3Interprets,analyzes,andevaluatesdataandrecognizesbiasinorderto

formulatelogicalconclusions

a

Interprets,analyzes,andevaluatesdata/observations(datatables,barandline

graphs,diagrams,writtendescriptions,digitalsources,etc.)toformulatealogical

conclusion

bUsesevidencetostateifahypothesisissupportedornotsupported

c Makespredictionsbasedonexperimentaldata

d Statesexplanationsthatlinkclaimsandevidence

e Identifiespossiblesourcesofobserverbiasinaninvestigation

EssentialLearnings(continued)


EssentialKnowledge,

Skills,

To

pics,


Continuedonnextpage

ScienceStandard1(continued)



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LS4Communicatesaboutscientificinvestigationsinappropriateways(written,oral,

pictorial,digital)

a Communicatesaboutascientificinvestigationinavarietyofways(written,oral,

pictorial,digital)includingwritinginsciencenotebooks

bAccuratelycreatesagraph(barandline)ofthedatawiththedependentand

independentvariablesoncorrectaxes

LS5 Followslabandsafetyprocedureswhenconductingscientificinvestigations

aKnowsproperlabandsafetyproceduresforgradeappropriateworkasdemonstrated

byproficientscoreonsafetytest

b Followssafetyproceduresconsistently

c Useslaboratorytoolsappropriatelyandaccurately

c Provides,receives,andrespondstofeedbackaboutascientificinvestigation

KeyAcademicVocabulary:constant,data,dependentvariable,hypothesis,independentvariable,

testable


EssentialKnowledge,

Skills,

Topics,






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LS6Identifiescharacteristicscommontoalllivingthingsandclassifiesorganisms

basedondifferencesinphysicalcharacteristics

a

Liststhecommoncharacteristicsoflivingthings(composedofcells,senseand

respondtostimuli,growanddevelop,evolve,reproduce,useandtransform

energy)

b Classifiesagroupof510organismsbasedonphysicalcharacteristics

c Identifiesphysicalcharacteristicsusedtoclassifyvertebrates


Allorganismssharesimilarcharacteristicsand

basicneedsthatareuniquetolivingthings,but

theyalsohavedifferencesthatallowpeopleto

identify,describeandclassifythem.

EssentialQuestions

Howdodifferencesamongorganismsaffectthe

waysinwhichweclassifythem?

Continuedonnextpage

EssentialLearnings


EssentialKnowledge,

Skills,

Topics,


ScienceStandard3

Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and

howlivingthingsinteractwitheachotherandtheirenvironment.

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LS7

Describesthefunctionsandinteractionsofhumanbodysystems(forexample:

circulatory,respiratory,muscular,skeletal,digestive)andthelevelsof

organizationwithinthehumanbody

a Identifiesmajororgansandorgansystemsanddescribestheirfunctions

b

Describeshoworgansystemsinteractwithinthebody(forexample:describehow

thedigestivesystemacquiresnutrientsfromtheenvironment,thecirculatory

systemtransportsnutrients,andthenervoussystemsignalsthebodywhenitislow

onnutrients)

c

Describeshowtheorgansinanorgansystemworktogethertoperformthemain

functionofthesystem(skeletal,muscular,circulatory,respiratory,nervous,

digestive). Forexample:explainshowtheorgansinthedigestivesystemwork

togethertodigestfood

d

Describesthepatternofincreasingcomplexityamonglevelsoforganizationina

livingsystemfromcelltotissuetoorgantoorgansystemtoorganism


Organsandorgansystemsworktogether

withinthehumanbodytoperformspecific

functions.

EssentialQuestions

Howdoorgansandorgansystemsinthehuman

bodyinteracttoperformspecificfunctions?

Continuedonnextpage



EssentialKnowledge,

Skills,

Topics,





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LS8Comparesandcontrastsavarietyofwaysinwhichmulticellularorganisms

transportmaterials

aDescribesthevariousprocessesthatfoodundergoestobeabsorbedbyan

organismscells

bComparesandcontrastswaysthatvariousorganismstransportnutrientsandwastes

(openandclosedcirculatorysystems,plantvascularsystems,etc)

cComparesandcontrastswaysthatvariousorganismsexchangecarbondioxideand

oxygen(stomata,lungs,gills,etc)withtheenvironment


Differentmulticellularorganismshave

differentwaysoftransportingmaterialsamong

cells,tissuesandorgans.

