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Life Science Program Guide ~2014-2015

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7th Grade Life Science Program Guide2014-2015

Welcome to 7th grade Life Science! The purpose of this document is to guide your daily lesson planning. It details the learning standards and targets of this course, the sequencing of the lessons and learning standards, opportunities for formative and summative assessment, district-approved resources, and strategies for

differentiation.

How to Use this Document (Tutorial)Features of this Program Guide:

Power Standards are referenced in Green and Complementary Standards are referenced in Yellow The program guide is designed to be implemented following a 5E model. In general, elicit student thinking and background knowledge and

engage them in thinking about the concept. Students should have time to explore the big ideas for the unit and then explain the concept or phenomena at hand. Student understanding can be extended, or additional concepts explored. Finally, student understanding is evaluated through formative and/or summative assessment. (For more information)

Assessments and Student Evidence listed are not an exhaustive list, however all students should engage in these fundamental activities. Pieces of the student text are specifically listed when the text is necessary for student explanations and deeper exploration.

The district summative assessments are sequenced into the Program Guide. The dates listed are not required dates for assessment, but are intended to be landmarks through the program guide to assist in planning and pacing. Assessments should be administered during the window referenced.

2014-15 is Year 2 of the transition into Next Generation Science Standards. Science & Engineering practices should guide the investigative work in which students are engaged and teachers should become familiar with the architecture and instructional shifts of the NGSS. Instructional leads will provide support and PD for this transition.

There are four units of study within Life Science, that are detailed in this Program Guide: Ecosystems & Living Things, Cells & Heredity, Evolution & Diversity, Human Body Systems

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http://bb.spokaneschools.org/bbcswebdav/xid-1287590_4.


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Ecosystems and Living ThingsEcosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the

environment. Ecosystems are dynamic, experiencing shifts in population composition and abundance and changes in the physical environment over time, which ultimately affects the stability and resilience of the entire system. (NGSS Framework, p. 150)

Content Goals: Students apply their understanding of inquiry and designing

controlled investigations and field studies. Students develop an operational definition of a system and

apply it in several contexts. Students describe characteristics of living things and non-living

components of living systems. Students explain the interaction of living and non-living

components of ecosystems.

Essential Questions: How can I use data to communicate results of an investigation? When is it helpful to define a system? How can system boundaries

change? How are living things organized? In what ways are non-living components important in living systems? What is an ecosystem? How do living and non-living things interact in an ecosystem?

Summative Assessment7 th Grade Life Science #1

Ecosystems and Living Things(Assessment window Nov. 10 to Dec. 1, 2014)

Academic VocabularyControlled InvestigationSystem: Input, Output, Boundary, Matter, EnergyOrganismSpeciesModelRespirationPhotosynthesisProducer, Consumer, DecomposerHerbivore, Omnivore, CarnivoreFood Chain, Food Web

Key Investigations1B – Marble Launcher (Variables in an Experiment)3B – Dichotomous Keys2A – Plant Growth and 2B – Brine Shrimp3A – Classifying Living Things4A – Carbon Dioxide and Living Things4B – PCA Variables and GrowthWater Quality Field Study5A – Food Webs

Time Line: Approximately 52 instructional days, September 3, 2014 to November 14, 2014

NGSS, Standards (2009) and Additional Resources

http://bb.spokaneschools.org/bbcswebdav/xid-552665_4


http://www.nextgenscience.org/




Marble Launch

Standards Assessment /Student Evidence

Resources DifferentiationAdditional Support Extensions

Investigation 1B: Variables in an Experiment

INQBINQEINQDINQG

SYSBSYSD

Doing Science - FA Probe

Systems

Systems Diagrams

Investigation 1B – The Marble Launch

Student designed investigation and/or redesign

Lab Safety Contract

Learning Targets I can identify the manipulated and

responding variable in an investigation I can describe the use of controlled

variables I can analyze data to identify relationships

between variables I can write a procedure and a conclusion

for a scientific investigation I can redesign a system to answer a

specific questionCPO InvestigationsNote: Students can explore the scientific practices and cross-cutting concepts through this system. The Systems sub-unit can be used here or can be implemented later, at the beginning of the Ecosystems sub-unit.Note: This investigation is meant to be a formative assessment, in which students demonstrate what they know coming into your classroom. Students’ work should inform lessons that will be needed as these skills come up later in the curriculum.Note: Consider including a mini-lesson on linear measurement to ensure that students are able to collect accurate measurement dataMarble Launch on Black Board Doing Science – FA Probe

The Incredible Can Crusher

Key Vocabulary: Controlled

investigation Variables Data Procedure Conclusion Manipulated

Variable Responding

Variable Dependent

Variable Independent

Variable

Dice LabComputer simulation

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Time Frame:3 weeks

Sept 8-26, 2014

http://bb.spokaneschools.org/bbcswebdav/xid-1854767_4.


