River Dell Regional School District Science Curriculum Grade 7 · River Dell Regional School District 6 Seventh Grade Science Curriculum Approved October 22, 2019 ... • Lab activities/experiments,

River Dell Regional School District

Science Curriculum

Grade 7

2019

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal

River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Mr. Brian Clapp

Ms. Amy Heusinkveld

River Dell Regional School District 2

Seventh Grade Science Curriculum

Approved October 22, 2019

TABLE OF CONTENTS

Unit Calendar Page 3 Rationale Page 4

Unit 1: Structure, Function, and Information Processing Page 5 Unit 2: Ecosystems: Interactions, Energy, and Dynamics Page 10 Unit 3: Growth, Development and Reproduction of Organisms Page 15 Unit 4: Natural Selection and Adaptations Page 21







Rationale The science 7 course helps students develop understanding of key concepts in the life sciences. Students start by investigating cells. Students should know that all organisms are made of cells and that cells can specialize for particular functions within organisms. Cells are organized into interacting subsystems that allow organisms to stay alive. Students then study the processes that transfer energy within organisms and between organisms and their environment. Students next address how organisms use energy to grow, develop and reproduce. With an understanding of how traits are passed via genetic material, students are ready to learn about how changes in DNA lead to changes in organisms over longer periods of time. The course is also designed to help students understand the practices used by scientists and engineers. Students model scientific phenomena, carry out investigations, analyze data, use mathematical representations, construct arguments supported by empirical evidence, evaluate design solutions, and synthesize information from multiple sources. The major topics are 1) structure, function, and information processing, 2) ecosystems: interactions, energy, and dynamics, 3) growth, development, and reproduction of organisms, and 4) natural selection and adaptations. The cross cutting concepts of cause and effect, patterns, energy and matter, stability and change, scale, proportion, and quantity, systems and system models, and structure and function are addressed throughout the year to help make additional connections to the disciplines of earth and physical science. The curriculum also addresses the nature of science and connections to engineering and technology. Ultimately, all students regardless of whether they pursue science related fields should be able to make informed decisions about science issues that affect society. Time in weeks: Unit 1 – 10 weeks Unit 2 – 13 weeks Unit 3 – 12 weeks Unit 4 – 5 weeks




SEVENTH GRADE LIFE SCIENCE CURRICULUM UNIT ONE – STRUCTURE, FUNCTION, AND INFORMATION

PROCESSING

STATE STANDARDS MS-LS1-1 Conduct an investigation to provide evidence that living things are made of

cells:either one cell or many different numbers and types of cells

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells

MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage of memory

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

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

6.EE.C.9 Use variables to represent two quantities in a real world problem that change relationship to one another; write an equation to express one quantity, thought of as a dependent and independent variables using graphs and tables, and relate these to the equation

CRP1 Act as a responsible and contributing citizen and employee

CRP2 Apply appropriate academic and technical skills

CRP4 Communicate clearly and effectively and with reason

http://www.corestandards.org/ELA-Literacy/RST/6-8/1/












CRP5 Consider the environmental, social and economic impacts of decisions

CRP6 Demonstrate creativity and innovation

CRP7 Employ valid and reliable research strategies

CRP9 Model integrity, ethical leadership and effective management

CRP11 Use technology to enhance productivity

CRP12 Work productively in teams while using cultural global competence

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

8.1.8.A.4 Graph and calculate data with a spread sheet and present a summary of the results

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision

9.1.8.A.1 Apply critical thinking and problem solving strategies during structured learning experiences

9.1.8.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences

9.1.8.D.1 Interpret spoken and written communication within the appropriate cultural context

9.1.8.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.1.8.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences

SCIENCE AND ENGINEERING PRACTICES • Developing and using models

• Analyzing and interpreting data

• Constructing explanations and designing solutions

• Obtaining, evaluating, and communicating information

DISCIPLINARY CORE IDEAS See Science standards above

CROSS CUTTING CONCEPTS • Patterns

• Cause and Effect

• Scale, Proportion, Quantity

• Energy and Matter

• Structure and Function




BIG IDEAS/COMMON THREADS The cell is the basic unit of structure and function in living things. Bodies are systems of interacting subsystems made of groups of cells.