EssentialQuestions

Howdomulticellularorganismstransport

materialstoalloftheircells?

Whatmighthappenifanorganisms

transportationsystemsbreakdown?

Continuedonnextpage



EssentialKnowledge,

Skills,

Topics,





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LS9

Explainshowmattercyclesandenergyflowsthroughecosystemsand

describesthesignificanceofphotosynthesisandrespirationtothese

processes

aIdentifiestherawmaterials(CO2,H20)andproducts(O2,C6H12O6)of

photosynthesis

b Explainsthatthecarboninplantscomesfromcarbondioxideintheatmosphere

c Identifiestherawmaterials(O2,C6H12O6) andproducts(CO2,H20)ofrespiration

dExplainsthatcellularrespirationisaprocessthatconvertsstoredchemicalenergy

intoaformusablebycells

e

Describestherelationshipbetweenphotosynthesisandcellularrespirationwithin

plantsandbetweenplantsandanimals(forexample:animalsonlyperformcellular

respiration,plantscanperformbothprocesses)

f Comparesandcontrastsfoodwebswithinandbetweendifferentecosystems

gInfersthenumberoforganismsoramountofenergyavailableateachlevelofan

energypyramid


Mattercyclesandenergyflowsthroughliving

systems.Photosynthesisandrespirationare

thekeybiochemicalprocessesthatmost

organismsusetoobtainanduseenergy.

EssentialQuestions

HowdoesenergymakeitswayfromtheSunto

themusclecellsinapersonsbody?

Whatwouldhappenifallphotosynthesisonthe

planetstopped?

Whydopeoplesaythatenergyflowsbutmatter

cyclesthroughlivingsystems?

Continuedonnextpage



Ess

entialKnowledge,

Skills,

Topics,





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LS10Relatesstructureandfunctionindifferenttypesofcellsandcellular

organelles

aRecognizesthatallorganismsarecomposedofoneormorecells,whicharethe

basicunitoflivingthings

b Describescellularorganellesandtheirfunctions

cComparesandcontraststhebasicstructuresandfunctionsofplantcells,animal

cells,andsinglecelledorganisms

d Describesthepurposeofbodycelldivision


Thecellisthebasicunitofstructureand

functioninlivingthings. Alllivingthingsare

composedofoneormorecells. Allcellscome

frompreexistingcells.

EssentialQuestions

Howarestructureandfunctionrelatedatthe

cellularlevel?

Continuedonnextpage



EssentialKn

owledge,

Skills,

Topics,





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Continuedonnextpage


LS11Describestheroleofgeneticmaterialinthetransferofbiologicalcharacteristics

fromonegenerationtoanother

aDescribestherelationshipofchromosomes,genes,andtraitsandtheirrolein

heredity

bInfersthetraitsofoffspringbasedonthegenesoftheparents(includingdominant

traits,recessivetraits,anduseofPunnettsquarediagrams)

c Differentiatesbetweenmitosisandmeiosis

d Relatesthenumberofchromosomestothefinalproductofmitosisormeiosis


Anorganismsgenesinfluenceitstraits

(physicalcharacteristics). Genesareinherited

byoffspringfromtheirparents,andaccount

forwhyoffspringoftenresembletheirparents.

EssentialQuestions

Howisinformationpassedfromonegeneration

tothenextsothatoffspringresembletheir

parentsbutarenotexactlythesameastheir

parents?


EssentialKnowledge,

Skills,

Topics,

Pro

cesses,andConcepts




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LS12Analyzesimplicationsofinteractionsamongorganisms,populations,andtheir

environment

a Describesseveralfactorsthatcouldlimitthesizeofapopulation

bDescribestheimpactofhumansontheenvironmentandhowthataffectsthe

survivalofpopulationsandentirespecies

c Describeshoworganismschangeinresponsetoenvironmentalfactors


Ecosystemsarecomposedofbothlivingand

nonlivingthings,whichinteractwithand

dependononeanother.

EssentialQuestions

Howdoorganismsandabioticfactorsinteract

withinanecosystemandwhatarethe

implicationsforpopulations?