Systems Power Point presentations:o #1 Living Systems?o #2 System Input & Outputo #3 Open & Closed Systems

System Diagram Investigation 1B – The Marble Launch Defending a System The Incredible Crushing Can

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Systems 3 daysSYSB

SYSE

NGSS Appendix G – Cross Cutting Concepts

Preview of Living Systems

Living System Diagram

Learning Targets I can describe the components of a system I can describe a system based on

inputs/outputs and boundaries I can explain how to change the

boundaries of a system I can defend whether a system is open or

closed

Note: Teach the systems sub-unit here only if it wasn’t taught during the Marble Launch system.Note: Once students have a foundational understanding of systems, they should be able to apply the thinking and concepts to any system they study in Life Science.Note: System and System Models are a Cross Cutting Concept in NGSS, not a unique standard.

Marble Launch on Black Board Systems Power Point presentations Living Systems Power Point Living System Diagram

Key vocabulary: System Input Output Boundary Open system Closed system

SYSA Any system may be thought of as containing subsystems of a larger system.

Classifying Living Things

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Timeframe1 week

Sept 29 – Oct 3, 2014


http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf




The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized. Then students will move into the interaction between living and non-living aspects of ecosystems.



LS1A All organisms are composed of cells which carry on the many functions needed to sustain lifeLS2D Ecosystems are continuously changing. Causes of these changes include non-living factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat

MS-LS1 From Molecules to Organisms

Picture Read – show students a picture of a barnacle and ask, “Is it living? Why or why not?” (Teacher’s Guide p. 30)

Is it Living? – formative assessment probe

Characteristics of Living Things -reading strategy (student text p. 28-30)

Understanding & Using Dichotomous Keys (student text p. 50)

Classification Activity-Motivate (Teacher’s Guide p. 40)

Investigation 3B – Dichotomous Keys

Learning Targets I can use/create a dichotomous key to

identify and classify organisms

CPO Teachers GuideNote: Multiple standards are listed as this is an introductory section. Students are not expected to develop understanding at this point. It is easy to go into too much depth in this section.

CPO InvestigationsNote: Emphasize writing questionsNote: Rather than using shoes, students can classify their binders, pasta or anything similarNote: Investigation 3B may require modeling to help students understand the thought process behind dichotomous keys.

Classification on Black Board Picture Read Is it Living? Modeling Dichotomous keys

Plan Ahead: Aquatic plants for Investigation 4A

Skill Sheet 3.2 – Dichotomous Keys

Key Vocabulary: Species Classification Dichotomous

Key

Reading Strategy: Consider using

Spring Board Word Maps

Graphic Organizer for student text – Types of Living Things pg. 44-46

Classifying Shoes – (Chapter Activity p. 56)

INQA Scientific inquiry involves asking and answering questions and comparing the answers with what scientists already know about the world

Living Things

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Time Frame2 weeks

Oct. 6 - 17, 2014


http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes




Students learn about the characteristics of living organisms and begin to build a context for energy in living systems. Standards Assessment /

Student EvidenceResources Differentiation

Additional Support ExtensionsLiving Systems

LS1A All organisms are composed of cells which carry on the many functions needed to sustain life

LS1C Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.

INQG Scientific Reports should enable another investigator to repeat the study to check the results

SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation.

Using a Compound Microscope (Investigations p. 147)OR

Microscope Mania

Investigation 2A – Plant GrowthOR

Investigation 2B – Brine Shrimp

Systems Diagram – based on Living Systems Diagram

Investigation 4A-Carbon Dioxide and Living ThingsOR

Vernier Cell Respiration Investigation

Learning Targets I can demonstrate use of a microscope I can describe ideal conditions for growth I can describe the effect of nonliving

(abiotic) variables on a living system I can describe a living system I can explain how respiration and

photosynthesis are functions to sustain life

CPO Teachers GuideCPO InvestigationsNote: Set up the Investigation 2A or 2B, move into Investigation 4A and then return for observations and conclusionsNote: Consider germinating clover seeds on a cotton ball in order to make observations more easily in a smaller systemNote: Investigation 4A is included here because it links the requirement for energy to living things. This will flow into ecosystems.Note: Jen Chase has Vernier probeware that can be borrowed for Cell Respiration

Note: Students with a shell fish allergy may have a reaction to the brine shrimp.Note: Students learn to use a microscope in order to look at Brine Shrimp. If you are not using the Brine Shrimp investigation, consider moving the microscope lessons to accompany Cells.