ENDURING UNDERSTANDINGS All living things are made of one or more cells, with special structures for particular functions. Multicellular organisms have bodies that include systems made of many interacting subsystems. Cells are organized into tissues that work together to form organs and organ systems that carry out specific body functions.The structures of organisms can be observed in order to understand how they function.

ASSESSMENT

• Lab activities/experiments, Formative quizzes, Summative Unit test

ESSENTIAL QUESTIONS • What are living things?

• What evidence do we have that living things are made of one or more cells?

• What are the different parts that make up a cell?

• How can a model be used to explain the function of a cell?

• How do we know that living things are organized into systems and subsystems?

• How does the structure of a living thing connect to its function?

• How do organisms maintain homeostasis?

• How does the nervous system work to respond to inputs, especially in humans?

• Why is the concept of scale important in understanding that living things are made of cells?

• How are cause and effect relationships used to make predictions in nature?

• How did technology lead to the development of the cell theory?

• What habits do scientists use to develop and share ideas?

LESSON OBJECTIVES Students will be able to…

• describe the relationship between cells and organisms.

• explain why most cells are microscopic.

• summarize the cell theory.

• compare unicellular and multicellular organisms.

• identify the parts that all cells have in common.

• compare prokaryotes and eukaryotes.

• identify characteristics of eukaryotic cells.

• recognize how prokaryotes and eukaryotes differ.

• describe the structure and function of the cell membrane and cell wall.

• describe the role of the mitochondrion, chloroplast, and nucleus.

• compare and contrast the plant and animal cell.

• define organism.




• identify that living things are unicellular and multicellular, and list characteristics of multicellular organisms.

• define specialization.

• identify and define the levels of structural organization (cells, tissues, organs, and organ systems).

• compare types of animal and plant tissues, organs, and organ systems.

• define structure and function.

• explain the relationship between the structure and function of tissues, organs, and organ systems.

• describe how various organs and tissues serve the needs of cells for nutrient and oxygen delivery and waste removal.

• define homeostasis.

• explain why homeostasis is important for survival.

• identify the basic needs of cells.

• explain that homeostasis is maintained at the cellular level and at higher levels.

• explain why cells divide.

• describe the cell cycle.

• discuss why exchange is important for cells.

• compare passive and active transport.

• compare endocytosis and exocytosis.

• explain how organisms can respond to changes in their environment.

• state the relationship between structure and function in body systems.

• summarize the functions of the major organ systems of the human body (circulatory, excretory, digestive, respiratory, muscular, and nervous systems).

• explain why organ systems work together.

• give examples of ways that organ systems interact.

• explain how failure in one system can affect the body.

• explain which parts make up the central nervous system and which parts make up the peripheral nervous system.

• describe the brain.

• explain how the brain sends and receives signals.

• describe parts of a neuron.

• define the 5 major senses and their functions.

• identify the main sense organ for each of the senses.

LEARNING ACTIVITIES

• Lab safety

• How to use the microscope

• Microscope activity – observing plant and animal cells

• Investigation – life is made of cells – graph dependent/independent variable

• Cell Model

• Online simulations

• Write argument/give evidence – Body is a system with subsystems




• Activities related to the 5 senses – include graphing dependent/independent variables

• Extension – Student designed experiments based on self-generated questions

RESOURCES Articles Text:

• Fusion – Cells and Heredity Unit 1, Lesson 1 – The Characteristics of Cells, and Lesson 3 – Cell Structure

• Organisms: From Macro to Micro – Plant and Animal Cells: The Same, but Different

Online Simulations

• Explorelearning.com – Gizmo: Cell Structure

• http://www.cellsalive.com/cells/cell_model_js.htm

• http://learn.genetics.utah.edu/content/cells/insideacell/

• http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

• Brainpop – Cells, Cell structures, Cell Specialization

Modifications for IEP, 504, ELL, G & T, and At Risk

• Reading resources will be provided to accommodate different reading levels.