Essential

Knowledge,

Skills,

Topics,

Proc

esses,andConcepts




Continuedonnextpage

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LS13Givesexamplesofadaptationsandofevidencethatorganismshaveevolved

overtime

aDescribesevidencethatrevealschangesorconstancyingroupsoforganismsover

time

bEvaluatesthepotentialofanorganismwithspecifictraitstosurviveandreproducein

anenvironment


Organismshaveevolvedovertimeand

continuetoevolve. Someorganismspossess

adaptationsthatmakethemmorelikelyto

surviveand/orreproducethanothersinthe

samepopulation.

EssentialQuestions

Howdoweknowthatorganismshaveevolved

overtime?

Howdoadaptationsaffectanorganisms

potentialtosurviveandreproduce?


KeyAcademicVocabulary:abiotic,adaptation,cell,celldivision,chromosome,classificationsystem,

dominant,ecosystem,evolution,foodweb,gene,heredity,inheritance,internalbalance,living,

multicellular,nonliving,organ,organsystem,organism,osmosis,photosynthesis,recessive,recycle,

respiration,tissue

EssentialKn

owledge,

Skills,

Topics,

Processes,

Concepts




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LS14 Explainswhyitisimportanttorepeatscientificinvestigations

a Identifiesacontrolledfactor(variable)inascientificinvestigation

bPredictsthatwhenrepeatingacontrolledexperiment,itshouldleadtocomparable

results

c

Recognizesthatifconditionsarenotkeptthesame,evidencecollectedthrough

repeatedexperimentscannotbeaccuratelycomparedtopreviousexperimental

results

d

Suggestspossiblereasonswhyanexperimentmightnothavethesameresults

whenitisrepeated


Becauseweexpectscienceinvestigationsthat

aredonethesamewaytoproducethesame

results,whentheydonot,itisimportanttotry

tofigureoutwhy.Sometimessimilar

investigationsgivedifferentresultsbecauseof

differencesinthethingsbeinginvestigated,the

methodsused,orthecircumstancesinwhich

theinvestigationiscarriedout,andsometimes

justbecauseofuncertaintiesinobservations. It

isnotalwayseasytotellwhich.

EssentialQuestions

Whydopeoplerepeatscientificinvestigations?

Continuedonnextpage

EssentialLearnings

ScienceStandard5

Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking



EssentialKnowledge,

Skills,

Topics,


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LS15 Createsandusesphysicalandconceptualmodelsforexplanationand

prediction

aRecognizesand/ordescribesthatmodelscanbeusedtoobtaininformationabout

scientificprocessesand/orobjectsthatmaybedifficulttostudy

b

Givesexamplesofmodelsthatareusedtounderstandscientificprocessesor

conceptswhenscaleorsizeisdifficulttoreplicateandmakesobservationsdifficult

(cells)


Amodelofsomethingissimilarto,butnot

exactlylike,whatisbeingmodeled.Some

modelsarephysicallysimilartowhattheyare

representing,butothersarenot.

EssentialQuestions

Howdopeopleusemodelsinscience?



EssentialKnowledge,

Skills,

Topics,

Processes,

andConcepts

Continuedonnextpage




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LS16 Recognizesthatpeopleindifferentculturesandatdifferenttimesinhistory

havemadecontributionstotheadvancementofscience

aDescribesacontributiontolifesciencemadebysomeonefromanondominant

culture

b Describesacontributiontolifesciencemadebysomeonefromthepast

c

Explainsthattheprocessofsciencebenefitsfromcollaborationamongpeoplewith

diverseperspectivesbecausedifferentpeoplehavedifferentwaysofapproaching

problems,designinginvestigations,andinterpretingdata


Manypeoplefromdifferentcultures,from

differentpartsoftheworld,andfromdifferent

backgroundstakepartinscientificinvestigations

andhavemadesignificantcontributionstotheadvancementofscientificunderstanding.

Sciencebenefitsasadisciplinebyengaginga

diversecommunityofparticipantswithdifferent

perspectives.

EssentialQuestions

Whyarediverseperspectivesandateam

approachimportanttoscientificresearch?



EssentialKnowledge,

Skills,

Topics,


Continuedonnextpage




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Scientificknowledgechangesaspeoplediscover

newevidenceandreviseexplanations.

EssentialQuestions

Howhasscientificknowledgechangedinthe

fieldoflifescienceandwhy?