Note: Investigation 2B, the salt concentration

Key Vocabulary: Organism Respiration Photosynthesis

Photosynthesis Diagram – (text p. 85, 166)

Variables that Effect Life – text p. 36

INV 4A - Investigation at Home – Yeast Experiment (this does not need to be done in class)

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table is confusing. Create a data table based on amount of salt instead of concentration. Students do not need to do these calculations to understand the investigation.Note: Seeds can also be germinated in a paper towel & petri dish in order to speed up the investigationNote: The emphasis for this section should be on understanding living systems

Note: Red Cabbage Indicator can be used in place of BTB with students

Ed Tech Standard 1.1.2:...gather data...and apply information for decision making using digital tools.

Living Things on Black Board: Microscope Mania Systems Diagram 2A & 2B with Systems Questions Respiration - Keeley, vol. 3 #17 Vernier Cell Respiration 4A with Systems Questions Directions for making RCI



Physical Variables8






INQD For an experiment to be valid, all variables must be kept the same whenever possible

LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors, as well as living factors ….

MS-LS2 Ecosystems

PCA (Powerful Classroom Assessment) Variables and Growth Investigation 4B

Student self-assessment strategy for PCA

Abiotic Variables reading strategy –(student text 72-76)

Is It Living – FA Probe (revisit)

Learning Targets I can describe non-living variables that

effect a variety living systems

CPO Teachers Guide

CPO Student textPurpose for Reading: Connecting physical, non-living variables that affect living things. Students are building background knowledge.

Note: The PCA is available on Black Board if your students need practice, in context, on MSP style questions and writing prompts. If your students need practice with Claim-Evidence-Reason explanations, consider using that activity instead.

Living Things on Black Board Investigation 4B – PCA Variables and

Plant Growth Plant Growth Claim-Evidence-Reason 4B PCA Self-Assessment

Key Vocabulary: Biotic Abiotic Habitat

Reading Strategy:Consider using Spring Board Double Entry or Cornell Notes

LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with.



Field Study – 5 daysINQB Different kinds Water Quality: Ask the Bugs Learning Targets Key Vocabulary:

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http://www.nextgenscience.org/msls2-ecosystems-interactions-energy-dynamics


of questions suggest different kinds of scientific investigations


MS-LS2 Ecosystems

power point

Water Quality Field Study

I can describe how abiotic factors affect biotic factors in an ecosystem. (abiotic: water quality of a stream, biotic: macroinvertebrates)

Note: This field study bridges students understanding of abiotic factors that affect an ecosystem with a deeper study of ecosystems in the next sub-unit.Note: A field study asks about the relationship between two variables that are generally not manipulated, or controlled, by the researcher.Note: Students need to practice writing questions for field studies and understand this as a valid investigation.

Note: Contact Jennifer Chase for information regarding the materials for this Field Study.

Living Things on Black Board Water Quality: Ask the Bugs (project

WET) Water Quality: Ask the Bugs powerpoint Macroinvertebrate research Water Quality Field Study

Biotic Abiotic Macroinvertebrat

e

LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with.

EcosystemsStudents build a context for energy in living systems and explore how living and non-living components interact in an ecosystem.


Resources Differentiation10

Timeframe3 weeks

Oct 27 – Nov 14, 2014




LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.

SYSD In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system but matter stays within the system.

MS-LS2 Ecosystems

Energy Flow reading strategy –(student text p. 86-87)

Organizing Living Things-Explain (teacher’s guide p. 75)

Learning Targets I can describe the relationships between

producers, consumers and decomposers I can describe how energy flows through

an ecosystem

CPO Teachers GuideNote: This section should be used to introduce students to the vocabulary of ecosystems. Rather than reading pages 86-87, consider using vocabulary strategies to familiarize students with these terms.

CPO Student Text

Ecosystems on Black Board 5.1 5E Lesson Plan

Key Vocabulary: Producer Consumer Decomposer Carnivore Omnivore Herbivore

Reading Strategy:Consider using Spring Board Word Maps

LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…



Food Chains and Food Webs 5 daysLS2B Energy flows through an ecosystem

Making a Food Chain – motivate Learning Targets Key Vocabulary:

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from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.

SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation.

MS-LS2 Ecosystems

(teacher’s guide p. 76)

Food Chain Energy –formative assessment probe

Investigation 5A- Food Webs

Food Webs reading strategy – (student text p. 90-92)OR

Life Science Interactive DVD activity

The Popcorn Relay – or other model of energy flow through an ecosystem

A Closer Look at the Sagebrush Steppe Ecosystem- Explain - (teachers guide p.77)

Ch. 5 Assessment, 5.2 – Student text p. 106

I can analyze the flow of energy in a local ecosystem

I can draw a labeled food web showing the relationship between producers, consumers and decomposers

CPO Teachers GuideCPO InvestigationsNote: As written, Inv 5A is a cumbersome investigation. Collaborate with teaching team or refer to version posted on Black Board for an alternative.Note: Consider using Inspiration to create food webs.Note: An alternative to having individual students using DVD’s would be to pause the DVD and have students whiteboard their answers & supporting ideas. They can also do 2-minute writing to hold their thinking.Ed Tech 1.1.1 - Organize ideas and create original works for personal and group expression using digital tools.