• Students will be given options on types of products that will show mastery of a specific skill.

• Learning modules will contain learning resources, including but not limited to OneNote, videos, primary sources, PowerPoint, Movie Maker, and so on.

SEVENTH GRADE LIFE SCIENCE CURRICULUM UNIT TWO – ECOSYSTEMS: INTERACTIONS, ENERGY, AND

DYNAMICS

STATE STANDARDS MS-LS1-6 Construct a scientific explanation based on evidence for the role

photosynthesis in the cycling of matter and flow of energy into

and out of organisms

MS-LS1-7 Develop a model to describe how food is re-arranged through

chemical reactions forming new molecules that support growth

and/or release energy as this matter moves through an organism

MS-LS2-1 Analyze and interpret data to provide evidence for the effects of

http://www.cellsalive.com/cells/cell_model_js.htm

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

http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm




resource availability on organisms and populations of organisms

in an ecosystem

MS-LS2-3 Develop a model to describe the cycling of matter and flow of

of energy among living and non-living parts of an ecosystem

MS-LS2-4 Construct an argument supported by empirical evidence that

changes to physical or biological components of an ecosystem

affect populations

MS-LS2-2 Construct an explanation that predicts patterns of interactions

among organisms across multiple ecosystems

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity

and ecosystem services

MP.4 Model with mathematics










6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems

6.SP.B.5 Summarize numerical data sets in relation to their contex










































BIG IDEAS/COMMON THREADS Energy and resources are cycled through organisms and the environment, and affect how organisms interact with each other and their ecosystems; changes to ecosystems affect populations and biodiversity.




ENDURING UNDERSTANDINGS Energy and resource availability affect individual organisms and populations within the many dynamic parts of ecosystems. Human activity directly impacts the environment, requiring resource management for sustainability.

ASSESSMENT • Lab activities/experiments, Formative quizzes, Summative Unit Tests and

quizzes

ESSENTIAL QUESTIONS • How are different parts of the environment connected?

• How do organisms get and use energy for survival?

• How do energy and matter move through ecosystems?

• Why is photosynthesis important to the cycling of matter and energy?

• Why do populations and ecosystems change or remain stable?

• How do organisms interact?

• How do human activities affect ecosystems?

• What are the effects of feedback on a system?

• How can models be used to simulate systems and interactions?

• How are cause and effect relationships be used to make predictions?

• How and when is technology used to identify, assess, and remediate environmental concerns?

• How does the structure and function of parts of the system contribute to the understanding of the system?

• How are the dynamics of a system represented in systems of different scales?

• What questions develop from experimental observations?


• analyze the parts of an ecosystem.

• explain how cells capture and release energy.

• relate the roles of organisms to the transfer of energy in food chains and food webs.

• explain how population size changes in response to environmental changes and interactions between organisms.

• predict the effects of different interactions in communities.

• explain the flow of energy and the cycles of matter in ecosystems.

• explain how photosynthesis cycles matter and energy.

• describe how natural processes change ecosystems and help them develop after a natural disturbance.

• describe the effects of human activities on ecosystems and explain the role of conservation in protecting natural resources.

• explain how scientific knowledge can contribute to technological advancement.




• identify how the dynamics of systems are represented in different scales

• identify the cause and effect relationships in a system

LEARNING ACTIVITIES • Develop and use models based on evidence to illustrate the relationships

between systems and between components of systems.

• Develop a model to demonstrate understanding of inputs and outputs in a cycle.

• Develop a model to trace the flow of molecules and energy through an organism.

• Use experimental observation to support an argument that living and non-living parts of an ecosystem affect populations.

• Evaluate the impacts resulting from environmental remediation efforts to maintain natural ecosystems.

• Use empirical evidence to provide evidence for cause and effect relationships in making predictions about natural phenomena.

• Use tables and graphs to represent phenomena.