LS17Explainsthatscientificknowledgechangesasnewknowledgeisacquiredand

previousideasaremodified

a

Givesexamplesofreasonswhyscientificknowledgechangesovertime(for

example:advances

intechnology

microscopy

and

the

discovery

ofchromosomes)

KeyAcademicVocabulary:controlledexperiment,implication,model

EssentialKnowledge,

Skills,

Topics,





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.

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Topic(canbedoneinanyorder)

SuggestedTimeframe(canbedoneinanyorder)

Characteristicsoflifeandclassification 4weeks

Humanbodysystems 4weeks

Transportinmulticellularorganisms 2weeks

Ecosystems,photosynthesis,andrespiration 4weeks

Structure andfunctionincells 24weeks

Genetics 4weeks

Interactionswithinecosystems 2weeks

Adaptationsandevolution 24weeks

Standards1&5 Interwoventhroughout

SuggestedTimelines

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ScienceScope&SequenceK5

Standard K 1 2 3 4 5

Scientific In

vestigations

Observation,

simple

questionsand

predictions,

safety

Observation,

simple

questionsand

predictions,

recordingdata,

safety

Observation,

simple

questionsand

predictions,

recordingdata,

explanations,

andsafety

Designing

investigations,

measurement,

explanations,

safety

Designing

Investigations,

organizingand

representing

data,

measurement,

explanations,safety

Fairtest,

identifying

and

controlling

variables,

organizing

andrepresenting

data,

explanations,

safety

PhysicalScience Propertiesof

objects

Balanceand

motion

Statesof

matter

Matterand

Energy

Magnetism

andelectricity

Changesin

matter,

Forceand

motion

LifeScience Characteristics

oflivingthings

Structuresand

lifecyclesof

plants

Structuresand

lifecyclesof

insects

Humanbody

systems

Structure,

function,and

energyin

organisms

Ecosystems

EarthandSpace

Science

Seasons Sortingand

comparing

Earths

materials

Airand

weather

Fossils Water

Solarsystem

Landforms

NatureofScience N/A N/A N/A Repeating

investigations

andmodels

Repeating

investigations

andmodels

Repeating

investigations

andmodels

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ScienceScope&Sequence612

Standard 6 7 8 Physical

Science

Biology

Scientific

Investigations

Designand

conduct

investigations

Usetoolsand

technology

Organizeanduse

data

Communicate

results

Safety

Designand

conduct

investigations

Usetoolsand

technology

Organizeanduse

data

Communicate

results

Safety

Designand

conduct

investigations

Usetoolsand

technology

Organizeanduse

data

Communicate

results

Safety

Askquestionsand

statehypotheses

Designand

conduct

investigations

Safelyusetools

andtechnology

Evaluateerror

anduncertainty

Communicate

andevaluate

results

Askquestionsand

statehypotheses

Designandconduct

investigations

Safelyusetoolsand

technology

Evaluateerrorand

uncertainty

Communicateand

evaluateresults

Alternative

explanationsand

models

Standards24

Physical

Science

LifeScience

Earthand

SpaceScience

PhysicalScience

Particulatemodel

ofmatter

Atoms

Mixturesand

solutions

Compoundsand

moleculesConservationof

matter

Massandweight

Energysources

Energy

transformations

Forceandmotion

Electricalcircuits

Lightwaves

LifeScience

Characteristicsof

organisms

Humanbody

Transportwithin

multicellular

organisms

Photosynthesisandrespiration

Interactions

within

ecosystems

Matterand

energyin

ecosystems

Cells

Evolution

Genetics

EarthandSpace

Science

Watercycle

Bodiesofwater

Processesthat

shapeEarths

surface

Atmospherestructureand

function

Fossils

Atmosphere

circulation

Minerals,rocks,

andsoils

Weatherand

climate

Platetectonics

SolarSystem

Sun,Earth,Moon

Galaxiesand

spaceexploration

PhysicalScience

Kineticmolecular

modelofmatter

Atomicstructure

andtheperiodic