CPO Student Text

Ecosystems on Black Board Food Chain Energy - Keeley, LS Probes

#15 Leveled Text: Energy Exchange Popcorn Relay

Food Chain Food Web Energy

Reading Strategy:Consider using Spring Board Double Entry Journal or Cornell Notes

Leveled Text: Energy Exchange

LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…



Ecosystems 10 days12





LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.MS-LS2 Ecosystems

Ecosystems Odd One Out – formative assessment

Ecosystem Interactions - Skill & Practice with text page 94

Ecosystem Interactions (reading strategy) – student text p. 94-96

Modeling Interactions - Explain (teacher’s guide p. 83)

Understanding Introduced Species

Student Synthesis Project: Consider using Power Point, Photostory or another digital application

Learning Targets I can predict how changing a living

(biotic) factor may impact an ecosystem I can predict how changing a non-living

(abiotic) factor may impact an ecosystem I can explain cause and effect within an

ecosystem.

CPO Teacher Guide

CPO Investigations

CPO Ancillary Activities Skill & Practice worksheetsEd Tech 1.1.1 Organize ideas and design and produce multimedia projects

Ecosystems on Black Board Ecosystems Odd One Out Fishing for the Future Understanding Introduced Species ppt

Plan Ahead: Order Ulothrix for investigation 7B

Skill Sheet 5.3

Key Vocabulary: Competition Predator Prey Population Symbiosis Invasive

Species

Reading Strategy:Consider using Spring Board Marking Text strategy

Assessment: Students take summative assessment, Ecosystems and Living Things #1 (on or around Nov. 14)Answer sheets available on Nov. 10, scan before Dec. 1, 2014

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Cells and HeredityCells are the basic unit of life and all living organisms are made of cells.

Heredity explains why offspring resemble, but are not identical to, their parents and is a unifying biological principal.

Content Goals: Students examine cells microscopically and analyze similarities

and differences. Students can describe relationships between structure and

function within different types of cells. Students distinguish between plant cells and animal cells. Students explore hereditability by analyzing traits passed from

one generation to another. This understanding is applied to the use of Punnett Squares to predict heredity.

Essential Questions: What are the differences in the structure and function of plant and

animal cells? How do we use models to study living systems? What is heredity? What kinds of traits are heritable?

Summative Assessment7th Grade Life Science #2

Cells and Heredity*(Assessment window Dec 8 -19, 2014)

7th Grade Life Science #3Heredity

(assessment window Jan 20 – 30, 2015)

Academic VocabularyCell: Membrane, Nucleus, Organelle, CytoplasmSystems: input, output, boundaryHeredityGeneticsGene, Allele, Dominant, RecessiveGenotype, PhenotypePunnett SquareAsexual vs Sexual Reproduction

Key Investigations7A – Examining Onion Tissue7B – Plant and Animal Cells11A – Observing Human Traits11B – Crazy Traits

Time Line: Approximately 30 instructional days, Nov. 17, 2014 to Jan 23, 2015.






Back to TopCell Structure and Function

Students learn that cells are the basic unit of structure and function in living organisms and distinguish between plant and animal cells. Standards Assessment /


Additional Support ExtensionsWhat Are Cells? 4 days

LS1A All organisms Using a Compound Microscope Learning Targets Key Vocabulary: Cell Size 14

Timeframe2 weeksTimeframe

3 weeks+Nov 17 – Dec. 12, 2014


are composed of cells which carry on the many functions needed to sustain life


(Investigations p. 147)OR

Microscope Mania

Distilled vs Pond -Motivate- (teacher’s guide p. 114)

Investigation 7A – Examining Onion Tissue

What are Cells? Reading strategy (student text p. 136-139 do not include fluoroscopy)

Muscle Cells vs. Nerve Cells – Explain (student text p. 141)

I can explain that cells make up all living things

I can apply the Cell Theory to explain the relationship between cells and living things

CPO Teachers Guide

CPO InvestigationsNote: If students have not yet done the microscope activities, they could be used hereNote: Onions are needed for this investigationNote: If you are short of time, Onion Root Tip slides are included in the Life science kit

CPO Student TextNote: Use the Muscle Cells vs Nerve Cells activity as a formative assessment

Cell Structure & Function on Black Board Leveled Text: Cells

Cell Organelle Cytoplasm Nucleus

Reading Strategy:Consider using Spring Board Marking Text or Predicting strategies

Leveled Text: Cells

Investigation Explain -

Prokaryotes vs Eukaryotes - TG p. 115

Note: SPS Power Standards do not require students to differentiate between prokaryotic and eukaryotic cells.LS1D Both plant and animal

cells must carry on life functions, so they have parts in common and specialized parts…

INQA Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world.

