Science 5 Unit 2 Structure of Life

7/31/2019 Science 5 Unit 2 Structure of Life

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Unit Cover Page

Unit Title: Unit 2 Structure of Life Grade Level: 5th

Subject: Science Time Frame: 18 Instructional Days (Sep 4 Sep 28)

Navigation:Stage 1 . Resources . 2 GRASPS . PT Blueprint . 3 WHERETO . CalendarStrand(s) Addressed:

Primary: Life Science [LS] Structures of Life

o Cells [C]

o Heredity [H]

Secondary: Engineering, Technology and Applications of Science [ETS]Scientific Inquiry

o Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],

Explanation and Communication of Results [EC]

Designed by: Christopher A. Guanajuato, [LPS Science 5 Team Members]

Brief Summary of Unit (including curricular context and unit goal(s)):

Life is the most improbable thing on Earth. We usually know it when we see it, but what is it?

What is life? We know lots of things about life. It is a temporary condition experienced for

various lengths of time by all living things. It is packaged in carbon-based units of various sizes

known as organisms. It is characterized by a handful of mandatory processes that require

interaction with the environment. It is driven by the electromagnetic force. It has the ability to

assume millions and millions of physical forms. Life has an irrepressible enthusiasm for

reproducing itself. And of those formsperhaps only one has consciousness. In the final

analysis life is chemistry, albeit the most complex chemistry known, or partially known, to

humanity. Authors of FOSS Diversity of Life Course

This unit will continue to build on the basic skills needed to conduct scientific inquiry, with a

focus on introducing student to the big picture of life on Earth. Its important for our students to

appreciate the fact that they live on a small, crowded planet among millions of other kinds of

organisms and that it takes a very specific range of environmental conditions hospitable to life.

It is good for them to know, too, that life has a history on Earth, and that for virtually all of that

history humans were not players. In this unit, students will develop an operational definition of

life by thinking about characteristics that are common and/or different to all living organisms.

Specifically, this unit consists of four investigations that will have students take a close look at

life, also by way of introduction to the microscope, as well as through careful observations and

experimentation. The culminating lab has students determine the conditions under which plants

produce food (photosynthesis) and are introduced to the process by which plant and animal

cells obtain energy from food (cellular respiration). In the Performance Task, students will act as

astro-biologists who must develop a model to determine whether new found objects are living

or non-living, as we consider inter-planetary space exploration.


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Stage 1Identify Desired Results

Established Goals:

Life Science [LS] 5.LS.C.1Distinguish between the basic structure and function of plant and animal cells.

5.LS.C.1.1 Identify and label the major parts of plant and animal cells, including mitochondria, cell wall, cellmembrane, nucleus, vacuole, cytoplasm, and chloroplast.

5.LS.C.1.2Compare and contrast the basic structures and functions of plant and animal cells.

5.LS.H.1Describe how genetic information (DNA/genes/chromosomes) is passed from parent to offspring duringreproduction.

5.LS.H.2Recognize that some characteristics are inherited while others result from interactions with the environment.

5.LS.H.2.1Distinguish between inherited traits and those that can be attributed to the environment.

Engineering, Technology and Applications of Science [ETS]

5.ETS.ED [Experimental Design]Select an investigation that could be used to answer a specific question.

5.ETS.ED.1 Explore different scientific phenomena by asking questions.

o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures,

including measurements and sketches.

5.ETS.ED.2 Identify whether a question is a testable question.

5.ETS.ED.3 Write a testable question in the proper format, How will *one variable I change+ affect *the outcome of whatis measured+?

5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

5.ETS.ST [Use of Scientific Tools]Select tools and procedures needed to conduct a simple experiment.

5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker,

ruler (metric), timer, and pan balance (scale).

5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question.

o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, andrecord the units of measure associated with a scientific tool, such as Fahrenheit and Celsius for temperature; liters

for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] Recordraw data into a given table, graph, or diagram.