table

Chemicalbonding

andreactionsSeparating

complexmixtures

Conservationof

matterand

energy

Energy

transformations

Waves

Forceandmotion

Electricityand

magnetism

LifeScience

Physicaland

biochemical

characteristicsof

livingthings

Cellstructure,

functionand

differentiationHomeostasisand

cellulartransport

Molecularbasisof

heredity

Evolution

Photosynthesisand

cellularrespiration

Interactionswithin

ecosystems

NatureofScience Repeatability

Models

Technologyand

impacts

Scienceasa

humanendeavor

Repeatability

Models

Technologyand

impacts

Scienceasa

humanendeavor

Repeatability

Models

Technologyand

impacts

Scienceasa

humanendeavor

Technologyand

impacts

Scientific

hypotheses,

theoriesandlaws

Technologyand

impacts

Scientifichypotheses,

theoriesandlaws

Scienceasahuman

endeavor

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GlossaryofTerms

Abiotic notassociatedwithorderivedfromlivingorganisms;abioticfactorsinanenvironment

includesuchitemsassunlight,temperature,windpatterns,andprecipitation

Adaptation achangebywhichanorganismbecomesbettersuitedtoitsenvironment

Air theinvisiblegaseoussubstancesurroundingtheearth,amixturemainlyofoxygenand

nitrogen

Airpressure thepressureexertedbytheatmosphere

AminoAcid ofaclassofabouttwentyorganiccompoundswhichformthebasicconstituentsof

proteinsandcontainbothacidandaminegroups

Amplitude themaximumextentofavibrationoroscillationfromthepointofequilibrium.

Asexualreproduction reproductionwithoutthefusionofgametes

Atmosphere theenvelopeofgasessurroundingtheearthoranotherplanet

Atom thesmallestparticleofachemicalelement,consistingofapositivelychargednucleus

surroundedbynegativelychargedelectrons

Attract tocausetodrawnearoradherebyphysicalforce

Axis animaginarylinethroughabody,aboutwhichitrotates

Bargraph agraphconsistingofparallel,usuallyverticalbarsorrectangleswithlengths

proportionaltothefrequencywithwhichspecifiedquantitiesoccurinasetofdata

Bias statisticalsamplingortestingerrorcausedbysystematically favoringsomeoutcomes

overothers

Biosphere asinglecell,suchasaDcell,thatproducesanelectriccurrent

Bodysystem agroupoforgansorstructureswithinthebodythatworktogethertoperformoneor

morespecificfunctions

Boilingpoint thetemperatureatwhichaliquidboilsatafixedpressure,especiallyunderstandard

atmosphericconditions

Brain theportionofthevertebratecentralnervoussystemthatisenclosedwithinthecranium,

continuouswiththespinalcord,andcomposedofgraymatterandwhitematter.Itisthe

primarycenterfortheregulationandcontrolofbodilyactivities,receivingand

interpretingsensoryimpulses,andtransmittinginformationtothemusclesandbody

organs.Itisalsotheseatofconsciousness,thought,memory,andemotion

Capacity themaximumamountthatcanbecontained

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ScienceGlossaryofTerms

Carbohydrate anyofagroupoforganiccompoundsthatincludessugars,starches,celluloses,andgums

andservesasamajorenergysourceinthedietofanimals.Thesecompoundsare

producedbyphotosyntheticplantsandcontainonlycarbon,hydrogen,andoxygen,

usuallyintheratio1:2:1

Cell thesmalleststructuralandfunctionalunitofanorganism.

Celldivision theprocessinreproductionandgrowthbywhichacelldividestoformdaughtercells

Cellularrespiration theseriesofmetabolicprocessesbywhichlivingcellsproduceenergythroughthe

oxidationoforganicsubstances.

Celsius oforrelatingtoatemperaturescalethatregistersthefreezingpointofwateras0and

theboilingpointas100undernormalatmosphericpressure

Centimeter metricunitoflengthequalto1/100ofameter

Characteristic afeaturethathelpstoidentify,tellapart,ordescriberecognizably;adistinguishingtrait

Chemicalchange achangeinwhichthesubstancespresentatthebeginningofthechangearenot

presentattheend;newsubstancesareformed.Thechangecannotbeundone

Chemicalformula arepresentationofasubstanceusingsymbolstorepresentconstituentelements