StandardsAssessment /


Additional Support ExtensionsCells, a Look Inside 6 days

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LS1A All organisms are composed of cells which carry on the many functions needed to sustain life

INQE Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations.

SYSBSYSE


Structure and Function formative assessment

Investigation 7B – Plant and Animal Cells

Exploring Cells & Specialized Cells powerpoint

Organelle Survivor

Cookie Factory Metaphor for Cells – Extend (teacher’s guide p. 121)

OR Cell Model demonstrating

organelles & organelle function

Learning Targets I can describe cell functions and how they

relate to the structure of cells I can compare and contrast plant and animal

cellsCPO Teachers GuideNote: Consider using digital media for the Cookie Factory activity.Ed Tech 1.1.1 Organize ideas and design and produce multimedia projectsNote: MSP data would suggest that students do not have a deep understanding of how the function of a cell would impact the structure. For example; a muscle cell is likely to have more mitochondria than a blood cell because of the function, a nerve cell is very long to carry signals. This is true of plant cells as well.Note: While the terms osmosis and diffusion are not important for students to memorize, it is important in developing an understanding of the cell as a system that students realize particles and/or molecules move across the membrane. Also, include that cells have waste products.CPO InvestigationsNote: Prepared slides can be usedCPO Ancillary Activities Power Point diagrams and information for

studentsCell Structure & Function on Black Board Structure and Function FA Atoms and Cells - Keeley, LS Probes #6 Exploring Cells & Specialized Cells PowerPoint Organelle Survivor

Key Vocabulary: Cell Wall Cell

Membrane Nucleus Mitochondria Chloroplast

Reading Strategy:Consider using Spring Board Word Maps or Cornell Notes

Models for a cell membrane could be egg osmosis, raisin osmosis etc...

LS1D Both plant and animal cells must carry on life functions, so they have parts in common … But plants have specialized cell parts… which provide plants their overall structure.

Protozoans16

Timeframe1 day






Students learn about the structure and functions of single-celled organisms.Standards Assessment /


Additional Support ExtensionsProtozoans

SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation.SYSE If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change; but if the input is more or less than the output, then the amount of matter or energy in the system will change


Pond Water (formative assessment probe)

Investigation 9A –Protozoans

Thinking About What you Observed– Student explanation and class discussion (teacher’s guide p. 151)

Learning Targets I can explain how single celled organisms

carry out life processes.

CPO Teachers Guide

CPO InvestigationsNote: Use “Instant Protozoa” for Inv 9A. This requires distilled water and a warm environment.Note: Rather than using instant protozoa and microscopes, students can use pictures and video clips

CPO Ancillary Activities Black Line Master 9A

Protozoans on Black Board Pond Water - Keeley, LS Probes, #5 Leveled Text: Microscopic Behavior

Student Text – pictures of protozoan feeding and movement (p. 175)

Leveled Text: Microscopic Behavior

INV 9A -Exploring on Your Own

Bread Mold Field Study

LS1B One-celled organisms must contain parts to carry out all life functions.

Assessment: Students take summative assessment, Cells #2 (on or around Dec. 12)Answer sheets available on Dec. 8, scan before Dec 19, 2014

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Timeframe3 weeks

Dec 15, 2014 – Jan 23, 2015







HeredityStudents are introduced to the idea of heritability by studying traits passed from one generation to the next.

This is Spokane students’ only opportunity to study Mendelian genetics in depth, as high school biology focuses on molecular genetics. Standards Assessment /


Additional Support ExtensionsTraits 7 days

LS3B Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell

INQB Different kinds of questions suggest different kinds of scientific investigations

MS-LS3 Heredity

Eye Color formative assessment probe

Investigation 11A – Observing Human Traits

Traits reading strategy (student text pages 213 – 219)OR

What About Genetics reading strategy (Black Board)

Revisit Eye Color FA – connect to reading and vocabulary

Vocabulary game to differentiate similar terms

Learning Targets I can explain that information on how cells

grow and function is contained in genes and chromosomes

I can describe the location of genetic material in all organisms

CPO Teachers GuideNote: Students need to understand that in the same organisms - DNA in skin cells (for example) is the same as the DNA that is in muscle cells.