5.ETS.DA.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data,

diagrams, and explanations.

5.ETS.DA.2Identify the key parts of a table, graph or diagram.

5.ETS.DA.3Interpret the results of a set of recorded data.

5.ETS.DA.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.


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o 5.ETS.DA.1.1 Compare the results of a set of data across multiple investigations by finding central modes of

tendency, such as mean, median, mode, and range.

5.ETS.DA.5 Recognize a faulty interpretation of data that is due to experimental error.

5.ETS.DA.6 Recognize that people may interpret the same results in different ways.

5.ETS.EC [Explanation and Communication of Results]Draw a conclusion supported by evidence.

5.ETS.EC.1 Draw a conclusion based on f indings from multiple investigations of similar phenomena.

5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question.

5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

5.ETS.ED [Engineering Design]Recognize the connection between a scientific advance and the development of a new toolor technology.

5.ETS.ED.1 Select and conduct research ona tool, technology, or invention that was used to solve a human problem.

5.ETS.ED.2

Explain how a tool, technology, or invention impacted people and other living organisms.

5.ETS.ED.3 Describe how a tool, technology, or invention helped to address a question or solve a problem.

What understandings are desired?

To meetthe established goals, students will need to understand that

All living things are made of cells that perform functions necessary for life. [LS]

Plants and animals reproduce and transmit hereditary information to their offspring.

[LS]

What essential questions will be considered?

To understand, students will need to consider such questions as

What is the difference between living and non-living things? [LS - Cells]

Why do offspring resemble their parents? [LS - Heredity]


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What key knowledge and skills will students acquire as a result of this unit?

Students will know

Life Science [LS] Structures of Life

What is Life? Investigation (5 Sessions) Students think about characteristics that are common to all

living organisms to develop an operational definition of life that will be used throughout the course.

Biology is the science concerned with the study of life.

Life is a characteristic that distinguishes objects that have signaling and self-sustaining

processes from those that do not.

All organisms are composed ofcells the fundamental unit of life. Most organisms are

single cells; other organisms are multicellular.

All living organisms exhibit common characteristics: they grow, consume nutrients,exchange gases, respond to stimuli, reproduce, need water, and eliminate waste.

o Organisms must be able to obtain and use resources, grow reproduce and

maintain stable internal conditions while living in a constantly changing external

environment.

o Behavior is one kind of response an organism can make to an internal or

environmental stimulus.

Life happens in cells and they carry out the functions need to sustain lifeundergoing

metabolism,maintaining homeostasis, possessing a capacity to grow, responding to

stimuli, reproducing, and adapting to their environment in successive generations.

A diverse array of living organisms (millions ofspecies) can be found in the biosphere ofEarth, and the properties common to these organisms (plants, animals, fungi, protists,

archaea, and bacteria) are that their cells are carbon- and water-based, have a complex

organization and heritable genetic information.

Cellular life can be organized into domains or kingdoms: Bacteria, Archae, and Eukarya

(Protista, Fungi, Plantae, Animalia).

Plants and animals are composed of cells.

Cells can specialize to conduct specific functions in multicellular organisms.

Living systems at all levels of organization demonstrate the complementary nature of

structure and function. Important levels include cells, tissues, organs, organ systems,

and whole organisms.o Specific groupings of similar cells are called tissues.

o Specific groupings of tissues that perform functions vital for living (maintenance,

repair, and growth) are called organs.

o An organism is any free-living thing that is a living system sharing a common

body of cells, tissues, and organs.

Cells contain subunits called organelles (little organs) that work together to sustain and

perform the functions needed for the cell to operate.