Chloroplast astructureinalgalandgreenplantcellswhichcontainschlorophyllandinwhich

photosynthesistakesplace

Chromosome athreadlikestructurefoundinthenucleiofmostlivingcells,carryinggenetic

informationintheformofgenes

Circuit apathfollowedorcapableofbeingfollowedbyanelectriccurrent

Circulation movementinacircleorcircuit

Circulatorysystem thebodysystemthatcirculatesbloodthroughthebody,consistingoftheheartand

bloodvessels

Classificationsystem anorganizedstructureorsystemforarrangingthingsintotwoormoregroups,usingtwo

ormorecharacteristics

Climate meteorologicalconditionsincludingtemperature,precipitation,andwindwhich

characteristicallyprevailinaparticularregion

Cohesion theintermolecularattractionbywhichtheelementsofabodyareheldtogether

Community agroupofinterdependentplantsoranimalsgrowingorlivingtogetheroroccupyinga

specifiedhabitat

Component asinglepartofalargersystem

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ScienceGlossaryofTerms(continued)

Compound apure,macroscopicallyhomogeneoussubstanceconsistingofatomsorionsoftwoor

moredifferentelementsindefiniteproportionsthatcannotbeseparated

byphysicalmeans.Acompoundusuallyhaspropertiesunlikethoseofitsconstituent

elements

Condensation theprocessbywhichagasorvaporchangestoaliquid

Conduction thetransmissionorconveyingofsomethingthroughamediumorpassage,especially

thetransmissionofelectricchargeorheatthroughaconductingmedium

withoutperceptiblemotionofthemediumitself

Conductor asubstanceormediumthatconductsanelectriccharge

Conservationofenergy aprinciplestatingthatthetotalenergyofanisolatedsystemremainsconstant

regardlessofchangeswithinthesystem

Conservationofmass aprincipleinclassicalphysicsstatingthatthetotalmassofanisolatedsystemis

unchangedbyinteractionofitsparts

Conservationofmatter afundamentalprincipleofclassicalphysicsthatmattercannotbecreatedor

destroyedinanisolatedsystem

Constant anexperimentalortheoreticalcondition,factor,orquantitythatdoesnotvaryorthat

isregardedasinvariantinspecifiedcircumstances

Consumer anorganismthatcannotmakeitsownfoodandmusteatinordertosurvive

Controlledexperiment anexperimentthatisolatestheeffectofonevariableonasystembyholdingconstant

allvariablesbuttheoneunderobservation

Convection heattransferinagasorliquidbythecirculationofcurrentsfromoneregionto

another

Corioliseffect resultofanapparentforcethatasaresultoftheEarth'srotationdeflectsmoving

objects(asprojectilesoraircurrents)totherightinthenorthernhemisphere

andtotheleftinthesouthernhemisphere

Crust solid,outermostlayeroftheEarth,lyingabovethemantle

Data factualinformation(asmeasurementsorstatistics)usedasabasisforreasoning,

discussion,orcalculation

Decomposer anorganismthatbreaksdownorganicmaterialsintheenvironment

Decomposition breakdownordecayoforganicmaterials

Density themassofasubstanceperunitvolume

Dependentvariable theobservedormeasuredvariableinanexperimentorstudywhosechangesare

determinedbythepresenceofoneormoreindependentvariables

Composition thecombiningofdistinctpartsorelementstoformawhole

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ScienceGlossaryofTerms(continued)

Deposition thelayingdownofmatterbyanaturalprocess

Development theprocessofanindividualorganismgrowingorganically;apurelybiologicalunfolding

ofeventsinvolvedinanorganismchanginggraduallyfromasimpletoamorecomplex

level

Digestivesystem bodysystemconsistingofthealimentarycanalanddigestiveglandsandresponsiblefor

theingestion,digestion,andabsorptionoffood

Dominant anallelethatproducesthesamephenotypiceffectwhetherinheritedwitha

homozygousorheterozygousallele

Earth thethirdplanetfromthesun

Earthsmaterial anysubstanceoccurringnaturallyonEarth,suchaswater,soil,rocks,etc

Eclipse thepartialorcompleteobscuring,relativetoadesignatedobserver,ofonecelestial

bodybyanother

Ecosystem abiologicalcommunityofinteractingorganismsandtheirphysicalenvironment

Electricity aformofenergyresultingfromtheexistenceofchargedparticles(suchaselectronsor

protons),eitherstaticallyasanaccumulationofchargeordynamicallyasacurrent

Electromagnetic pertainingtoorexhibitingmagnetismproducedbyele

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