• Develop questions about experimental observations.

• Online simulations

• Research invasive species’ impacts on ecosystems.

• Analysis of an ecosystem: Estuary Explorers field trip to The Meadowlands Environment Center.

• Creating and observing a pond for succession.

• Use a flow chart to explain the cycling of matter and energy during photosynthesis.

RESOURCES Articles Online Simulations – explorelearning.com Meadowlands Environment Center Text:

• Fusion – Ecology and the Environment: Unit 2 – Earth’s Biomes and

Ecosystems: L1 Land Biomes, L2 Aquatic Ecosystems, L3 Energy and Matter in

Ecosystems, L4 Changes in Ecosystems, L5 Human Activity and Ecosystems.

• ExploreLearning.com – Gizmo: Coral Reefs 1, Coral Reefs 2.

• Data Chart – Solution, Merits, Constraints, Ranking and Reasoning.

Video

• Bill Moyers Reports: Life on Edge (or similar video) showing how humans have

disrupted a particular ecosystem and worked to restore the ecosystem through

design solutions.

• Life After People – Trash (History Channel – available through ThinkCentral

website).

• Video Based Project: A Trip Down Shark (Fusion: ThinkCentral)

• Video Based Project: The Producers of Florida Bay (Fusion: ThinkCentral)








SEVENTH GRADE LIFE SCIENCE CURRICULUM

UNIT THREE – GROWTH, DEVELOPMENT, AND REPRODUCTION OF ORGANISMS

STATE STANDARDS MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to

support an explanation for how characteristic animal behaviors and specialized plan structures affect the probability of successful reproduction of animals and plants respectively

MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

MS-LS3-1 Develop and use a model to describe why structural changes to genes(mutations) located on chromosomes may effect proteins and result in harmful, beneficial, or neutral effects to the structure and function of the organism

MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation

MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms


















6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems

6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread, and overall shape

6.SP.B.5 Summarize numerical data sets in relation to their contex






































BIG IDEAS /COMMON THREADS Reproduction is necessary for parents to pass on traits to offspring. The environment and genetic factors are able to influence how organisms grow, develop, and reproduce.

ENDURING UNDERSTANDINGS The environment and genetic factors determine the growth and development of organisms. Organisms have traits and/or behaviors that influence their ability to reproduce. Genetic material changes over time. Humans have the capacity to change the traits of organisms. The structures of organisms can be observed in order to understand how they function.

ASSESSMENT • Lab activities/experiments, Formative quizzes, Summative unit test

ESSENTIAL QUESTIONS • How do cells divide for asexual reproduction?

• How do cells divide for sexual reproduction?

• How do organisms reproduce?

• How do flowering plants and animals increase the chances of reproduction?

• How are traits inherited?

• How are patterns of inheritance studied?

• What is DNA?

• How does the structure of a living thing connect to its function?




• How does biotechnology impact our world?

• How are cause and effect relationships used to make predictions in nature?


• describe the function of cell division in unicellular organisms.

• describe the function of cell division in multicellular organisms.

• explain how cell division results in two new cells, each with a full set of genetic material that is identical to the parent cell’s.

• define DNA and chromosome.

• define cell cycle and identify its three stages.

• describe interphase.

• define mitosis and cytokinesis.

• define sex cell.

• explain how sex cells differ from body cells.

• define homologous chromosomes.

• define meiosis.

• identify the relationship between meiosis and sexual reproduction.

• describe the steps of meiosis.

• identify the results of meiosis I and II.

• compare meiosis and mitosis.

• define asexual reproduction.

• describe four ways by which organisms reproduce asexually.

• define sexual reproduction.

• describe the process of fertilization.

• compare asexual and sexual reproduction.

• identify the advantages of asexual and sexual reproduction.

• relate why some organisms reproduce both ways.

• summarize Mendel’s findings.

• explain how dominant and recessive traits differ.

• describe DNA’s role in determining traits.

• identify the relationship between genes and alleles.