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Generally, plant and animal cells all have the following organelle structures and

functions, respectively:

o a cell membrane (controls what enters and exits the cell and thereby protects

the cell)o cytoplasm (organelles are suspended in this gel-like liquid and the cell

membrane separates the cytoplasm from the outside of the cell)

o mitochondria (make the molecules that provide the cell energy)

o vacuole (large in plant cells, small in animal cells; store salts, sugars, a fewproteins, and act as storage bags for the cell)

o nucleus (acts as the control center for the cell; contains DNA that directs all

functions of the cell; it has its own membrane).

o endoplasmic reticulum are the factories that assemble proteins and the Golgi

bodies act as the transport system.

o Additionally, plant cells have chloroplasts (create glucose [food/sugar] by

carrying out photosynthesis) and a cell wall (found outside the cell membrane;

nonliving semi-rigid or rigid barriers around the plant cell that give it support and

protect it).

Animals and plants alike generally need to take in air and water to survive. Specifically,

animals must take in food, water and oxygen, while plants need light, water, carbon

dioxide and minerals.

Food provides animals with the materials they need for body repair and growth and is

digested to release the energy (metabolism) they need to maintain (homeostasis) body

warmth and for motion (response to stimuli).

Each plant and animal has different structures that serve different functions in growth,survival, and reproduction.

Plants and animals have life cycles. The details of this cycle are different for different

organisms.

Plants and animals closely resemble their parents, and many characteristics of an

organism are inherited from their parents.

o The nucleus is the organelle in the cell that holds an organisms genetic material,

or DNA,in tightly packed bundles called chromosomes. A gene, is a specific piece

of DNA containing a code for specific inheritable physical traits, such as eye

color.

o The physical or behavioral traits of an organism that are learned or caused by itsenvironment are called environmental, learned, or acquired traits, such as a skin

burn.

o Plants and animals have specialized cells, called gametes or sex cells, that

contain exactly half the number of chromosomes than a regular body cell. Sexual

reproduction involves the meeting of two gametes, one from a male and one

from a female. Fertilization is the moment when a male and female gamete fuse

to form a unique cell called an embryo. The embryo divides and multiplies to


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develop into a unique individual organism.

o Inheritable traits are those genes that where passed to the offspring, whether

they are expressed (active) or not (dormant).

Vascular Plants Investigation Students investigate the transport system in vascular plants and learn

about the specialized structures, xylem and phloem tubes. Students design and conduct a scientific

investigation and discover that leaves play an important role in the transport of water to cells in vascular

plants. They use multimedia resources to gather information about plants. They collect and classify plant

leaves, based on appropriate criteria.

Plants acquire their material for growth chiefly from air and water and process matter

they have formed to maintain their internal conditions (e.g., at night).

Vascular plants have two transport systems, one to transport water and minerals from

roots to leaves, and one to transport sugar from leaves to cells that need it.

In vascular plants, water and minerals are transported to cells in xylem tubes; sugar istransported to cells in phloem tubes.

Vascular bundles are arranged in predictable patterns of veins in the leaves of vascular

plants.

Scientists classify objects and information by organizing them into groups with similar

attributes.

Kingdoms of Life Investigation (5 Sessions) Students are introduced to the great diversity of

microorganisms found all around us bacteria and fungi. They are introduced to the system of five

kingdoms of living organisms.

A microbe is the general name for microscopic bacteria and fungi, especially those that

cause disease and promote fermentation.

Bacteria, fungi, and algae have the characteristics of living organisms.

Bacteria have a cell membrane but no internal organelles.

Sugar and Cells Lab Students analyze an experiment to determine the conditions under which plants

produce food (photosynthesis). They design an investigation to determine what conditions are needed

to activate an organism (yeast) and are introduced to the process by which plant and animal cells obtain

energy from food (cellular respiration). They design and conduct an experiment to determine the sugar

content of common foods.

Food and fuel also release energy when they are digested or burned. When machines or

animals use energy (e.g., to move around), most often the energy is transfer to heat

the surrounding environment.

The energy released by burning fuel or digesting food was once energy from the sun

that was captured by plants in the chemical process that forms plant matter (from air

and water).

Chlorophyll absorbs sunlight.