CPO Investigations

CPO Student TextNote: This section has a great deal of vocabulary that students will be using for a couple of weeks. Once they have completed the initial investigation, they should have a graphic organizer that will help them make sense of the vocabulary

Heredity on Black Board Eye Color - Keeley, LS Probes #22 What About Genetics Family Genes Activity

Key Vocabulary: Trait Heredity Genetics DNA Gene Allele chromosome Dominant Recessive Genotype Phenotype Homozygous /

pure breed Heterozygous /

hybrid

Standards Assessment / Resources Differentiation

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http://www.nextgenscience.org/msls3-heredity-inheritance-variation-traits


Student Evidence Additional Support ExtensionsPredicting Heredity 5 days

LS3B Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell.

INQE

MS-LS3 Heredity

Genetics Agree/Disagree formative assessment probe

Picture Read - Reproduction

Asexual vs Sexual Reproduction

Investigation 11B – Crazy Traits

Explain (TG p. 191) Punnett Squares

Genetics Cross - Flowers

Genetics Cross - Butterflies

Learning Targets I can use a Punnett Square to predict the

outcome of a genetic cross

CPO Teachers GuideCPO InvestigationsNote: Inv 11B will take several days for students to complete and understand, text should be used as clarification and supporting evidenceNote: Use analysis questions to highlight the connection to LS3D. This is an important concept for students to understand.Note: The DVD can be used in a computer lab or as a large group discussion with white boardingCPO Student TextNote: Mitosis and meiosis are not processes that students need to understand in middle school. They will learn these processes in high school biology.

Heredity on Black Board Genetics Agree/Disagree Picture Read - Reproduction Asexual vs Sexual Reproduction Genetics Cross Flowers & Butterflies Sesame Street Genetics Sponge Bob Genetics Leveled Text: Genetics

Leveled Text: Genetics

Sesame Street GeneticsOR

Sponge Bob Genetics

Life Science DVD“Heredity”

LS3D In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent. In asexual reproduction just one parent is involved, and genetic information is passes on nearly unchanged



Other Patterns of Inheritance 3 days19


http://www.nextgenscience.org/msls3-heredity-inheritance-variation-traits


LS3B Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell

INQG

MS-LS3 Heredity

Simulated Blood Lab

Check for Understanding - Student Text p. 229

Learning Targets I can write a scientific explanation based

on a claim.

CPO Teachers Guide

CPO Student Text

Heredity on Black Board Simulated Blood Lab

Other Patterns of Inheritance Reading Strategy - (Student Text, p. 226-228)

LS3D In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent. In asexual reproduction just one parent is involved, and genetic information is passes on nearly unchanged

Assessment: Students take summative assessment, Heredity #3 (On or around January 23)Answer sheets available on January 20, scan before January 30, 2015.

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Evolution and DiversityBiological evolution explains both the unity and diversity of species and provides a unifying principle for the history and diversity of life on Earth. Evolution, which is continuous and ongoing, occurs when natural selection acts on the genetic variation in a population and changes the distribution of traits in that population gradually over multiple generations. (Framework for NGSS p. 161)

Content Goals: Students develop an operational definition of evolution. Students are able to describe natural selection and other

processes of evolution.

Essential Questions: What evidence supports changes on Earth over time? How has evolution affected biodiversity?

Summative Assessment7th Grade Life Science #4Evolution and Diversity

(assessment window Feb 17 to Mar 6, 2015)

Academic VocabularyEvolutionAdaptationDiversityNatural SelectionBiodiversity

Key InvestigationsFossil Kit Investigation13B – Natural Selection or online simulations at PhET

Time Line: Approximately 18 instructional days, January 26 – February 20, 2015.







Back to Top

EvolutionStudents are introduced to evolution as the process of how organisms acquire adaptations over time.



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Timeframe4 weeks

Jan 26 to Feb 20, 2015


Evidence for Evolution 5 daysLS3A The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular and molecular level. Evolution is supported by multiple forms of scientific evidence.

INQG

MS-LS4 Biological Evolution

Fossil Footprints

Evidence for Evolution reading strategy – (student text 13.1)

Fossil Kit Investigation

Fossil Find

A Closer Look at Adaptations - Explain (teacher’s guide p. 221)

Learning Targets I can describe evidence of evolution. I can explain how fossil footprints can

provide evidence to interpret past events.

CPO Teachers GuideNote: Students may not understand that DNA is not always available in fossils

CPO Student Text

CPO Interactive DVD

Evolution on Black Board Fossil Footprint and support images Fossil Kit Investigation Fossil Find

Vocabulary: Adaptation Evolution Ancestor Fossil Fossil Record

Reading Strategy:Consider using Spring Board Word Maps or Cornell Notes

Greatest Discoveries with Bill Nye: The Origin and Evolution of Life (Discovery Education Streaming)

LS3G Evidence for evolution includes similarities among anatomical and cell structures, and patterns of development make it possible to infer degree of relatedness among organisms



Mechanisms for Evolution 10 days

22


http://www.nextgenscience.org/msls4-biological-evolution-unity-diversity



LS3A The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular and molecular level. Evolution is supported by multiple forms of scientific evidence.