• identify the relationship between genotype and phenotype.

• describe the relationship among genes, traits, and characteristics.

• discuss complete and incomplete dominance and codominance.

• distinguish between inherited and acquired characteristics.

• provide examples of environmental factors that may affect phenotype.

• define Punnett square.

• use a Punnett square to find combinations of alleles in potential offspring.

• define ratio and probability.

• define pedigree.

• explain what a sex-linked disorder is.

• give examples of sex-linked disorders.

• use a pedigree to trace a genetic trait.




• define DNA and list the components of DNA.

• describe Chargaff’s rules concerning bases.

• explain Rosalind Franklin’s and Watson and Crick’s contributions to knowledge about the structure of DNA.

• explain how DNA makes copies of itself.

• describe when DNA replication occurs.

• define mutation and list three different types of mutations.

• describe some consequences of mutations.

• explain why mutations occur.

• define the role of DNA.

• compare RNA to DNA.

• define biotechnology.

• identify examples of biotechnology, including cloning, genetic engineering, and artificial section (selective breeding).

• identify biotechnology’s impact on individuals, society, and the environment.

Examples of Modified Learning Objectives Being Assessed for ESL, Gifted and Inclusion Classes

• Create a Venn Diagram describing the similarities and differences between cell division in unicellular and multicellular organisms. Give at least one example in each section. (Required number differentiated based on ability.)

• Define DNA and chromosome and explain their relationship. (use of vocabulary graphic organizer to scaffold to the correct vocabulary response)

• Define cell cycle and identify its three stages by placing pictures in logical order.

• Define sex cell. (use of vocabulary graphic organizer to scaffold to the correct vocabulary response)

• Using a graphic organizer give one way that sex cells differ from body cells. (Number of responses can be differentiated based on ability.)

• Draw an example of meiosis.

• Describe two ways by which organisms reproduce asexually via written graphic organizer or drawing/images. define sexual reproduction. (use of vocabulary graphic organizer to scaffold to the correct vocabulary response)

• Draw or use google images to explain the process of fertilization.

• Use a Venn Diagram to compare asexual and sexual reproduction. (Required facts can be differentiated for ability.)

• Identify at least two advantages of asexual and sexual reproduction.Identify one benefit of reproducing both ways.

• With a partner, summarize the main points of Mendel’s findings using a Powerpoint or poster presentation or concept map.

• Use a Venn Diagram to explain how dominant and recessive traits differ. (Required number of differences can be differentiated for ability level.)

• Identify the relationship between genes and alleles by creating a concept map.

• Identify the relationship between genotype and phenotype by completing a vocabulary pre-teaching word map.




• Describe the relationship among genes, traits, and characteristics using a concept map.

• Discuss complete and incomplete dominance and codominance using a graphic organizer. (Required number of differences can be differentiated for ability level.)

• Using a Venn diagram, distinguish between inherited and acquired characteristics. (Required number of differences can be differentiated for ability level.)

• Provide examples of environmental factors that may affect phenotype. (Number of required examples will vary based on ability level.)

• Define Punnett square. (use of vocabulary graphic organizer to scaffold to the correct vocabulary response)

• Use a Punnett square to find combinations of alleles in potential offspring. (When given examples, vocabulary terms such as hybrid/purebred, heterozygous/homozygous may be used. Also, to differentiate further, some students may need the genotypes written out for them.)

• Define pedigree. (use of vocabulary graphic organizer to scaffold to the correct vocabulary response)

• Explain what a sex-linked disorder is. (use of vocabulary graphic organizer to

scaffold to the correct vocabulary response)

• Give examples of sex-linked disorders. (Number of examples will vary based on

ability level.)

LEARNING ACTIVITIES • Wisconsin Fast Plants – inheritance of stem color, germination, pollination,

fertilization

• Write argument/give evidence – Animal behavior and plant structures affect ability to reproduce.