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Photosynthesis requires carbon dioxide, water, and light.

Photosynthesis produces sugar and oxygen gas.

Plant and animal cells break down sugar and oxygen into carbon dioxide and water to

obtain energy (cellular respiration). Animals obtain six classes of nutrients from food: protein, carbohydrate, fat, minerals,

vitamins, and water.

The volume of gas produced by yeast is proportional to the amount of sugar present.

Engineering, Technology, and Applications of Science [ETS]Scientific Inquiry






The scientific method is a step-by-step process scientists practice to design and conductcontrolled experiments to develop explanations about specific questions about the

natural world.

Key terms related to scientific inquiry [Vocabulary terms include, but are not limited

to, the words in blue in the Established Goals section]

The components of a scientific observation.

The purpose and format for a testable question and hypothesis.

Introduction to the Microscope Investigation (3-4 sessions) Students develop their skillswith an important piece of scientific technology. They use a microscope to observe and study

microorganisms.

Common scientific tools and what they measure.

o Technology influences society through its products and processes.

o A microscope is an instrument used to see objects that are too small for the

naked eye.

o The science of investigating small objects using such an instrument is called

microscopy.

o The use of the microscope is credited with the discovery of cells, which had a

great impact on our understanding of life and disease.

o The main parts of a light microscope are the eyepiece lens, tube, arm, base,

illuminator, stage, revolving nosepiece or turret, objective lenses, rack stop,

condenser lens, and diaphragm or iris.

o Optical power is the product of the magnification of the eyepiece and the

objective lens.

o A microscope image appears reversed and inverted.


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o Focal plane is a thin plane at a fixed distance from the objective lens where the

image is in focus.

Raw data must be organized in the form tables or graphs.

Conclusions must be based on evidence, with consideration of possible differences ininterpretation and experimental error.

Other (History and Nature of Science)

Develop an understanding of science as a human endeavor that has taken place over

time.

o Scientists formulate and test their explanations of nature, using observations,

experiments, and models. Although all scientific ideas are tentative and subject

to change and improvement in principle, for most major ideas in science, there is

much experimental and observational confirmation.

Students will be able to

Engineering, Technology and Applications of Science [ETS]Scientific Inquiry and Life Science

[LS]

Understand that scientists use different kinds of investigations and tools to develop

explanations using evidence and knowledge.

Introduction to the Microscope Investigation (3-4 sessions) Students develop their skills with an

important piece of scientific technology. They use a microscope to observe and study microorganisms.

o Use the microscope to study layers in a sample and structures of brine shrimpand various leaves.

o Draw scale representations of images seen in a microscope to estimate size

accurately.

o Explain how focal plane affects the image seen through a microscope.

Organize and maintain scientific investigation work in a Science Notebook.

Write detailed scientific observations.

o

Write descriptions and/or draw diagrams of a sequence of steps, events, orobservations of changes over time.

What is Life? Investigation (5 Sessions) Students think about characteristics that are common to all

living organisms to develop an operational definition of life that will be used throughout the course.

Categorize pictures of objects and organisms into living and nonliving

groups.


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Investigate unknown materials by placing them in aquatic environments

and observing them for evidence of life.

Apply mathematics in the context of science.

o Employ appropriate tools to gather data such as measures of length, weight,temperature, and liquid volume.

Conduct basic research by developing a KWL chart.

o Acquire vocabulary associated with scientific inquiry and life science.

o Gain experience with organisms various types of plants.

o Develop an attitude of respect and understanding for life.

Identify questions based on careful observations of phenomena and information.

o Ask questions of others to clarify ideas or request evidence.

o Develop at least one specific question so that it can be answered through the

design and conduction of a scientific investigation.

Make predictions based on patterns of observation and information gathered (ratherthan guessing).

o Develop at least one specific hypothesis that is confirmed or rejected after

conducting a scientific investigation.

Apply scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing, organizing, and relating.