LS3E Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and reproduce in a particular environment

INQE

MS-LS4 Biological Evolution

Changing Environment formative assessment probe

From Dog to Wolf

Natural Selection and the Peppered Moth - Explain (teacher’s guide p. 223)OR

Computer Simulation on Peppered Moth

Investigation 13B – Natural SelectionOR

Natural Selection PhET Simulation

http://phet.colorado.edu/en/simulation/natural-selection

How Evolution Works 13.2 Reading LessonOR

CPO Power point

Hunter and the Hunted – (student text, chapter activity p. 278)

Learning Targets I can describe natural selection as a

mechanism of evolution. I can describe the process of natural

selection. I can describe how adaptations enhance an

organisms ability to survive in a particular environment.

I can explain why extinction occurs.CPO Teachers GuideCPO InvestigationsEd Tech 1.1.2 Use simulations to explore systemsNote: Simulations may leave students with a naïve conception about natural selection. The video, “Dogs and More Dogs” uses the context of dogs to describe different hereditary and evolutionary scenarios.CPO Ancillary Activities Power Point 13.2Evolution on Black Board Changing Environment - Keeley, LS

Probes, #18 From Dog to Wolf PBS Nova Dogs and More Dogs video 13.2 Reading Lesson Computer Simulation on Peppered Moth

http://biologycorner.com/worksheets/pepperedmoth.html

Lady Bug scenario power point

Key Vocabulary: Diversity Adaptation Natural

Selection

Reading Strategy:Consider using Marking Text

Life Science interactive DVD

LS3F Extinction occurs when the environment changes and the adaptive

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http://biologycorner.com/worksheets/pepperedmoth.html


http://phet.colorado.edu/en/simulation/natural-selection




characteristics of a species, including its behaviors, are insufficient to allow its survival.

Assessment: Students take summative assessment, Evolution & Diversity #4 (On or around February 20, 2015)Answer sheets available on February 17 to March 6, 2015

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Human Body Systems

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues, or organs that are specialized for particular body functions. (Framework for NGSS p. 144)

Content Goals: Students are able to analyze several body systems and explain

why they are open or closed. Students demonstrate their ability to conduct controlled

investigations, share their data and write a conclusion.

Essential Questions: Why might it be useful to change the boundaries when describing a

body system? How do the body subsystems work together to support the function

of the human body?

Summative Assessment7th Grade Life Science #5Human Body Systems*

(assessment window March 10 - March 28)* This assessment will be included in the Fall SSAT Data Review and will be posted to Black Board in October 2014.

Academic VocabularyOrgan systemSubsystemBody Systems

Key Investigations18A – Who’s got the Beat?18B – The Pressure’s On

Time Line: Approximately 14 instructional days, Feb 23 to March 12, 2014







Back to Top

Human Growth and Development



2.2.1 Understands Engage – Values vs Facts Learning Targets25

Timeframe1 week


structure and function of body systems

2.2.2 Understands how to maintain sexual health throughout life

2.3.1 Understands factors and prevention related to communicable disease

Washington State Health and Fitness Standards, 7 th grade

HIV-AIDS formative assessment and video notes

Understanding HIV and AIDS - video

Understanding HIV and AIDS – post-test with Turning Point

HIV and the Immune System

Secondary Sexual Characteristics and the Reproductive System

Explore - The Daily Risk

Synthesis – Addressing myths through a C-E-R explanation

I can describe ways in which HIV is transmitted

I can describe ways to prevent HIV transmission

Note: Many teachers prefer teaching HGD during MSP. This unit and Human Body can be taught in either sequence.

HGD Resources on Black BoardAll materials to support this instructional unit can be found on the Secondary Human Growth and Development Black Board including a Teacher’s Guide.

Ed Tech 1.2.1 Communicate and collaborate to learn with others Use Turning Point presentations to facilitate class discussions and share student thinking.Ed Tech 1.3.2 Locate and organize information from a variety of sources and media.The Daily Risk www.thedailyrisk.comNote: The graphic organizer is intended to be for student use only, as a way to explore topics of personal interest. These should not be collected by the teacher, in order to ensure student privacy.

Human Body SystemsStudents learn about the structure and functions of human body systems.

Standards Assessment / Resources Differentiation

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Timeframe2 weeks

March 2 – 12, 2015

http://www.thedailyrisk.com/


http://www.k12.wa.us/healthfitness/Standards.aspx




Student Evidence Additional Support ExtensionsHuman Body Systems 10 days

LS1C Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.APPD The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions.APPF Solutions must be tested to determine whether or not they will solve the problem.