• Flower dissection

• Punnett square activities

• DNA modeling activity

• Cell division modeling activity

• Investigate biotechnology

• Online simulations – explorelearning.com


RESOURCES Articles Textbooks - Science Fusion-The Human Body Online Simulations – explorelearning.com Student Textbook: Cells and Heredity On-Line Resources: Gizmo labs – Mouse Genetics Videos: Amoeba sisters’ videos

Heredity - with handout (modified)




An Intro to Heredity – DNA, Chromosomes and traits (handout)

1. Alleles and Genes – worksheet

2. Punnett squares – worksheet provided

3. Incomplete Dominance and Co-Dominance

4. How Mendel’s Pea Plants understand genetics

• Brain-pop Videos – with vocabulary list and questions

1. Asexual reproduction in plants

• Classroom Lab Books:

o 1. Genetics – Pass it Down

O Clyde and Clair Lab



• Students will be given options on types of products that will show mastery of a

specific skill.

• Learning modules will contain learning resources, including but not limited to

OneNote, videos, primary sources, PowerPoint, Movie Maker, and so on.

SEVENTH GRADE LIFE SCIENCE CURRICULUM UNIT FOUR – NATURAL SELECTION AND ADAPTATIONS

STATE STANDARDS MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document

the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past

MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships

MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy

MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individual’s probability of surviving and reproducing in a specific environment




MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in population over time











6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

6.SP.B.5 Summarize numerical data sets in relation to their context

6.EE.B.6 Use variables to represent numbers and write expressions when solving real world or mathematical problems; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set

7.RP.A.2 Recognize and represent proportional relationships between quantities
































SCIENCE AND ENGINEERING PRACTICES

• Developing and using models










BIG IDEAS/COMMON THREADS Organisms have evolved over geologic time through the process of natural selection. Natural selection leads to adaptation. The fossil record, anatomical similarities, embryological similarities, and genetic similarities provide evidence to support the theory of evolution.




ENDURING UNDERSTANDINGS Organisms change over time through natural selection. Some cause and effect relationships can only be described by probability. Patterns, identified in graphs, charts, and images can be used to identify cause and effect relationships. Science assumes that events in nature occur in patterns that can be measured and observed.

ASSESSMENTS

• Lab activities/experiments, Formative quizzes, Summative unit test

ESSENTIAL QUESTIONS • What is the theory of evolution by natural selection?

• What evidence supports the theory of evolution?

• How has life on Earth changed over time?

• How are patterns used to identify cause and effect relationships?

• How are graphs and charts used to identify patterns in data?

• Why do scientists believe that we are able to describe patterns found in Earth’s geologic past?


• define evolution, species, population, variation, adaptation, artificial selection, natural selection, extinction, and common ancestor.

• describe Darwin’s observations.

• describe the four parts of natural selection.

• explain how descendants may become genetically different from their ancestors.

• describe how environmental change can affect a species.

• identify different types of fossils.

• describe how fossils form.

• describe the fossil record.

• describe how scientists use fossil evidence to determine relationships between organisms.

• describe how unused body structures are evidence for evolution.

• describe how similar body structures with different functions are evidence for evolution.

• describe how genetic evidence supports evolution.

• describe how similarities in developmental patterns (embryology) provide evidence of evolution.

• understand how scientists use fossils to gauge how long Earth had life.

• tell how to date a fossil.

• describe how the fossil record records extinctions and mass extinctions.

• understand the divisions in the geologic time scale are based on mass extinction events.




LEARNING ACTIVITIES • Analyze/interpret data for patterns in the fossil record

• Explain anatomical similarities to show evolutionary relationships.

• Analyze pictures to show patterns in embryological development.

• Explanation that genetic variation leads to some organisms being more likely to

survive and reproduce

• Online Simulations - include mathematical models and proportions to show

change in populations over time


RESOURCES Articles Textbooks - Science Fusion-Diversity of Living Things Online Simulations – explorelearning.com





Documents

River Dell Regional School District Science Curriculum Grade 7 · River Dell Regional School District 6 Seventh Grade Science Curriculum Approved October 22, 2019 ... • Lab activities/experiments,