Kingdoms of Life Investigation (5 Sessions) Students are introduced to the great diversity of

microorganisms found all around us bacteria and fungi. They are introduced to the system of five

kingdoms of living organisms.

o Use lab procedures to inoculate agar plates with bacteria and fungi from naturalsources.

o Make observations and collect data to draw conclusions.

o Compare bacteria and fungi to plants, animals, and protists.

o Organize and analyze data from experiments and investigations to construct

reasonable explanations.

Vascular Plants Investigation Students investigate the transport system in vascular plants and learn

about the specialized structures, xylem and phloem tubes. Students design and conduct a scientific

investigation and discover that leaves play an important role in the transport of water to cells in vascular

plants. They use multimedia resources to gather information about plants. They collect and classify plant

leaves, based on appropriate criteria.

o Conduct a systemic investigation. Classify objects (e.g., rocks, plants, leaves) in accordance with

appropriate criteria.

Plan and conduct an investigation to find out how water gets to the cellsin a vascular plant.
http://lhsfoss.org/scope/folio/html/Environments/1.htmlhttp://lhsfoss.org/scope/folio/html/Environments/1.html


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Use appropriate tools to measure mass and volume in an experiment.

Use mathematics to analyze investigation results.

Organize and communicate findings.






Observe and describeevidence of yeasts cellular respiration.

Plan and conduct an investigation to find out how much sugar is in

different breakfast cereals.

Use appropriate tools to measure mass, volume, and temperature in an

experiment. Use mathematics to analyze investigation results. Organize and communicate results of an experiment using years as an

indicator of sugar.

Identify the dependent and controlled variables in an experiment.


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Curricular and Instructional Resources

LEAD Science 5 Curriculum Development Site

Investigations & Correlated FOSS Modules

[MS: Diversity of Life Module]

What is Life? (5 sessions)

Kingdoms of Life(5 Sessions)

Introduction to Microscope(3-4 Sessions)

[5-6: Living Systems Module]

Vascular Plants

Lab

Sugar and Cells

FOSSweb Interactive activities

FOSS Middle School Science Notebooks (reference)

Interactive Science with Interactive Notebooks

The 5 E Learning Cycle Model Inquiry Approach

So What is an Organelle?

The Microscope Parts and Specifications
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Stage 2Determine Acceptable Evidence

What evidence will show that students understand?

Performance TaskIdeas:

1) Interplanetary Space Exploratorium Prototype: Interplanetary Space exploration is here

and as we visit other planets and moons, we need to develop specific criteria for

knowing if it is living or non-living. To practice, we will create our own Exploratorium

students collect interesting living and non-living artifacts and present detailed

observations, research, experimental findings and conclusions for why they consider

them living or non-living.

Goal:

Your task is

The goal is to

The problem or challenge is

The obstacles to overcome are

Role:

You are

You have been asked to

Your job is

Audience:

Your clients are

The target audience is

You need to convince

Situation:

The context you find yourself in is

The challenge involves dealing with

Product, Performance, and Purpose:

You need to develop in order to You will create in order to

Standards and Criteria for Success:

Your performance needs to

Your work will be judged by


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Your product must meet the following standards: I can

A successful result will be

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Quizzes and Investigations (Labs)

Questioning/Prompts

Science Notebook

Homework Assignments

Participation

Student Self-Assessment and Reflection:

Self-Assess

Reflect:


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Performance Task Blueprint

What understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task

specifics? What qualities must student work demonstrate to signify that standards were met?

Through what authentic performance task will students demonstrate understanding?

Task Overview:

What student products and performances will provide evidence of desired understandings?

By what criteria will student products and performances be evaluated?

Stage 3Plan Learning Experiences and Instruction

Where Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:

a.


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Stage 3Plan Learning Experiences and Instruction Calendar

Day 1 Day 2 Day 3 Day 4 Day 5




Day 21 Day 22 Day 23 Day 24

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Science 5 Unit 2 Structure of Life

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