MS-LS1-3 From Molecules to Organisms

Human Body (formative assessment probe)

Investigation 18A – Who’s Got the Beat?

Explain - Breathing and Respiration – TG p. 319

Section Review #5 – Student Text p. 393

Learning Targets I can describe several organ systems

within the human body I can describe matter and energy within

human body systems. I can design and conduct a controlled

experiment. I can compare and contrast several body

systems. I can explain the human body using a

systems modelCPO Teachers Guide

CPO Investigations

CPO Student Text

Human Body Systems on Black Board Human Body - Keeley, LS Probes, #23 http://www.scoilnet.ie/humanbody.shtm

Key Vocabulary: Circulatory

system Arteries Veins Respiration Respiratory

system Digestive

System

Investigation 18B – The Pressure’s On



Other Organ Systems 5 days27

http://www.scoilnet.ie/humanbody.shtm






APPD The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions.APPF Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the best solution must be communicated persuasively.SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated.SYSE If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change...

MS-LS1-3 From Molecules to Organisms

Body System Synthesis ProjectLearning TargetsCPO Teachers Guide

CPO Investigations

CPO Student Text

CPO Ancillary Activities

Human Body Systems on Black Board Leveled Text: Safety Systems Leveled Text: Systems for Movement Body System SynthesisNote: Students can use Power Point, Photostory or other digital application for the synthesis project.Ed Tech 1.1.1 Organize ideas and design and produce multimedia projects

Key Vocabulary: Reproductive

system Nervous system Skeletal system Muscular

system Immune system Digestive

system

Leveled Text: Safety Systems Systems for

Movement

Assessment: Students take summative assessment, Human Body Systems #5 (on our around March 12)Answer sheets available on March 9 to March 20, 2015.

Additional Planning Information:

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Approximately 100 instructional days included in this curriculum guide Learning Targets included are suggestions based on standards, content and assessments. This is not an exhaustive list and teachers are

encouraged to use these as a starting point for classroom specific learning targets. All students should engage in the investigations and activities listed in Assessment/Student Evidence. Additional activities may be included

when formative assessment indicates students need additional practice with a concept. (Reference “More of This/Less of That” document for CPO Implementation).

Specific pages and sections of text intended for student reading are listed in Assessment/Student Evidence with “Graphic Organizer for text pages…”

When activities not included in the CPO resources are referenced in the Program Guide, they are posted on Black Board in connection to the relevant chapter.

When specific investigations or activities are not listed in connection to Complementary Standards, it is intended that aspects of those connected to the Power Standard will also assess the complementary standards.

Additional calendar days were included in the Program guide to account for conferences, MSP and MAP testing. The assessment days listed in the Program Guide are guidelines to help track pace through the instructional sequence. Please consider the testing window reflected by the dates included.

Next Generation Science Standards are connected where appropriate. Teachers should become aware of the instructional shifts, changes in Science & Engineering Practice and shifts in rigor of the NGSS.

Key Content as reflected in the SPS Power Standards (not necessarily listed sequentially):o All organisms are composed of cells which carry on the many functions needed to sustain life. (LS1A: 4.2, 7.1, 7.2)o Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their

structure and enable the organs to perform specialized functions within organ systems. (LS1C: 2.2, 18.1, 18.2)o Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in

a food web. (LS2B: 5.1, 5.2, 5.3)o Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures,

and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction and overuse of resources or the introduction of new species. (LS2D: 4.3)

o The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular, and molecular level. Evolution is supported by multiple forms of scientific evidence. (LS3A: 2.1, 13.1, 13.2)

o Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell. (LS3B: 11.1, 11.2, 11.3, 13.3)

o Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and produce in a particular manner. (LS3E: 13.2)

o Different kinds of questions suggest different kinds of scientific investigations. (INQB: 3.1)

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o For an experiment to be valid, all variables must be kept the same whenever possible, except for the manipulated variable being tested and the responding variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for. (INQD: 1.3, 2.1, 2.2, 4.3, 18.1)

o Models are used to represent objects, events, systems and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations. (INQE: 7.2, 13.2)

o Scientific reports should enable another investigator to repeat the study to check results. (INQG: 3.1)o Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists’

explanations and evaluating ones’ own thinking in response to the ideas of others are abilities of scientific inquiry. (INQH: 13.1)o The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the

purpose of the investigation. (SYSB: 5.2)o In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system, but matter stays

within the system. (SYSD: 18.1)o The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better

understand the problem and brainstorming to arrive at potential solutions. (APPD)

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Documents

swcontent.spokaneschools.orgswcontent.spokaneschools.org/cms/lib/WA01000970/Cen… · Web viewI can use/create a dichotomous key to identify and classify organisms. ... The DVD